Teaching for the first time: a guide for sessional staff at Swinburne University of Technology

This guide has been written for people who are new to sessional teaching at Swinburne University of Technology. This guide is one of a number of teaching and related guides provided by the University for those who teach in the higher education division (please see the ‘Sessional Teaching at Swinburne’ site in Blackboard). This particular guide will be useful if you have never taught before. It refers mainly, but not exclusively, to teaching smaller groups where interaction between you and the students is expected (see the separate guide on effective lecturing if teaching larger groups is part of your responsibilities.

Facilitating student participation: a guide for sessional staff at Swinburne University of Technology

This guide has been written for people who are new to sessional teaching at
Swinburne University of Technology. This guide is one of a number of teaching and related guides provided by the University for those who teach in the higher education division (please see the ‘Sessional Teaching at Swinburne’ site in Blackboard). This particular guide will be particularly useful if you are responsible for teaching small groups (approximately less than 30 students) and where interaction between you and the students is expected. Please see the separate guide on effective lecturing if teaching larger groups is part of your responsibilities.

Online ordering : report of a trial by the Queensland Institutue of Technology Library

The article reports the methods and results of a trial by The QIT Library of the IDAPS Acquisitions System, specifically for items ordered from James Bennett Pty. Ltd. Hardware problems at Bennetts precluded test of comparative speed of delivery of electronically placed orders but the library reports a clear reduction in order preparation time and an excellent hit rate for bibliographic data on the LYNX and ABN databases viewed as a composite resource.

Critique as technology of the self

This inquiry is situated at the intersection of two enigmas. The first is the enigma of the status of Kant's practice of critique, which has been the subject of heated debate since shortly after the publication of the first edition of The Critique of Pure Reason. The second enigma is that of Foucault's apparent later 'turn' to Kant, and the label of 'critique', to describe his own theoretical practice. I argue that Kant's practice of 'critique' should be read, after Foucault, as a distinctly modern practice in the care of the self, governed by Kant's famous rubric of the 'primacy of practical reason'. In this way, too, Foucault's later interest in Kant - one which in fact takes up a line present in his work from his complementary thesis on Kant's Anthropology - is cast into distinct relief. Against Habermas and others, I propose that this interest does not represent any 'break' or 'turn' in Foucault's work. In line with Foucault's repeated denials that he was interested after 1976 in a 'return to the ancients', I argue that Foucault's writings on critique represent instead both a deepening theoretical self-consciousness, and part of his project to forge an ethics adequate to the historical present.

Graduate evaluation of engineering management studies at Deakin University

Australia has long recognised the importance of the inclusion of management studies in undergraduate engineering courses. A survey of recent graduates of the engineering programs at Deakin University was undertaken to evaluate the effectiveness of the management studies in those programs. The survey respondents suggest that those management skills most highly valued by graduates were generic professional practice skills, and that more opportunities to develop these skills in undergraduate studies would be beneficial. Survey respondents suggested the inclusion in the course of more ‘real world’ examples of engineering management.

The development of teaching skills to support active learning in university science (ALIUS)

This paper describes an Australian Learning and Teaching Council funded project for which Learning Design is encompassed in the broadest sense. ALIUS (Active Learning In University Science) takes the design of learning back to the learning experiences created for students. ALIUS is not about designing a particular activity, or subject, or course, but rather the development of a method, or process, by which we have re-designed the way in which learning occurs in large university classrooms world wide.

"The university didn't actually tell us this is what you have to do": Social inclusion through embedding of academic skills in first year professional courses

This paper presents findings from a mixed methods project investigating first year social work students' perceived role in academic skills and thier development.  Students expressed the perception that academic skill requirements and how they would be assessed should be made explicit, and idenfied a stigma associated with accessing study support services.  The aper concluses that an intentional design strategy, such as embedding academic skills into the curriculum, helps bridge the different expectations between academics and students and hence constitutes a socially inclusive strategy to teaching professional courses sucha s social work, within higher education.  Recommendations to enhance the succes and sustainability of such an initiative in the current higher educacion environment are offered.