CLeaR Fellows
CLeaR Fellows form a multi-disciplinary community of practice dedicated to developing and disseminating effective teaching strategies around a key university learning and teaching priority.
The CLeaR Fellowships Programme provides one academic staff member from each faculty with a 0.2 FTE time release for a full year to work individually and collaboratively on learning and teaching projects related to an annual theme. These pages describe their projects, which may provoke teachers to reflect upon their own pedagogical approach to teaching and learning.
The aims of the programme are to:
- Proactively acknowledge teaching and learning leadership and development within the University.
- Improve teaching, learning and assessment practices aligned to the University’s strategic priorities.
- Facilitate inclusive teaching.
- Support the growth and dissemination of internationally significant teaching and learning developments.
2020 Fellows – Designing for learning
The 2020 Fellows will focus on empowering University of Auckland staff to design transformative learning opportunities that are innovative, active/experiential and culturally sustaining and that bridge face-to-face and online learning environments.
Capstone courses: demonstrating achievement of graduate capabilities and employability.
Introducing the Orff Approach: contemporary practices in music education.
Studio Activity Kits (StacKs): Empowering students to develop and apply methodologies and prototypes in both studio and theory-based courses.
Building the ‘whole’ engineer: embedding professional and personal development into the curriculum.
Enhancing Pacific Success – Lalaga 2.0.
Redesigning Land and Law: a blended, flipped classroom approach.
Social security and the Law: Designing a course that engages students in supervised legal work for clients.
Academic writing as a language barrier.
Transforming the assessment structure of our curriculum to maximise student achievement.
ANTHRO 103, Musics of the World in Everyday Lives: A flipped classroom model.
Exploring the development and acquisition of academic cultural capital.
Claire Donald is co-coordinator for the 2020 CLeaR Fellowships.
Ashwini Datt is co-coordinator for the 2020 CLeaR Fellowships.
2019 Fellows – A new Canvas for teaching and learning
The University of Auckland was the first tertiary institution in Australasia to introduce the new generation learning management system (LMS), Canvas. Now that Canvas is firmly established, CLeaR has connected with teaching staff who are beginning to exploit these opportunities and share their experience with colleagues.
A study of the use of CANVAS’s collaboration tool incorporated into a Fine Arts Studio course.
Investigating teaching and assessment practices within Humanities through technology.
Enhancing the use of blended learning practices of the Tertiary Foundation Certificate programme.
Enhancing student experience and success in COMLAW 101.
Exploring the use of ‘badging’ and an ‘Escape Room’ environment as a motivator for student learning.
Assessing and comparing the effectiveness of in-class and asynchronous Student Response Systems.
Exploring Canvas Blueprints and enabling flipped classrooms.
Leveraging Canvas outputs to provide personalised feedback to students and feed-forward to instructors.
Making pathology labs more interesting, mixing digital slide material with engaging activities to keep students motivated.
Steve Leichtweis co-coordinated the 2019 CLeaR Fellowships.
Bettina Schwenger co-coordinated the 2019 CLeaR Fellowships.
2018 Fellows – He vaka moana: Navigating Māori and Pasifika student success
The Pacific Ocean sustains and connects Māori and Pasifika people, and vaka moana are ocean-going vessels developed to purposefully navigate this vast body of water using indigenous ways of knowing, being and doing. These initiatives are cross-disciplinary, with a focus on projects that centre on Māori and Pasifika aspirations and what engagement, achievement and success – broadly understood – might mean to this diverse community.
I am Who I am: enhancing teaching, learning and research success for Pacific students.
Work-Related Learning and Māori Student Success.
Engineering Māori and Pacific student success.
Lalanga ha kaha’u monu’ia – Embedding Indigenous knowledge, values, and culture for Māori and Pasifika Student Success.
Pasifika ‘Success’ at Law School.
Ako fakasitepu: promoting learning to learn for Pasifika Business School Students.
The art of wayfinding: Navigating Pasifika student success.
Leadership through learning and teaching innovations.
Culturally Appropriate Measures and Pathways for Success.
Pathways to the Past: Fostering Effective Pedagogies for Māori and Pasifika Students in the Historical Disciplines.
‘Ema Wolfgramm-Foliaki co-coordinated the 2018 CLeaR Fellowships.
Hinekura Smith co-coordinated the 2018 CLeaR Fellowships.
2017 Fellows – Writing, writing everywhere
How can we encourage our students to write more accurately, more imaginatively, more elegantly, more persuasively, more thoughtfully, more critically, more creatively – or simply more? Where has writing gone in 21st century higher education, and where else could it go? This theme was broadly defined to embrace communications media ranging from conventional printed texts to multimedia blogs, handwritten notebooks, chalked poetry and computer code.
The Schuler Educational Enhancement and Development (SEED) Fund also provided 20 recipients with finding to undertake parallel projects along the same theme.
The Writing, Writing Everywhere blog is a portal to showcase their findings and advertise events for academic writers.
1-2-3 Lit Review.
Writing as a method of inquiry.
Experiences of undergraduate and postgraduate Business students using online writing tools to support their writing.
Letting the letters run ahead of me: A study of writing practices that support creative thinking.
An inquiry into University of Auckland teaching staff and students’ experiences of using the ‘write@uni’ online resource.
Common core and discipline-specific elements of proficient student writing in Arts.
Similarities (and similes) in writing and mathematics.
Evija Trofimova coordinated the 2017 CLeaR Fellowships.
2016 Fellows – Engaging with e-learning
The learning and teaching fellowship theme for the 2016 was ‘Engaging with e-learning.’ The fellows explored aspects of technology in teaching, including learning analytics as a lens on student engagement; the four e’s underpinning online communities: ethics, evaluations, etiquette and expectations; and the e-ffect of e-learning on lecture attendance.
We know what you did last semester!
E for ethics, evaluations, etiquette and expectations. What is the E in e-learning?
Critical Thinking, from MOOC to LOC.
Carpe Diem! Seize the moment.
Break 30%: Mission (im)possible? Pre-lecture quizzes to improve engagement and lecture attendance.
Building a Teaching Learning Community with Tender Loving Care.
Why enhance teaching? The elephant in the room.
Dawn Garbett coordinated the 2016 CLeaR Fellowships.
2015 Fellows – Student engagement and achievement
This is a broad theme, which relates to all disciplines, class sizes and course configurations. The Fellows explored creative ways to engage students from diverse backgrounds and to support their achievement.
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The Global Practice of Politics.
Mission Possible: Engaging students in large classes.
The SEALLS project: A case of blending in technology to enhance student engagement and achievement in large lecture settings.
Tahi: Encouraging expertise in the way students engage with learning.
A multi-pronged approach to enhancing student engagement and achievement.
Applied academic teaching and learning: How and why you should introduce real world teaching.
Establishing a community of interests for staff using technology in teaching & learning.
Teaching theory into practice: A model from opera.
Leveraging mobile devices for science learning.
Adam Blake coordinated the 2015 CLeaR Fellowships.
2014 Fellows – Rethinking the classroom: Interactive teaching and learning
He kohinga whakaaro mō te ako
The Fellows projects for this year explored aspects of classroom pedagogy that break the mold of traditional lecture style learning in favour of flipped classroom teaching, peer and group learning, close reading exercises, role playing, student-centric classrooms and more. Within this broad remit, two groups investigated how physical and virtual spaces (e.g. teaching rooms, library design, LMS capabilities) influence teaching and learning; and concepts of cultural and professional competence, and how we promote these within degree programmes.
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Flipping difficult.
Digital technologies and their impact the built environment.
Overcoming learning obstacles.
Substitution to transformation.
Encouraging interactivity across courses.
Teacher-centricity, a collage.
A poverty simulation for second year Bachelor of Pharmacy students.
Cathy Gunn coordinated the 2014 CLeaR Fellowships.
These pages are maintained by the Learning Design Team. Email coursebuilder@auckland.ac.nz