Teaching and Learning Priorities
We are proud of our ongoing commitment to excellent teaching and quality learning in HASS. Our wonderfully diverse range of disciplines and study areas demands a multi-faceted approach to the support of teaching and learning.
A key enabler is the HASS Teaching and Learning Committee, headed by the Associate Dean (Academic), comprising of the School Directors of Teaching and Learning from each of our 7 Schools, as well as Faculty teaching and learning colleagues and student representatives. Through the HASS Teaching and Learning Committee, key decisions are made, strategies are discussed, and information is disseminated.
The HASS Faculty Teaching and Learning Priorities are informed by this committee, as well as the broader staff voice, student voice, and the UQ Strategic Plan. We believe these priorities to be central to the provision of a quality learning experience for all HASS students.
Indigenising the Curriculum
UQ's Reconciliation Action Plan acknowledges that the inclusion of Aboriginal and Torres Strait Islander knowledges and perspectives in higher education is meaningful and important for all members of the University community, (UQ Reconciliation Action Plan 2019-2022).
The HASS Faculty is working towards the review and facilitation of embedding Aboriginal and Torres Strait Islander curriculum and inclusive teaching practices in our HASS programs. It is our responsibility as leaders and learners in the Humanities and Social Sciences to educate ourselves and others on Indigenous practises, perspectives and ideologies. We seek to embed emerging educational developments and practices in relation to the Indigenisation of curriculum, including related technological developments and digital platforms.
Recent work was undertaken of UQ courses to ascertain the existing coverage and inclusion of Aboriginal and Torres Strait Islander perspectives. Please take the time to read the outcomes and recommendations of this work in the Indigenising Curriculum Mapping Report. For more specific data on individual courses, please see the Indigenising Curriculum Mapping Database.
Teaching staff can begin incorporating Indigenous scolarship, knowledges and perspectives by exploring practical strategies. This tip sheet was developed by scholars in the School of Political Science and International Studies.
The same scholars have devised a scholarship list that is intended to act as a starting point for course coordinators looking for relevant journals and research written by Indigenous scholars. Many of these readings will be useful for staff and students in Political Science and International Studies, however there are a number of interdisciplinary topics and ideas that will have relevance across HASS.
For advice and resources on how to ensure your curriculum and reading lists represent the diverse student voices of Aboriginal and Torres Strait Islander peoples, visit the UQ Library guide.
Blended learning
Blended teaching is an instructional approach that uses digital strategies in tandem with best practice in the classroom (Best, 2020).
Within the HASS Faculty, we strive to provide our students with the best learning experiences possible. That includes providing flexible, carefully designed learning activities that help students get the most from their study experience.
Transferring some learning elements of a course online can provide students with flexibility, and allows more time to focus on active learning, collaboration and consolidation in the classroom.
Some examples of blended learning course models are outlined below:
| Model 1 | Model 2 | Model 3 | Model 4 |
|---|---|---|---|
Weekly content on-campus Similar content online Tutorials/pracs on-campus Weekly tutorials, pracs, placements on-campus Formative assessment online integrated with content or on-campus during tutorials Graded assessment (on-campus and/or online) | Weekly content online only On-campus interactive workshops/lectorials/Q&As Tutorials/pracs on-campus Weekly tutorials, pracs, placements on-campus Formative assessment online integrated with content Graded assessment (on-campus and/or online) | Weekly content online only On-campus interactive workshops/lectorials/Q&As Tutorials/pracs on-campus with tutorial content online Formative assessment online integrated with content Graded assessment (on-campus and/or online) | Weekly content online only Online discussions/review of more difficult concepts Tutorials/pracs on-campus with tutorial content online Formative assessment online integrated with content Graded assessment (on-campus and/or online) |
To discover more about blended learning frameworks, understand the effectiveness of blended learning, and explore case studies, visit ITaLI’s blended learning resources.
Belonging and connection
Students who develop a sense of belonging at UQ are more likely to enjoy and succeed in their studies (HELF, 2019, Eloff, O’Neil & Kanengoni, 2021, Strayhorn, 2019). Actively developing this sense of belonging is arguably more important now than ever as many of our students are learning from home.
One central environment in which students feel a sense of belonging and connection to UQ is within their individual courses and programs. Some of the simplest yet effective approaches include:
- Being friendly, welcoming and visible in course materials and interactions
- Fostering interactivity between students (via formal and informal group work) and with students
- Displaying encouragement, empathy and support.
ITaLI has a wealth of practical tips and strategies that can be incorporated into your course and communications with students to help foster this connection.
Work-Integrated Learning
WIL as defined at UQ are "learning experiences that explicitly integrate theory with practice within a purposefully designed curriculum to foreground employability. WIL must be either assessable by The University of Queensland (for credit) or otherwise a requirement of an academic course or program."
WIL is considered a priority in teaching and learning within HASS as we recognise the importance of authentic work-related experiences for our students. Engaging in WIL activities provides students with an opportunity to put theoretical learning into practice. In HASS, many of our diverse programs do not branch off to clear, traditional career pathways. This can lead to uncertainty around career options and job-readiness. WIL in HASS helps students to recognise the broad range of professional and transferrable skills that they are taught across our programs, and apply these to a range of authentic work-related experiences.
For more information on embedding WIL in to HASS curricula, refer to the HASS WIL resources for staff.
Authentic assessment
Assessment that meets academic standards and prepares students for future learning in work and life is considered as authentic (Boud & Falchikov 2006).
The HASS Faculty recognises authentic assessment as integral to the development of transferrable 21st Century skills and capabilities. Some of these can be difficult to predict and plan for, unlike some of the more discipline specific knowledges and skills. Authentic assessment helps to incorporate the development of these less tangible skills as it replicates genuine experiences students may have in the work place. Authentic assessment therefore has a longer-term focus than to simply measure and certify student achievement. It is learning‐orientated assessment that fosters longer-term learning (Boud and Falchikov 2006).
The UQ Assessment Ideas Factory houses a large collection of assessment items that have been designed for courses across UQ. The purpose of this library is to provide inspiration and examples of tried and tested assessment. Search 'authentic assessment' to see how colleagues are enacting this in their courses.