As a key Teaching and Learning priority, the Grants support staff in re-engineering their approaches to teaching and learning in line with the learning.futures strategy, incorporating the UTS Model of Learning, Learning2014 practices and the Graduate Attributes Project. They encourage engagement with recent developments in higher education including flipped learning, innovative uses of learning spaces, collaborative technologies, transdisciplinary and inquiry-based learning, and learning analytics.
| Recipient | Project | faculty |
|---|---|---|
| Renu Agarwal | A collaborative tool for enhancing Design Thinking - Enriching existing INNOSPACE for attaining effective student engagement and creating the conditions for best practice for feedback and evaluation through mobile access and a graphical interface | Business |
Deborah Edwards, Carmel Foley & Kerry Hunter | Learning Analytics for Graduate Attributes: Business School Masters Research Project (capstone) | Business & IML |
| Amanda White | Developing and assuring online communication skills via a video interview assessment in a flipped learning environment | Business |
| Theresa Anderson | "Seeing betwee the lines": ideation and thinking visually for learning and teaching | CIC |
| Alexandra Crosby, Joanne Kinniburgh, & Michael Hromek | Working together for Indigenous design, architecture and building curricula | DAB |
| Eurydice Aroney & Jenna Price | Dipping into data: an introduction to data journalism for entry level students in a journalism degree | FASS |
| Jeffrey Browitt | Testing the conversion of a flipped subject into a combined face-to-face and distance education subject | FASS |
| Andrew Jakubowicz | Transnational Media: from flipped lectures to discovery workshops for improved student learning | FASS |
| Kimberley Pressick-Kilborn & Jenna Price | Further work on Speaking Up | FASS |
| Vessalas Kirk & Anne Gardner | Redesigning a core civil engineering postgraduate subject for flipped education | FEIT |
| Sue Dean | Enhancing self-care skills of first year nursing students by incorporating mindfulness based experiences into curricula | Health |
| Louise Hickman | The BRIDGE Project: bridging the evidence practice gap, implementing and testing existing and new innovations in a postgraduate health Master's Degree (Coursework) students capstone experience and/or piece of scholarship | Health |
| Rachel Smith | Introducing, evaluating and embedding a new 'Screening for Domestic Violence in Pregnancy' resource into the midwifery curriculum | Health |
| Claudia Virdun | Growing Indigenous cultural respect across the Bachelor of Nursing (BN) program: Shifting perspectives | Health |
| Rosalie Goldsmith | Tailoring online academic literacy development modules: embedding flexible and individualised discipline-specific literacies into FEIT & Science cohorts | IML |
| Thalia Anthony | Building from Indigenous Knowledges in Law: Working Towards Students' Indigenous Cultural Competency in UTS Law Programs | Law |
| Leanne Houston | Equipping Students for the Real World of Administrative Law by Transitioning from the Substantive to the Practical | Law |
| Alison Beavis | ' 'CLARA-fying' learning - developing the learning power of Science students using group coaching as a novel strategy for large subject scaling | Science |
| George Herok | Teaching oral communication skills to Science students | Science |
| Blair Nield | Continued resource development for biology key learning concepts: creation and evaluation of flipped learning activities to enrich student learni ng and improve knowledge retention | Science |
| Bronwyn O'Brien | Preparing Science Students for a volatile, Uncertain, Complex and Abiguous (VUCA) World | Science |
| Sang-Eun Oh | Mobile-based, flexible, adaptable and interactive resources to foster best practices in academic integrity | SSU |