- Foundations of University Teaching
- Peer review and reflective practice
- Peer Assisted Teaching Scheme (PATS) and reflective practice
- professional learning for early career academics
- feedback on student learning
- active learning and collaboration
- flipped classroom approaches
Caroline Cottman is the Senior Academic Developer with USC's Centre for Support and Advancement of Learning and Teaching (C-SALT).
Caroline's responsibilities include conducting professional learning activities for full-time and sessional academics, advising on curriculum and assessment, coordinating the Peer Assisted Teaching Scheme (PATS), coordinating a range of workshops including the annual Learning and Teaching Week, preparing support resources, and teaching into the Foundations of University Teaching course.
Caroline has worked in similar capacity at the University of Southern Queensland (USQ), Toowoomba and Queensland University of Technology (QUT) across the two Brisbane city campuses.
Her roles have broadly involved academic staff development and support for early-career, mid-career and sessional academics, as well as providing specialist advice in areas such as collaborative learning, course and program design, assessment and use of emerging technologies in teaching and learning.
With more than 20 years’ experience in the higher education sector Caroline brings to her role a breadth of knowledge across face-to-face, distance, elearning and academic development.
In 2014 Caroline was awarded a Citation for Outstanding Contributions to Student Learning from the Australian Government’s Office for Learning and Teaching (OLT) in recognition of academic development activities that create ‘ripples on the pond’ by inspiring and motivating scholarly teaching, fostering collaboration and promoting reflection and active, learner-centred experiences.
Caroline has achieved Senior Fellow with the Higher Education Academy. In 2016 Caroline is collaboration partner with Dr Kym Fraser on the OLT Fellowship to produce an open access resource for learning and teaching induction program for academic staff. The Teaching Induction Blog has details.
|Project name||Investigators||Funding body||Year|
|Constructing knowledge in postgraduate and undergraduate coursework online discussions||Verenikina, V., Jones, P., Delahunty, J. (UoW); Cottman, C. (USC); Gilmore, G (VU); Luck, J. (CQU)||Australian Government Office of Learning and Teaching (OLT) Seed Grant||2016|
|Variations on PATS: Choices in the design of a Peer Assisted Teaching Scheme (PATS) 2014-2015||Kelder, J., Carr, A.(UTas); Carbone, A., Camm-Evans, J.(Monash); Cottman, C. (USC); Phelan, L. (Newcastle); Zeeng, L. (Swinburne UT); Drew, S. (Griffith)||Australian Government Office of Learning and Teaching (OLT) Extension Grant||2015|
|Peer Assisted Teaching Scheme (PATS)||Carbone, A.(Monash) with partnering institutions - USC, Griffith, Edith Cowan and Newcastle||Part of OLT National Senior Teaching Fellowship / and CADAD funded project||2012-2014|
|Mapping and evaluating the flipped classroom at USC: Integrative learning and teaching||Taylor, J. and project team||USC internal Exploratory grant||2013- 2015|
|Embedding peer review of learning and teaching in e-learning and blended learning environments||McKenzie, J. UTS lead institution with Curtin, QUT – Cottman, C. RMIT UniSA||Australian Government Office of Learning and Teaching (OLT) $178,248||2007-2011|
|PATHE Preparing Academic to teach in Higher Education||Lead institution – UniSA with Bond, Flinders QUT- Cottman, C.||Australian Government Office of Learning and Teaching (OLT)||2007-2010|