ACU success with Office for Learning and Teaching grants
Published: Monday 1st February 2016
Professor Anne Cummins, DVC (SLT) congratulates Associate Professor Catherine McLoughlin (Faculty of Educations and Arts) and Mr Stephen Guinea (Faculty of Health Sciences) for their success in Office for Learning and Teaching (OLT) funded Innovation and Development Grants, 2016 – 2017.
The Office for Learning and Teaching (OLT) grant rounds continue to be highly competitive so it is significant that Australian Catholic University is a partner on the following two OLT funded projects for 2016:
Innovation and Development Grant Preparing undergraduate nurses for the workforce in the context of patient safety through innovative simulation, Central Queensland University (lead institution) with Australian Catholic University, The University of Newcastle and University of Sunshine Coast (Project Partners) ($300,000).
Australian Catholic University provides simulation-based learning across the range of health disciplines with the faculty of Health Sciences. Mr Stephen Guinea (FHS) will bring his expertise in simulation practice to this innovative OLT project, which aims to inform undergraduate nursing students’ practice focusing on patient safety through an innovative approach to "simulation without walls". This project aims to enhance work readiness of graduates through innovative and flexible use of simulation-based learning, support academic staff to provide quality teaching practice, and strengthen relationships between universities and industry.
Seed Grant Using online teaching threshold concepts in transformative professional learning curricula for novice online educators. Avondale College of Higher Education (lead institution), with Texas A&M Health Science Center, Australian Catholic University and Curtin University (Project Partners) ($40,000).
Associate Professor Catherine McLoughlin (FEA) will contribute her vast experience to this important project, which sets out to examine the threshold concepts about online teaching and then develop professional development curricula for novice educators.
The outcomes of both projects have great relevance to teaching practice at Australian Catholic University.