Head, Student Learning & Academic Development
B.Ed. (Hons), PhD
Room 110, Level 1, Morris Miller Library,
Sandy Bay campus
University of Tasmania
Private Bag 2
Hobart TAS 7001
Ph. 6226 7696
Fax 6226 2059
Key responsibilities and areas of interest
Jane brings extensive experience in both education and industry. Jane has taught in both schools and tertiary settings and spent eight years working in management in the banking and finance industry.
Over the past four years Jane has led the strategic roll-out of the Peer Assisted Study Sessions (PASS) program across the institution. The program has established itself nationally as an exemplary course-integrated peer learning program. It is well recognised and respected and in 2010 Jane played a leading role in the development of the Australasian Best Practice Guidelines for PASS. The program currently supports 54 first year units across all seven faculties and is on offer to 4750 first year students. Forty-eight PASS Leaders are currently facilitating 92 PASS sessions weekly across all three Tasmanian campuses and the attendant satellite campuses for Creative Arts, Medical Sciences and the Australian Maritime College.
To find out more about PASS go to www.utas.edu.au/pass
In 2009, as the academic coordinator of PASS, Jane was awarded a Vice Chancellorâ€™s Award for Contribution to Student Learning, and UTAS PASS Leaders have received numerous national peer leadership awards.
Janeâ€™s teaching experience spans twenty years and at a tertiary level includes primary and middle school mathematics education for pre-service teachers, providing a variety of learning and teaching workshops for staff, and training and supporting student peer leaders for their role in the provision of effective study group sessions for first year students. In addition, prior to 2007 Jane was unit coordinator for the Primary and Middle Mathematics Education courses for pre-service teachers within the Faculty of Education.
Jane's research record includes over 25 publications and four grants. Jane has a current research focus in the fields peer learning in higher education, as well as numeracy education within both school and tertiary sectors. In addition, Jane is investigating leadership and development opportunities for high-achieving students at UTAS who are working within the PASS Program.
Adam, A., Skalicky, J., & Brown, N. (2011). Planning sustainable peer learning programs: An application and reflection. In Design for Student Success (Proceedings of the 14th Pacific Rim First Year in Higher Education Conference, CD-ROM). Fremantle, WA.
Skalicky, J. & Caney, A. (2010). PASS Student Leader and Mentor Roles: A Tertiary Leadership Pathway, Australasian Journal of Peer Learning, 3(1), 2010, 24-37.
Available at: http://ro.uow.edu.au/ajpl/vol3/iss1/4
Skalicky, J. & Caney, A. (2010). The PASS leadership pathway. In Breaking it down, Jazzing it up (Proceedings of the 6th International Conference on Supplemental Instruction). New Orleans, USA.
Brown, N., Bower, M., Skalicky, J., Wood, L., Donovan, D., Loch, B., Bloom, W. & Joshi, N. (2010). A professional development framework for teaching in higher education. In M. Devlin, J. Nagy and A. Lichtenberg (Eds.) Research and Development in Higher Education: Reshaping Higher Education, 33, Melbourne, 6â€"9 July, 2010.
Skalicky, J., Brown, N., & Adam, A. (Eds). (2009). Partnerships for learning: On campus and beyond. Proceedings of the 8th Teaching Matters Annual Conference [online], Hobart, 26 November.
Skalicky, J. (2008). Providing multiple opportunities for PASS leaders to reflect critically. Australasian Journal of Peer Learning, 1(1), 91-98.
Skalicky, J. (2006). Bringing quantitative literacy into a reform-based curriculum: Re-conceptualising assessment. Curriculum Perspectives, 26(1), 12-26.
Link to WARP
Professional Development for lecturers and tutors of the Mathematical Sciences (ALTC)
This project is developing a resource for professional development for tertiary teachers in the mathematical sciences across Australia. The project is being led by Macquarie University, and in addition to UTAS other partner institutions are Sydney University, Murdoch University, University of Queensland, and University of Southern Queensland. The project is supported by the Australian Mathematical Society (AustMS) and aims to build capacity for leadership in teaching and learning in the mathematical sciences and to formalise an ongoing system of professional learning, teaching accreditation and development of communities of practice for teachers of tertiary mathematics.