The aim of this project is to create a short course/micro-credential package to develop knowledge and skills of university staff to better engage neurodivergent and autistic students. The project will utilise a co-production approach to designing the courses to ensure that they capture the perspectives, experiences and insights of neurodivergent and autistic students and staff. Course content will be specifically developed to enable staff to: identify barriers that neurodivergent and autistic students say they face in university study; employ strategies that support these students to achieve higher educational outcomes. Content will be offered through a unique interface of student narratives, vignettes, video examples, short readings and small activities. 

The aim of this project is to create a repository of practical WIL scenarios that simulate workplace activities. The intent is to co-design these scenarios with industry and student representatives. The scenarios will include assessment frameworks to simulate workplace settings by incorporating viva-styled assessments for students to present their work and receive feedback in an interactive manner. The multifaceted purpose of this is to engage students, improve their English language and presentation skills, deter academic misconduct, provide students with immediate and personalised feedback, and allow them to reflect and act on this feedback in later assessments.

This project aims to pilot a professional WIL program where advanced mathematics students, academics and industry partners come together to work on meaningful, real-world projects. A crucial step in this transformative project is to seek industry partners who are willing to develop real-world projects that are appropriate for undergraduate students. Outcomes of this project will inform the incorporation of similar professional WIL-based projects into all mathematics coursework programs. We believe that the professional WIL component will make it evident to students that mathematics and statistics provide many career opportunities, and thus attracting more students to study mathematics and statistics at UOW. 

Advances in educational design in information and communication technology are providing innovative ways to support teaching and learning in higher education. Chatbots are intelligent conversational agents that supply a novel paradigm in the assessment feedforward-feedback cycle. By applying Agile principles, we aim to develop, and pilot test a prototype chatbot that will empower UOW academics to provide timely assessment feedforward to students, thus ensuring consistency and quality of assessment feedforward to all students via the Chatbot and enable timely provision of such feedforward. This is especially useful for subject academics who manage very large cohort of students in their subjects. 

The Empowering the LLB Graduate Project will engage Students-as-Partners in the co-design of the Bachelor of Laws curriculum to empower students for a rich, diverse and agile professional future. Focusing on four key curriculum areas – professional skills, social justice, global perspective and innovation – the Project will produce a strategy to integrate work-integrated learning holistically at the course level, a dynamic and innovative Assessment Framework to support the sequenced scaffolding of the four themes throughout the degree, and a suite of resources to empower students to navigate professional pathways within the curriculum. Project results will be disseminated within and beyond UOW.

Evidence clearly demonstrates that behavioural counselling interventions that promote a healthy diet and physical activity are an essential clinical tool for the prevention of cardiovascular disease. UOW currently develops competency in behavioural counselling using a professional WIL model that is both discipline-specific and community-based. However, strong evidence demonstrates improved patient outcomes when using an interprofessional model. This proposal therefore seeks to embrace an innovative interprofessional educational model of WIL with the creation of collaborative and enduring dietetics and exercise rehabilitation learning resources (online) in addition to authentic professional WIL learning experiences(face-to-face and telehealth) for students with real clients.

Throughout 2021-2022, the Bachelor of Business redesign coincided with reaccreditation requirements from the peak accountancy bodies. This has seen a push for more professional skills development, recognised as 'professional and technical competencies' to be embedded into degrees – including the competency of ‘business acumen’. Supported by the Chartered Accountants of Australia and New Zealand, this project implements industry co-collaborated WIL tasks and assessments that pair students with professionals working in accounting to develop professional skills such as personal branding, rapport, interpersonal, teamwork, reflection, presentation and problem-solving. In doing so, the task contributes to professional skills and the development of their future professional selves.

This project will utilise technology to develop students’ scientific skills through assessments that are aligned, authentic, scalable and uphold academic integrity. Academics in SCMB will partner with Professor Denyer to develop 3D simulation 'Lab Data Generator' tools for use in teaching. This promotes productive failure - allowing students to design, execute, evaluate and re-design to achieve experimental aims without resource constraints. Students will develop key skills - problem-solving, data analysis, judgment, experimental design, as the programming mirrors decisions made in the laboratory. The ability to create endless data sets that will be influenced by the student's decisions supports plagiarism-resistant assessment. 

A core practice in work-integrated learning (WIL) programs is the integration of meaningful reflective activities that enable students to make sense of their various authentic experiences. However, students and educators experience various challenges with reflection including moving beyond descriptions, and designing reflective assessments to foster deep learning.
This project investigates student reflection in WIL to support UOW staff to design various types of reflective assessments. Through a collaborative, cross-disciplinary community of UOW WIL educators, three strategies have been devised: curriculum advancement, resource development and research. This project will impact learning experiences for over 1,900 students across 13 subjects, provide resources to UOW staff and have a global reach through workshops, podcasts and research published in international peer-reviewed journals.

This project will pilot the digital transformation of a subject from the Bachelor of Computer Science, taught at UOW, all UOWGE-controlled entities and in Singapore. The redesign will focus on the connection of synchronous and asynchronous learning experiences and authentic assessment tasks across a range of delivery modes and will capitalise on the expertise and industry connections at all our campuses. Particular attention will be given to the development of 21st-century skills, work-integrated learning, and global outlook. This project will provide a model for how this can be achieved and strengthen collaborative engagement across the UOW group. 

Through this project, we will create an immersive experience where students learn biology through game-based play. In a global student partnership, biology students from UOW (Australia) and McMaster University (Canada) will collaborate with Game Design students from George Brown College (Canada) to develop a biological video game - ‘Cells at War’. The larger project includes biophysics and music – creating a Science, Technology, Engineering, Arts & Math (STEAM) partnership. The students will design the game, and its incorporation into undergraduate teaching, and outreach activities. Student partners will apply their discipline-specific competencies and build their technical and employability skills. 

Understanding all aspects of the patient journey can be challenging for medical students, particularly when different social factors can impact on health and health outcomes such as access, poverty, language and culture. This project will adapt a USA social determinants of health board game to an Australian electronic resource. The resource will provide an innovative way to teach the social determinants of health to students. It will also consider Indigenous and Culturally and Linguistically Diverse people living in rural communities and will be designed to reflect challenging patient scenarios medical students are likely to encounter during their work-integrated placements.