Profiles

Tracy Douglas

UTAS Home Ms Tracy Douglas

Tracy Douglas

Associate Head, Learning & Teaching

Room 105 , Building C

+ 61 3 6324 5481 (phone)

T.Douglas@utas.edu.au

Tracy Douglas is a Senior Lecturer at the School of Health Sciences in the College of Health and Medicine. She has been a first year coordinator in her school since 2000 and leads student engagement to enhance first year student transition. Within UTAS, she also works closely with TILT to mentor staff applying for teaching awards and HEA fellowships. Her interests are physiology, the first year experience, health literacy, online learning and the scholarship of learning and teaching.

Biography

Tracy commenced at the University of Tasmania after successful completion of her Honours degree during which time she worked as a part-time tutor in the School of Biological Sciences at the Flinders University of South Australia. Since being employed at the University of Tasmania, Tracy has taught human biology (primarily cell biology, anatomy and physiology) to first and second year students from a range of undergraduate courses.

Tracy has been awarded five UTAS teaching Merit Certificates (2004, 2007, 2008, 2009 and 2010) and a 2012 UTAS Vice Chancellors Citation for Outstanding Contribution to Student Learning: Through a sustained commitment to first-year students in human life sciences, using active learning to engage students and support their transition into independent learners. Tracy was also awarded a 2013 OLT (Office for Learning and Teaching) Citation for Outstanding Contribution to Student Learning: For sustained commitment to first year students in human life sciences, using a transition pedagogy to engage students and enhance collaborative learning and teaching practices.

In 2015, Tracy was awarded a Senior Fellowship of the Higher Education Academy (UK) and was promoted to Senior Lecturer in 2016.  She is the current chair of the Tasmanian branch of HERDSA (Higher Education Research and Development Society of Australasia) and leads a range of learning and teaching projects at the University of Tasmania.

Career summary

Qualifications

  • MMedSci, University of Tasmania, Australia, 2003. Thesis: Thermoregulation in Monodelphis domestica’.
  • BSc (Upper 2nd class Hons), Flinders University of South Australia, Australia, 1990. Thesis: The water regulatory efficiency of Australian marsupials

Memberships

Professional practice

HERDSA (Higher Education Research and Development Society of Australasia); Member, Branch Chair (Tasmania), Reviewer (conference)

ISSOTL (international Society of the Scholarship of Teaching and Learning; Member, Reviewer (conference)

ASCILITE (Australasian Society for Computer in Learning in Tertiary Education; Member, Reviewer (conference)

Administrative expertise

I have led orientation and transition events for commencing students and conducted training sessions for student mentors. I have also led curriculum development and quality assurance processes in learning and teaching in which I have chaired numerous committees/sub-committees and have led SOTL projects and facilitated communities of practice at the University of Tasmania.

Teaching

I currently teach human biology with a particular focus on foundation level cell biology, anatomy and physiology.

Teaching expertise

I have been teaching human physiology since 1990 and cell biology and anatomy since 1991 to students in a range of disciplines including nursing, health science, laboratory medicine, education, exercise science, nutrition, pharmacy and general science. As a comparative physiologist, my expertise areas are in human physiology, particularly cardiovascular, respiratory, endocrine, digestive, and thermoregulation. I also have expertise in foundation human cell biology including cell structure and function, metabolism, molecular biology and genetics. As I have been teaching first year students since 1991 I have considerable experience in teaching first year cohorts and enhancing first year transition. I have been involved in extensive course redesign within the School of Health Sciences and have experience in quality curriculum development and flipped learning.

Teaching responsibility

I currently teach first year students in undergraduate laboratory medicine, biomedical research, exercise science, health science, nutrition, science, pharmacy, and psychological sciences.

I am the unit coordinator for CXA171 Foundations of the Human Body, the unit coordinator and Launceston campus coordinator for CZZ102 Human Anatomy and Physiology 1B and the Launceston campus coordinator for CZZ101 Human Anatomy and Physiology 1A.

Research Invitations

Where you have been invited to an event as a speaker e.g. Invited speaker: Australian Institute of Medical Sciences (AIMS), July 2015, Cradle Mountain, Tasmania

Invited Panel Member, Teaching Matters Conference, November, 2018, Launceston
Invited Panel Member, Teaching Matters Conference, November, 2017, Hobart, Tasmania
Invited Poster, Flipped learning Symposium, November, 2016, Adelaide, South Australia
Invited Speaker, Future of Learning in Higher Education Summit, February, 2015, Sydney, New South Wales
Invited Speaker, Open and Distance Learning Association of Australia (OSLAA), May, 2015, Online webinar
Invited Poster, OLT National Senior Teaching Fellowship Symposium – Developing excellence in teaching and learning through a Peer Assisted Teaching Scheme, December, 2013, Melbourne, Victoria
Invited Speaker, E-Initiatives Forum, Australian Maritime College, September, 2012, Launceston, Tasmania
Invited Speaker, UTAS First Year Teaching Issues Forum, September, 2011, Inveresk, Tasmania
Invited Speaker, Learning and Teaching Symposium, July, 2005, Launceston, Tasmania

View more on Ms Tracy Douglas in WARP

Expertise

  • First Year Experience and Student Transition
  • Student Engagement
  • Online Learning

Research Themes

Tracy is a researcher in the area of learning and teaching which supports the University’s quest to provide quality learning experiences for students. Her research area aligns most closely with Better Health: Creativity, Culture and Society as her research particularly focusses on learning and teaching within health disciplines, however she also works with learning and teaching researchers in other disciplines.

Tracy’s research in the use of online games and technology in learning, feedback perspectives of students, health literacy in health professional students, online discussion boards to facilitate learning, flipped learning processes, peer mentoring and the first year experience and transition has been published and/or presented at local, national and international conferences and symposiums.

Tracy currently leads projects investigating the viability of online discussions in e-learning, the impact of orientation and peer mentoring on student transition, and the role of the first year coordinator. She is also currently involved in research or teaching development teams investigating health literacy status in Tasmania and how it may influence curriculum, flipped learning approaches in higher education, the loneliness of the online learner, the support of students with disabilities and the support of sessional tutors.

Collaboration

Tracy has been an active member of two OLT (Office for Learning and Teaching) National Projects:

  • Extension Grant 2015, Kelder, J (University of Tasmania), Adapting and extending PATS: variations on purpose, people and process, member of University of Tasmania lead team. This project involved collaboration with academics across multiple universities within Australia.
  • Innovation and Development Grant 2015, Karanicolas, S (University of Adelaide), Translating concept into practice: enabling first-year health sciences teachers to blueprint effective flipped learning approaches, University of Tasmania team member. This project involved collaboration with academics across multiple universities within Australia.

Current projects

Tracy’s current learning and teaching projects are investigating facilitation of online discussions in e-learning, the impact of orientation and peer mentoring on student transition, health literacy status in Tasmania and how it may influence curriculum, flipped learning approaches in higher education, the loneliness of the online learner, the support of students with disabilities and the support of sessional tutors

Fields of Research

  • Higher education (390303)
  • Curriculum and pedagogy (390199)
  • Health informatics and information systems (420308)
  • Educational technology and computing (390405)
  • Curriculum and pedagogy theory and development (390102)
  • Nursing (420599)
  • Medicine, nursing and health curriculum and pedagogy (390110)
  • Teacher education and professional development of educators (390307)
  • Preventative health care (420605)
  • Software engineering (461299)
  • Technical, further and workplace education (390308)
  • Pervasive computing (460809)
  • Education systems (390399)
  • Nursing workforce (420505)
  • Other education (399999)

Research Objectives

  • Teaching and instruction technologies (160304)
  • Learner and learning (160199)
  • Teacher and instructor development (160303)
  • Nursing (200307)
  • Expanding knowledge in education (280109)
  • Other education and training (169999)
  • Health education and promotion (200203)
  • Higher education (160102)
  • Assessment, development and evaluation of curriculum (160301)
  • Other health (209999)
  • Teaching and curriculum (160399)
  • Management, resources and leadership (160204)
  • Social structure and health (200207)

Publications

My research publications are in learning teaching. I have published papers which highlight the use of online game based resources, student perspectives on feedback, processes which enhance student transition, social media in higher education, online discussion boards in learning and teaching and health literacy in Tasmania.

Total publications

54

Journal Article

(14 outputs)
YearCitationAltmetrics
2021Sumer M, Douglas T, Sim KN, 'Academic development through a pandemic crisis: Lessons learnt from three cases incorporating technical, pedagogical and social support', Journal of Practice Teaching & Learning, 18, (5) pp. 1-14. ISSN 1759-5150 (2021) [Refereed Article]

[eCite] [Details]

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2020Douglas T, James A, Earwaker L, Mather C, Murray S, 'Online discussion boards: improving practice and student engagement by harnessing facilitator perceptions', Journal of University Teaching & Learning Practice, 17, (3) Article 7. ISSN 1449-9789 (2020) [Refereed Article]

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Co-authors: James A; Earwaker L; Mather C; Murray S

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2020Douglas TA, Mather CA, Earwaker LA, James AJ, Murray SL, 'Supporting digital engagement: an evaluation of the use of a guide for effective development and facilitation of online discussion boards', Journal of Applied Learning & Teaching, 3, (1) pp. 1-10. ISSN 2591-801X (2020) [Refereed Article]

DOI: 10.37074/jalt.2020.3.s1.13 [eCite] [Details]

Co-authors: Mather CA; Earwaker LA; James AJ; Murray SL

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2020Hutchinson M, Doran F, Brown J, Douglas T, East L, et al., 'A cross-sectional study of domestic violence instruction in nursing and midwifery programs: out of step with community and student expectations', Nurse Education Today, 84 Article 104209. ISSN 0260-6917 (2020) [Refereed Article]

DOI: 10.1016/j.nedt.2019.104209 [eCite] [Details]

Citations: Scopus - 2Web of Science - 2

Co-authors: Saunders A

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2020Hutchinson M, Doran F, Brown J, Douglas T, East L, et al., 'A cross-sectional study of domestic violence instruction in nursing and midwifery programs: Out of step with community and student expectations', Nurse Education Today, 84 pp. 1-8. ISSN 0260-6917 (2020) [Refereed Article]

DOI: 10.1016/j.nedt.2019.104209 [eCite] [Details]

Citations: Scopus - 2Web of Science - 2

Co-authors: Saunders A

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2020Muir TA, Douglas T, Trimble AJ, 'Facilitation strategies for enhancing the learning and engagement of online students', Journal of University Teaching & Learning Practice, 17, (3) Article 8. ISSN 1449-9789 (2020) [Refereed Article]

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Co-authors: Muir TA; Trimble AJ

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2019Kember D, Douglas T, Muir TA, Salter S, 'Umbrella action research projects as a mechanism for learning and teaching quality enhancement', Higher Education Research and Development, 38, (6) pp. 1285-1298. ISSN 0729-4360 (2019) [Refereed Article]

DOI: 10.1080/07294360.2019.1638350 [eCite] [Details]

Citations: Scopus - 2Web of Science - 1

Co-authors: Kember D; Muir TA; Salter S

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2018Douglas T, 'Passive to Active Learning: Engaging Students with a Technology-Based Learning System in Physiology', The Journal for Research and Practice in College Teaching, 3, (2) pp. 74-78. (2018) [Contribution to Refereed Journal]

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2018Mather C, Douglas T, Jacques A, 'Health literacy of undergraduate health profession students in Australia: A comparison of the island state of Tasmania and other Australian universities', Kontakt, 20, (4) pp. e386-e393. ISSN 1212-4117 (2018) [Refereed Article]

DOI: 10.1016/j.kontakt.2018.08.008 [eCite] [Details]

Citations: Scopus - 5

Co-authors: Mather C

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2017Mather C, Douglas T, O'Brien J, 'Identifying opportunities to integrate digital professionalism into curriculum: a comparison of social media use by health profession students at an Australian university in 2013 and 2016', Informatics, 4, (2) Article 10. ISSN 2227-9709 (2017) [Refereed Article]

DOI: 10.3390/informatics4020010 [eCite] [Details]

Citations: Scopus - 3

Co-authors: Mather C; O'Brien J

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2017Salter S, Douglas T, Kember D, 'Comparing face-to-face and asynchronous online communication as mechanisms for critical reflective dialogue', Educational Action Research, 25, (5) pp. 790-805. ISSN 0965-0792 (2017) [Refereed Article]

DOI: 10.1080/09650792.2016.1245626 [eCite] [Details]

Citations: Scopus - 10Web of Science - 2

Co-authors: Salter S; Kember D

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2016Douglas T, Salter S, Iglesias M, Dowlman M, Eri R, 'The feedback process: Perspectives of first and second year undergraduate students in the disciplines of education, health science and nursing', Journal of University Teaching & Learning Practice, 13, (1) Article 3. ISSN 1449-9789 (2016) [Refereed Article]

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Citations: Web of Science - 8

Co-authors: Salter S; Iglesias M; Dowlman M; Eri R

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2012Salter S, Pittaway J, Swabey K, Capstick M, Douglas T, 'Using an Online Interactive Game to Enhance the Learning Outcomes for First Year Tertiary Students', Creative Education, 3, (6A) pp. 761-768. ISSN 2151-4771 (2012) [Refereed Article]

DOI: 10.4236/ce.2012.326114 [eCite] [Details]

Co-authors: Salter S; Pittaway J; Swabey K; Capstick M

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2011Douglas TA, Salter S, Capstick M, 'Using digital game based resources to engage students in first year human life sciences', Ubiquitous Learning, 3, (2) pp. 41-52. ISSN 1835-9795 (2011) [Refereed Article]

DOI: 10.18848/1835-9795/cgp/v03i02/40268 [eCite] [Details]

Citations: Scopus - 2

Co-authors: Salter S; Capstick M

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Book

(1 outputs)
YearCitationAltmetrics
2017Douglas T, Earwaker LA, James AJ, Mather CA, Murray SL, et al., 'Teaching and Learning: Guide to online discussion boards', online ISBN 978-1-925646-35-1 (2017) [Authored Other Book]

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Co-authors: Earwaker LA; James AJ; Mather CA; Murray SL; Salter S

Review

(1 outputs)
YearCitationAltmetrics
2005Douglas T, 'Leadership and Evaluation', Colloquium, 1, (1) pp. 1. (2005) [Review Single Work]

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Conference Publication

(36 outputs)
YearCitationAltmetrics
2020Douglas T, Mather C, James A, Earwaker L, Murray S, 'Lessons learned from librarian support in a pandemic: identifying how online discussion boards may augment digital connections', Teaching Matters 2020: Learning in 2021, 30 November - 2 December, Online (2020) [Conference Extract]

[eCite] [Details]

Co-authors: Mather C; James A; Earwaker L; Murray S

2019Douglas T, Mather C, Earwaker L, James A, Murray S, 'Supporting digital engagement: an evaluation of the use of a Guide for effective development and facilitation of online discussion boards', Teaching Matters 2019, 26 November, Hobart, Tasmania (2019) [Conference Extract]

[eCite] [Details]

Co-authors: Mather C; Earwaker L; James A; Murray S

2018Chapman J, Douglas T, Choi-Lundberg DL, Holloway AF, 'What HAPpened? Lessons learned from introducing first-year cross-campus, consolidated Human Anatomy and Physiology (HAP) units', Teaching Matters 2018, 21 November 2018, Launceston, Tasmania (2018) [Conference Extract]

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Co-authors: Chapman J; Choi-Lundberg DL; Holloway AF

2018Chapman JA, Douglas T, Choi-Lundberg DL, Holloway AF, 'What HAPpened? Lessons learned from introducing flipped classroom to two first-year cross-campus, Human Anatomy and Physiology (HAP) units', ANZACA 2018, 3-5 December 2018, James Cook University, Australia (2018) [Conference Extract]

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Co-authors: Chapman JA; Choi-Lundberg DL; Holloway AF

2018Douglas T, 'Inspiring excellent learning and teaching practices: A snapshot from the HERDSA 2018 conference', Inspiring excellent learning and teaching practices: A snapshot from the HERDSA 2018 conference, 21 November 2018, Launceston, Tasmania (2018) [Conference Extract]

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2018Douglas T, Murray SL, Mather CA, James AJ, Salter S, et al., 'Achieving Excellence in Online Discussions: Improving facilitation to engage active student learning in online discussion boards', Teaching Matters 2018, 21 November 2018, 21 November 2018 (2018) [Conference Extract]

[eCite] [Details]

Co-authors: Murray SL; Mather CA; James AJ; Salter S; Earwaker LA

2018Douglas T, Rogers M, Ahuja K, 'Challenging the perceptions of orientation in higher education: student perspectives of a transition initiative', Research and Development in Higher Education: (Re)Valuing Higher Education, 2-5 July 2018, Adelaide, Australia, pp. 69-80. ISBN 978-0-908557-96-7 (2018) [Refereed Conference Paper]

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Co-authors: Rogers M; Ahuja K

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2017Douglas T, 'Flipping the Endocrine System: Enhancing Student Learning Outcomes in Blood Glucose Control', Flipped Learning Symposium, 14-16 November, 2016, Adelaide, Australia (2017) [Conference Extract]

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2017Douglas T, Earwaker LA, James AJ, Mather CA, Murray SL, et al., 'Facilitating online discussions effectively: A guide for staff', Teaching Matters 2017, 28 November, Hobart, Tasmania (2017) [Conference Extract]

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Co-authors: Earwaker LA; James AJ; Mather CA; Murray SL; Salter S

2017Fell JW, Douglas T, Tarr JE, 'Meeting student needs through MyLO: Associations between engagement mode, prior learning and unit results?', Teaching Matters 2017, 28 November 2017, Hobart, Tasmania (2017) [Conference Extract]

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Co-authors: Fell JW; Tarr JE

2017Mather C, Douglas T, Williams A-MM, Cummings E, Soria A, et al., 'Status of Health Literacy in undergraduate students enrolled in the Faculty of Health: implications for improving the curriculum to enable future graduates to be work-ready', Teaching Matters 2017, 28 November 2017, Hobart, Tasmania (2017) [Conference Extract]

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Co-authors: Mather C; Williams A-MM; Cummings E

2015Douglas T, Mather C, Murray S, Earwaker L, James A, et al., 'A comparison of undergraduate student experiences of assessed versus nonassessed participation in online asynchronous discussion groups: Lessons from a cross disciplinary study in health and sociology', Globally connected, digitally enabled: Proceedings of Ascilite 2015, 29 November - 2 December, 2015, Perth, Australia, pp. 424-428. (2015) [Refereed Conference Paper]

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Co-authors: Mather C; Murray S; Earwaker L; James A; Pittaway J; Robards B; Salter S

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2015Douglas T, Mather CA, Murray SL, Earwaker LA, James AJ, et al., 'Asynchronous discussion boards: To assess or not, that is the question Type of presentation: Spotlight on Practice', Teaching Matters conference, University of Tasmania, 2 December 2015, Hobart, Tasmania (2015) [Conference Extract]

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Co-authors: Mather CA; Murray SL; Earwaker LA; James AJ; Pittaway JK; Robards BJ; Salter S

2015Kelder J-A, Carr AR, Cottman C, de Fazio T, Douglas T, et al., 'Guidance for leaders: adapting the Peer Assisted Teaching Scheme (PATS) for quality improvement, quality assurance and scholarly outcomes in teaching', International Society for the Scholarship of Teaching and Learning (ISSoTL), 27-30 October, 2015, Melbourne, Australia (2015) [Conference Extract]

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Co-authors: Kelder J-A; Carr AR; Greenwood M; Walls JT; Williams A-MM

2015Tarr J, Farrington S, Pittaway J, Bird M-L, Hoffman K, et al., 'Challenges for this place or any place: student preferences for lecture places' in a blended learning environment', Learning for Life and Work in a Complex World: Proceedings of the 38th HERDSA Annual International Conference, 6-9 July 2015, Melbourne, Australia, pp. 446-458. ISBN 978-0-908557-96-7 (2015) [Refereed Conference Paper]

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Co-authors: Tarr J; Farrington S; Pittaway J; Bird M-L; Hoffman K; Beh C-L

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2014Farrington S, Tarr J, Douglas T, Bird M-L, Pittaway J, et al., 'This place or any place: student preferences for lecture places' in a blended learning environment in Bioscience', Teaching Matters 2014, 2-3 December 2014, Launceston, Tasmania (2014) [Non Refereed Conference Paper]

[eCite] [Details]

Co-authors: Farrington S; Tarr J; Bird M-L; Pittaway J; Hoffman K; Beh CL

2014Farrington S, Tarr JE, Douglas T, Bird M-L, Pittaway JK, et al., 'This place or any place: student preferences for lecture places' in a blended learning environment in Bioscience', Places & Spaces: Proceedings of the Teaching Matters 2014 Conference, 2-3 December 2014, Launceston, Tasmania (2014) [Non Refereed Conference Paper]

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Co-authors: Farrington S; Tarr JE; Bird M-L; Pittaway JK; Hoffman KM; Beh CL

2014Mather C, Cummings E, Nichols L, Douglas T, Dietis N, et al., 'Any place to engage students in learning and teaching in Health: The role of social media', Teaching Matters 2014, 2-3 December, Newnham Campus, University of Tasmania, Launceston (2014) [Conference Extract]

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Co-authors: Mather C; Cummings E; Nichols L; Dietis N; Grieve R; Harris D; Kemp N; Williams A-M

2013Farrington S, Tarr JE, Douglas T, 'Creating a community of practice to build research and scholarship', Teaching Matters, 28 November, Hobart (2013) [Conference Extract]

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Co-authors: Farrington S; Tarr JE

2013Greenwood M, Douglas T, Kelder J-A, 'Implementing three streams of PATS: Showcasing experiences and lessons learnt', OLT National Senior Teaching Fellowship Symposium - Developing excellence in teaching and learning through a Peer Assisted Teaching Scheme, 4 December, Monash University, Melbourne (2013) [Conference Extract]

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Co-authors: Greenwood M; Kelder J-A

2013Tarr JE, Farrington S, Douglas T, 'Creating a place and space to build research and scholarship', Proceedings of HERDSA 2013, 1 July - 4 July, Auckland, New Zealand (2013) [Conference Extract]

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Co-authors: Tarr JE; Farrington S

2013Townsend AT, Nash RE, Douglas T, 'Three examples of peer learning circles run as part of the 2013 project', Teaching Matters, 28 November, Hobart (2013) [Conference Extract]

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Co-authors: Townsend AT; Nash RE

2012Douglas T, Salter S, 'Using digital game based resources to sustain student engagement in core Human Life Science units', Teaching Matters, 4 December, Launceston (2012) [Conference Extract]

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Co-authors: Salter S

2012Douglas T, Shing C, Salter S, Allen M, Maddock LJ, et al., 'Connecting with physiology: Using LabTutor to engage student learning in different disciplines', Proceedings of HERDSA 2012, 2 July - 5 July, Hobart, pp. 105. (2012) [Conference Extract]

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Co-authors: Shing C; Salter S; Maddock LJ; Fell JW

2011Douglas T, Salter S, Capstick M, Lyall KJ, 'Can learning be fun and engaging for a diverse cohort of students?', Teaching Matters, 22 November - 23 November, Hobart (2011) [Conference Extract]

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Co-authors: Salter S; Capstick M; Lyall KJ

2011Swabey K, Salter S, Douglas T, 'It's all fun and games - Engaging first year human movement students', Congreso de la asociacion, 26-29 October 2010, A Coruna, Spain, pp. 1-4. ISBN 978-84-614-9946-5 (2011) [Refereed Conference Paper]

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Co-authors: Swabey K; Salter S

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2010Douglas T, Salter S, Capstick M, 'Using digital game-based resources to engage students in first year human life sciences', Ubiquitous Learning: An International Conference, 10 December - 11 December, Vancouver, Canada (2010) [Conference Extract]

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Co-authors: Salter S; Capstick M

2010Douglas T, Salter S, Capstick M, Lyall KJ, 'Engaging first year human life science student - It's all fun and games!', First Year in Higher Education, 27 June - 30 June, Adelaide, pp. 77. (2010) [Conference Extract]

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Co-authors: Salter S; Capstick M; Lyall KJ

2010Fell JW, Allen MF, Douglas T, Shing C, Salter S, et al., 'The implementation of LabTutor® teaching systems in physiology practical classes', Teaching Matters 2010, 24-25 November 2010, Newham, pp. 19. (2010) [Conference Extract]

[eCite] [Details]

Co-authors: Fell JW; Allen MF; Shing C; Salter S; Geraghty DP

2010Salter S, Douglas T, Pittaway J, Swabey K, Capstick M, 'Games students play: Engaging first year tertiary students in linking and extending foundation material throught the use of a digital game', First Year in Higher Education Conference Proceedings 2010, 27-30 June 2010, Adelaide, pp. 1-10. ISBN 978-1-74107-282-2 (2010) [Refereed Conference Paper]

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Co-authors: Salter S; Pittaway J; Swabey K; Capstick M

2009Douglas T, Rogers M, Moch C, 'Primoris humanus vita scientia: Engaging Human Life Science Students in the First Year Experience', First Year in Higher Education, 29 June - 1 July, Townsville, pp. 98. (2009) [Conference Extract]

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Co-authors: Rogers M; Moch C

2008Douglas T, Salter S, 'Development and implantation of an interactive online resource linking foundation knowledge to anatomy, physiology and microbiology units for first year students', First Year in Higher Education, 30 June - 2 July, Hobart, Tasmania (2008) [Conference Extract]

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Co-authors: Salter S

2008Salter S, Douglas T, Brown SC, Moch C, 'Diversity in first year students undertaking a science-based unit', First Year in Higher Education conference, 30 June - 2 July, Hobart (2008) [Conference Extract]

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Co-authors: Salter S; Brown SC; Moch C

2007Douglas T, Moss T, Gillie A, Keith LJ, Koolhof I, 'Incorporating PASS in UTAS units to enhance student learning and interaction', Teaching Matters, 30 November, Hobart, pp. 17. (2007) [Conference Extract]

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Co-authors: Moss T; Keith LJ

2007Douglas T, Salter S, Lyall KJ, 'Innovative learning resources - Incorporating fun into cell biology', Teaching Matters, 30 November, Hobart (2007) [Conference Extract]

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Co-authors: Salter S; Lyall KJ

2006Douglas T, Lyall KJ, 'A self-directed learning resource in biological chemistry for first year cell biology students in the School of Human Life Sciences', Teaching Matters, 22 November, Hobart (2006) [Conference Extract]

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Co-authors: Lyall KJ

Entry

(1 outputs)
YearCitationAltmetrics
2017Douglas T, Earwaker L, James A, Mather C, Murray S, et al., 'Guide to online discussion boards', Hobart, Australia (2017) [Entry]

[eCite] [Details]

Co-authors: Earwaker L; James A; Mather C; Murray S; Salter S

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Other Public Output

(1 outputs)
YearCitationAltmetrics
2015Kelder J-A, Carbone A, Camm-Evans J, Walls JT, Drew S, et al., 'Variations on PATS: Choices in the Design of a Peer Assisted Teaching Scheme', Variations on PATS: Choices in the Design of a Peer Assisted Teaching Scheme, Australia (2015) [Report Other]

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Co-authors: Kelder J-A; Walls JT; Williams A-MM

Grants & Funding

As a researcher in learning and teaching I have been awarded teaching development grants to fund scholarly research. At the University of Tasmania I been awarded four Teaching Development grants (TDG) (2003, 2005, 2007 and 2017) as chief investigator and seven TDGs as associate investigator (2013 (x2), 2014, 2016, 2017, and 2018 (x2)). The TDG funds have totalled $73,839 and have enabled the development of quality learning teaching resources and have informed learning and teaching practices.

I have also been an active member of two OLT grants totalling $255.000; one led by the University of Adelaide and one led by the University of Tasmania. These two projects enabled the development of quality flipped learning approaches in higher education and enabled implementation of a peer assisted teaching scheme into multiple universities to enhance scholarship.

Funding Summary

Number of grants

3

Total funding

$48,620

Projects

Increasing engagement of online students through well-designed activities, content and instructional design. (2018)$9,800
Description
This project aims to seek an understanding of how pedagogical and curriculum designs can develop social and academic integration for diverse online students.
Funding
University of Tasmania ($9,800)
Scheme
Grant-CAL Hothouse Research Enhancement Program
Administered By
University of Tasmania
Research Team
Masters JE; Wang Y; Muir T; Douglas T
Year
2018
Adapting and extending the Peer Assisted Teaching Scheme (PATS): variations on purpose, people and process (2015)$30,000
Description
The project objective is to develop a comprehensive 'Guide to implementing the Peer Assisted Teaching Scheme'. The guide will provide case study examples and an implementation framework to the Peer Assisted Teaching Scheme in order to raise use and strengthen capability in peer assisted teaching.
Funding
Office for Learning & Teaching ($30,000)
Scheme
Grant-Extension Funding
Administered By
University of Tasmania
Research Team
Kelder JC; Carr AR; Greenwood M; Walls JT; Cottman C; Zeeng L; De Fazio T; Phelam L; Williams A-MM; Douglas T
Year
2015
The development of thermoregulation in non-macropod marsupials (1992)$8,820
Funding
University of Tasmania ($8,820)
Scheme
Grant-New Staff Research Priming
Administered By
University of Tasmania
Research Team
Douglas T
Year
1992