Aim of Who Stole the Ministers Malibu

Griffith University Group Learning and Teaching Citations

[insert Applicant’s Name] [insert School/Department]

The application (submitted in Word only and not PDF) must comprise: 1) A 100 word citation describing your distinctive contribution. 2) A two page written statement (including references) using the application form template. Applications must be in at least 10 point Times New Roman font with 2cm margins. 3) An appendix that consists of copies of Evaluation@Griffith summary pages for all courses conducted over the last three years with a minimum of three sets of data. SEC results may be submitted in lieu of SET results, where the teacher is the principal teacher in the course. Copies of qualitative data from Evaluations@Griffith should not be appended.

Note this appendix is not required for program applications.

1) Citation:

2) Selection Criterion/Criteria:

Please indicate the application’s criterion/criteria (one or two of the following):

 Selection Criterion 1 Approaches to teaching that influence, motivate and inspire students to learn

 Selection Criterion 2 Development of curricula and resources that reflect a command of the field

 Selection Criterion 3 Approaches to assessment and feedback that foster independent learning

 Selection Criterion 4 Respect and support for the development of students as individuals

 Selection Criterion 5 Scholarly activities that have influenced and enhanced learning and teaching Statement Addressing Selection Criterion/Criteria:

3) Appendix:

Please email completed application to the Secretariat at [email protected]

Examples of Citations:

For the demonstration of an innovative and distinctive approach to student learning in two courses teaching research methods, and the use and evaluation of quantitative statistical information, to postgraduate students. Students typically find these courses confronting, and this approach has been successful in enabling them to overcome negative preconceived ideas regarding the content of these courses. Additionally, it has promoted and maximised student engagement in the development of a deeper understanding of ideas, concepts and issues and the practical application of these to real world problems and experiences.

For promoting effective learning and teaching through student engagement by building confidence, developing an appropriate learning mind-set and motivating students. To achieve these outcomes the three separate entities of students, teaching and course material are addressed. Confidence is built by training students to address new problems with the knowledge and skills they already have. Teaching is student centred and constructed around student responses in class and not pre- determined or teach imposed. The need and relevance of the course material is emphasised and students are challenged to explore what they thought they knew and to begin to re-think areas.

For creating and sustaining innovative approaches to teaching in pharmaceutics that influenced, motivated and inspired students to learn. Pharmaceutics is the science behind the design of drug delivery systems – a discipline that relies on an appreciation of mathematics, physics and chemistry. Traditionally students struggle to engage with the content as it can present as dull and difficult. Students were engaged to embrace the ethos that is Pharmacy and to cultivate a life-long commitment to learning and their profession. Evidence demonstrating the effectiveness of the approaches was evident in student feedback, reports from the practising pharmacy community and external pharmaceutics professoriate.

As convenor of the Bachelor of X, Dr Who has developed a ‘whole of program’ approach aimed at improving recruitment and retention in the program. This approach has combined specific strategies within and across courses with the development of an innovative program design, which integrates content knowledge, employability skills and capacities, and social engagement. It does this by combining cross-disciplinary clusters, which also act as research configurations for staff in the School of Y with a distinctive core experience in which students combine social justice with career-building through placements in social enterprises.