Scholarship of Teaching & Learning
Queensland University of Technology: External Research Collaboration with Queensland Health Metro South Addiction and Mental Health Service (2016)
This research collaboration resulted from my work in establishing practicum placement sites as part of a Practicum Development Leadership role I served in from 2015-2016. I was responsible for overseeing the exercise physiology students that delivered the 10-week intervention and was an author and AEP consultant for the publication. Click on GO HEART to view the publication.
Korman, N., Shah, S., Suetani, S., Kendall, K.D, Rosenbaum, S., Dark, F., Nadareishvili, K., and Siskind, D., (2018). Evaluating the Feasibility of a Pilot Exercise Intervention Implemented Within a Residential Rehabilitation Unit for People With Severe Mental Illness: GO HEART: (Group Occupational Health Exercise and Rehabilitation Treatment). Frontiers in Psychiatry. 9. 343.
Queensland University of Technology: Certificate in Academic Practice, IZN004: Scholarly Learning and Teaching Project (2016)
The capstone unit for the Certificate in Academic Practice was a SOLT project. We were asked to develop a project to consolidate our learning and from which improvements in teaching and student learning could be initiated within our academic role.
My project title was ‘Assessing Clinical skills via a portfolio project: a case study using Clinical Exercise Physiology Students using an action-based research approach’. The purpose for the project was to improve the methods in which clinical skills were assessed in the unit. In previous semesters, full practical exams within the laboratory sections were completed for the course . Due to the large size of the class (70-80 students), the time, equipment, and space requirements were extensive when using this method. Despite efforts in moderation, there was also a problem of consistency in assessment due to the large number of volunteer examiners recruited to assist with the practical exams.
I implemented a portfolio-based assessment whereby students collected artifacts in the form of videos of themselves performing clinical skills with help from their peers and presented them via the creation of a portfolio by the end of the semester. Students worked together in small groups of 3 performed the roles of Clinician, Model, and Videographer for each other and were given a case study from which to base their work. The project spanned three years and feedback was collected on multiple occasions from my peers, the students, and the teaching and learning unit (upon assessment of the project).
The result of the implementation of the portfolio was very successful. The students felt that they learned from the experience and that the assessment was authentic. The students reported that it fostered communication and collaborative skills and increased confidence in their practical skills. The workload associated with the assessment of the unit was reduced and the change in assessment for the XNB 381 unit was supported by our Discipline Lead. The teaching and learning unit asked my permission to utilize my work as an exemplar for the Graduate Certificate program. Click here to view my work!