Dr Christine Slade

Lecturer in Higher Education

Institute for Teaching and Learning Innovation
c.slade@uq.edu.au
+61 7 336 52814

Overview

Dr Christine Slade PhD Grad Cert Prof Learning BA (Com Plan & Dev) SFHEA MPIA ATCL

In her role as Lecturer in Higher Education, in the Institute for Teaching and Learning Innovation (ITaLI) Christine contributes to teaching and learning strategies at UQ around the student experience and quality agenda, with emphasis on assessment and digital innovation. In March 2016 she was recognised as a Senior Fellow of the Higher Education Academy UK for sustained teaching and learning leadership and practice as measured by the UK Professional Standards Framework. Christine works with academic and professional staff to design and deliver teaching and learning projects, curriculum enhancement and supports applicants for UQ and national teaching awards and grants. She is the ITaLI Learning Advisor on both the Work-Integrated Learning ePortfolio project in the Faculty of Health and Behavioural Sciences and to the School of Nursing, Midwifery and Social Work. Christine facilitates professional development activities for academic staff through workshops and conducts research into various aspects of teaching and learning and publishes scholarly papers. She fosters partnerships within the University and in the wider community particularly about digitalisation of healthcare.

Christine has been a lecturer, course coordinator and tutor over a number of years both in her discipline field of planning and community development and in teaching and learning. In 2016 she taught into UQ's Graduate Certificate in Higher Education. In 2017 Christine is contributing to undergraduate and postgraduate teaching programs in the School of Earth and Environmental Science. She is a social planner with a background in community planning and development and is a member of the Planning Institute of Australia. Her PhD critiqued the capacity of local government to address complex, contemporary planning issues around sustainability.

Christine’s research and teaching interests include places, change and sustainability, food security and governance, and innovative pedagogies, assessment, experiential learning and digital literacy. Christine has written a number of journal articles and other publications, and presented at national and international conferences about her research and practice (see 'Publications' tab above)

Research Interests

  • Innovation in Pedagogy and Assessment
    - Including the use of ePortfolios and digitalising the learning experience - Experiential learning from classroom to workplace - Authentic assessment - Work-integrated learning - e-Assessment
  • Academic Integrity
    - Enhancing an institutional culture of honour - Developing student identity verified assessment tasks - Integrated response to contract cheating/ghostwriting
  • Capacity Building within Institutions and Organisations
    - Strategic planning - Being a learning organisation - Digitalisation of services - Changing roles for staff cohorts e.g. learning designers, librarians, academic developers
  • Food Systems, Food Security and Governance
    - Governance, planning and regionalism/rurality - Institutional capacity to respond to complex issues

Research Impacts

Teaching and Learning Grants and Awards

  • Christine is the chief investigator on the 'Developing Student Identity Verified Assessment: A response to contract cheating' research project, funded by the Asia Pacific Forum on Educational Integrity (APFEI) which aims to gain understanding of the potential areas of vulnerability in improving student identity verification in the design/redesign of assessment tasks, and to investigate ways of addressing these risks while still maintaining the tasks' authenticity. Recently, she organised and facilitated three student identity verified assessment workshops in Brisbane, Melbourne and Sydney, in which participants identified potential problem areas in a given assessment task and then re-designed the tasks to improve the robustness of student identity in completing the tasks. Later in the year a collection of assessment case studies from these workshops will be available on APFEI's website.
  • Christine also recently received funding from the Council of Australian Directors of Academic Development (CADAD) for the project 'Professionalisation in Academic Development: Exploring learning designer roles in a changing higher education sector' which in 2017 will explore contemporary concerns about the attraction and retention of suitable learning designers by university central teaching and learning units to meet diverse roles and employment conditions.
  • In 2012-2015 Christine led a three-phase university-wide rollout of ePortfolios at the University of the Sunshine Coast which encouraged the use of ePortfolios in helping students record, collate and showcase both their formal academic and professional learning and reflections, and informal learning through volunteering, student exchange and other life experiences. In 2015 Christine was recipient of a prestigious national Platinum LearnX Impact Award in recognition of this work and also received a commendation for excellence in innovation in the ATEM/Campus Review Best Practice Awards in Tertiary Education Management.
  • She was also project manager of the OLT-funded Experiential Learning in Planning Education: Resources and Tools for Good Practice research grant (2012-14) and project coordinator for the Advancing Academic Professionalisation: National Benchmarking of Graduate Certificates for Higher Education research project (2014-15). These projects provided innovative resources for academics in the sector to facilitate good teaching practices.

Qualifications

  • Senior Fellow, The Higher Education Academy
  • Bachelor of Arts -Community Planning & Development, La Trobe University Australia
  • Graduate Certificate in Professional Learning, University of the Sunshine Coast
  • Doctor of Philosophy, University of the Sunshine Coast

Publications

View all Publications

Supervision

  • Doctor Philosophy

View all Supervision

Available Projects

  • EPortfolios are used across the world to help students iteratively reflect on formal and informal learning experiences. A significant use of ePortfolio pedagogies relates to professional encounters delivered across a continuum of university and work-based activities over the duration of a degree program. There is a need in the ePortfolio sector for empirical evidence of links between ePortfolio use and student preparation for professional practice. A PhD research project could ask questions, such as ‘Does an ePortfolio scaffold students’ understanding of graduate attributes? If so, in what ways? And/or ‘How do students translate their learning from ePortfolio use to industry expectations’. Information on Dr Christine Slade’s research on ePortfolios and related topics is available under 'Publications' tab above.

    Applicants should possess an appropriate qualification for entry into the PhD program at UQ, and ideally have experience in using technology in learning and understanding of the significance of reflection in preparing for professional practice. Demonstration of strong general research and communication (both written and verbal) skills is desirable. Information about the UQ requirements for PhD admission is available here: https://graduate-school.uq.edu.au/uq-research-degrees

  • The Australian healthcare sector is rapidly moving towards digitalisation: the Australian Digital Health Agency is currently preparing a national eHealth Strategy; a personal eHealth record is available for every Australian; and hospitals are introducing eMedical Records. Other avenues of digitalisation in health focus on mobile apps and wearables for promotion of personal fitness and healthy eating, early diagnosis of preventable diseases, and self-monitoring of chronic illness. Health informaticians are poised to make significant advances through predictive and preventable analyses of big data gained through the digital systems. It is vital that universities are cognisant of the fast moving changes in the sector and evaluate their role in producing graduates who can be leaders in this environment. A PhD research project could examine the current global digital inclusions in university curriculum and investigate key stakeholder requirements for new curriculum. Questions include 'What key digital knowledge, capabilities and attributes do new graduates need to enter confidently into professional work in digitally-based healthcare?', 'What are the enablers and barriers to introducing this new curriculum?' and/or 'What pedagogies and assessment pathways best suit these endeavours?'

    Applicants should possess an appropriate qualification for entry into the PhD program at UQ, and ideally have experience in using technology in learning and understanding of the significance of reflection in preparing for professional practice. Demonstration of strong general research and communication (both written and verbal) skills is desirable. Information about the UQ requirements for PhD admission is available here: https://graduate-school.uq.edu.au/uq-research-degrees

View all Available Projects

Publications

Featured Publications

Book Chapter

Journal Article

Conference Publication

  • Slade, Christine and Hallam, Gillian (2016). ePortfolios through the looking glass: projecting our learning into the future. In: ePortfolios Australia 2016 Forum Connecting learning to the future Book of Papers. ePortfolios Australia Forum 2016, Sydney, Australia, (61-67). 28-29 September 2016.

  • Sutherland, Shane, Jokwiro, Yangama, Fisher, Kath, Slade, Christine, Downer, Terri, Bostwick, Richard, Monisse-Redman, Michael, Finn, Michael and Patten, Jacqueline (2015). A moving target: Assessing the process and progress of learning. In: The Higher Education Technology Agenda (THETA): Create, Connect, Consume - innovating today for tomorrow, Gold Coast, Australia, (). 11-13 May, 2015.

  • Slade, Christine (2015). Early student aspirations of using ePortfolios. In: Ian R. Dobson and Raj Sharma, Tertiary Education and Management Conference 2015 Refereed Papers. Tertiary Education Management Conference (TEMC): Leading Locally Competing Globally, Wollongong, Australia, (185-194). 30 August - 2 September, 2015.

  • Slade, C. and Trahar, Priscilla (2015). PebblePad in practice - ePortfolio examples and experience. In: 2015 Learning & Teaching Week: Teaching Visions: Seeing Teaching in New Ways, Sunshine Coast, Australia, (). 14-18 September, 2015.

  • Slade, Christine, Rosier, Jo, Baldwin, Claudia, Harwood, Andrew, Coiacetto, Eddo, Budge, Trevor and Perkins, Tim (2014). Enhancing experiential learning in planning education through an online toolkit of resources. In: Muhammad Imran, Joanna Ross and Ian Luxmoore, Planning, Politics and People, Proceedings of the Australia and New Zealand Association of Planning Schools. Australia and New Zealand Association of Planning Schools, Wellington New Zealand, (45-52). 3-5 October 2014.

  • Slade, Christine and Murfin, Keith (2014). Implementation of an ePortfolio early adopter phase: processes and outcomes. In: Alison Poot, PebblePad : personalising the curriculum : a collection of case studies from PebbleBash 2014. PebblePad: Personalising the Curriculum, Lancefield, Victoria, Australia, (152-155). 14 - 16 April 2014.

  • Slade, Christine, Murfin, Keith and Hamilton, Anita (2014). Introducing eportfolios into the Bachelor of Occupational Therapy (OT) program. In: Alison Poot, PebblePad : personalising the curriculum : a collection of case studies from PebbleBash 2014. PebblePad: Personalising the Curriculum, Lancefield, Victoria, Australia, (93-100). 14 - 16 April 2014.

  • Baldwin, C, Rosier, J and Slade, C (2014). Learning to teach experientially: online toolkit of resources for planning educators. In: 2014 Learning & Teaching Week: Teachers as Learners, Sunshine Coast, QLD, Australia, (). 1-5 September, 2014.

  • Slade, Christine, Murfin, Keith, Gray, Michelle and George, Kendall (2014). Master of Midwifery: A postgraduate program's first use of eportfolios. In: Alison Poot, PebblePad : personalising the curriculum : a collection of case studies from PebbleBash 2014. PebblePad: Personalising the Curriculum, Lancefield, Victoria, Australia, (100-108). 14 - 16 April 2014.

  • Slade, Christine and Morton, Priscilla (2014). Staff and student early perceptions of using ePortfolios. In: 2014 University Research Conference: Communicate, Collaborate, Connect, Sunshine Coast, Australia, (). 14-18 July 2014.

  • Rosier, J, Slade, C, Perkins, Tim, Baldwin, C, Coiacetto, Eddo, Budge, Trevor, Harwood, Andrew and La Vache, Ari (2014). The influence of experiential learning in preparing future planners to be flexible, responsive and innovative. In: Association of Euroepan Schools of Planning Annual Conference 2014 (AESOP), Utrecht/Delft, Netherlands, (145-146). 9-12 July, 2014.

  • Baldwin, Claudia, Rosier, Johanna, Slade, Christine, Budge, Trevor, Coiacetto, Eddo, Harwood, Andrew, Perkins, Tim and La Vache, Ari (2013). Expanding experiential learning in Australian planning schools. In: Proceedings of the 49th Isocarp Congress. 49th Congress of the International Society of City and Regional Planners (ISOCARP), Brisbane, Australia, (1432-1438). Oct 01-04, 2013.

  • Baldwin, C, Rosier, J, Slade, C, Budge, T, Coiacetto, E, Harwood, Andrew and Perkins, T (2013). Experiential learning in planning schools, toolkits and training. In: 2013 Australia and New Zealand Association of Planning Schools (ANZAPS) Conference, Canberra, Australia, (). 27-29 September, 2013.

  • Rosier, Johanna, Baldwin, Claudia and Slade, Christine (2013). Growing Future Planners. In: 2013 Planning Institute of Australia National Congress: Celebrate the Value of Planning: Past, Present and Future, Canberra, Australia, (). 24-27 March, 2013.

  • Slade, C and Readman, K (2013). New pedagogical e-spaces: Keeping pace with staff readiness. In: S. Frielick, N. Buissink-Smith, P. Wyse, J. Billot, J. Hallas and E. Whitehead, Research and Development in Higher Education: The Place of Learning and Teaching, Volume 36. 36th HERDSA Annual International Conference, Auckland, New Zealand, (433-443). 1-4 July, 2013.

  • Slade, C. (2013). The Nexus of Food Systems, Governance and Resilience on the Edge: A Case Study of the Sunshine Coast. In: 2013 University Research Conference: Communicate, Collaborate, Connect - Research on the Rise, Sunshine Coast, Australia, (). 1-5 July, 2013.

  • Slade, C. and Wardell-Johnson, A. (2013). The Nexus of Food Systems, Governance and Resilience on the edge: a case study on the Sunshine Coast in South-East Queensland. In: 2013 Beyond the Edge: Australia's first national peri-urban conference, Melbourne, Australia, (). 1-2 October, 2013.

  • Slade, C, Murfin, Keith, Gray, M and Hacking, Gillian (2013). USC ePortfolio journey: Past, Present and Future. In: 2013 Learning and Teaching Week: Blended learning: an agile response to a dynamic world, Sunshine Coast, Australia, (). 26-30 August, 2013.

  • Slade, C, Rosier, J and Baldwin, C (2012). Assessing existing experiential learning practice in Australian and New Zealand planning programs; a partnership between universities and the profession. In: 2012 Learning & Teaching Week: Connecting the Puzzle Pieces, Sunshine Coast, QLD, Australia, (). 20-24 August, 2012.

  • Rosier, Johanna, Baldwin, Claudia and Slade, Christine (2012). Existing experiential learning practice in Australian and New Zealand planning programs. In: Andrew Butt and Melissa Kennedy, Proceedings of the Australia & New Zealand Association of Planning Schools Conference. Australia and New Zealand Association of Planning Schools (ANZAPS), Bendigo, Australia, (269-275). 21-23 September, 2012.

Other Outputs

PhD and MPhil Supervision

Current Supervision

  • Doctor Philosophy — Associate Advisor

Possible Research Projects

Note for students: The possible research projects listed on this page may not be comprehensive or up to date. Always feel free to contact the staff for more information, and also with your own research ideas.

  • EPortfolios are used across the world to help students iteratively reflect on formal and informal learning experiences. A significant use of ePortfolio pedagogies relates to professional encounters delivered across a continuum of university and work-based activities over the duration of a degree program. There is a need in the ePortfolio sector for empirical evidence of links between ePortfolio use and student preparation for professional practice. A PhD research project could ask questions, such as ‘Does an ePortfolio scaffold students’ understanding of graduate attributes? If so, in what ways? And/or ‘How do students translate their learning from ePortfolio use to industry expectations’. Information on Dr Christine Slade’s research on ePortfolios and related topics is available under 'Publications' tab above.

    Applicants should possess an appropriate qualification for entry into the PhD program at UQ, and ideally have experience in using technology in learning and understanding of the significance of reflection in preparing for professional practice. Demonstration of strong general research and communication (both written and verbal) skills is desirable. Information about the UQ requirements for PhD admission is available here: https://graduate-school.uq.edu.au/uq-research-degrees

  • The Australian healthcare sector is rapidly moving towards digitalisation: the Australian Digital Health Agency is currently preparing a national eHealth Strategy; a personal eHealth record is available for every Australian; and hospitals are introducing eMedical Records. Other avenues of digitalisation in health focus on mobile apps and wearables for promotion of personal fitness and healthy eating, early diagnosis of preventable diseases, and self-monitoring of chronic illness. Health informaticians are poised to make significant advances through predictive and preventable analyses of big data gained through the digital systems. It is vital that universities are cognisant of the fast moving changes in the sector and evaluate their role in producing graduates who can be leaders in this environment. A PhD research project could examine the current global digital inclusions in university curriculum and investigate key stakeholder requirements for new curriculum. Questions include 'What key digital knowledge, capabilities and attributes do new graduates need to enter confidently into professional work in digitally-based healthcare?', 'What are the enablers and barriers to introducing this new curriculum?' and/or 'What pedagogies and assessment pathways best suit these endeavours?'

    Applicants should possess an appropriate qualification for entry into the PhD program at UQ, and ideally have experience in using technology in learning and understanding of the significance of reflection in preparing for professional practice. Demonstration of strong general research and communication (both written and verbal) skills is desirable. Information about the UQ requirements for PhD admission is available here: https://graduate-school.uq.edu.au/uq-research-degrees