Degree: Doctor of Philosophy (Management)
Institution: University of Technology, Sydney (UTS)
Thesis: Social skills and functional role behaviours in work teams and student groups
Degree: Bachelor of Social Science (Honours) (Psychology Major)
Institution: University of New South Wales (UNSW)
Thesis: The role and nature of ideals in the leadership process: A preliminary study
2018 UTS Learning and Teaching Citation for Supporting students' collaborative learning journeys using visualisation reflective practices to map and make sense of group work experiences (with Dr Sean Walsh)
2014 UTS Learning and Teaching Citation for Fostering inclusive and supporting learning environments in first year business classrooms
UTS Business School Excellence in Undergraduate Teaching Program Award
winner (Top 5 Tutor - 2014)
UTS Business School Excellence in Undergraduate Teaching Program Award
winner (Top 5 Tutor - 2013)
In 2019, I decided to make some contributions to the UTS Futures blog. My motivation was to share some of the resources I had developed. I enjoyed writing these blogs.
Below are the blogs I wrote:
Morgan, A. (2019, November 26). ‘A good ice-breaker’: Benefits of the IF-AT card with Eve Spence [Blog post]. Retrieved from https://lx.uts.edu.au/blog/2019/11/26/a-good-ice-breaker-benefits-of-the-if-at-card-with-eve-spence/
Morgan, A. (2019, November 11). ‘They love them’: The benefits of the IF-AT card with Kristin van Barneveld [Blog post]. Retrieved from https://lx.uts.edu.au/blog/2019/11/11/they-love-them-the-benefits-of-the-if-at-card-with-kristin-van-barneveld/
Morgan, A. (2019, October 22). ‘All in one’: Benefits of the IF-AT card with Yen Phan [Blog post]. Retrieved from https://lx.uts.edu.au/blog/2019/10/22/all-in-one-benefits-of-the-if-at-card-with-yen-phan/
Morgan, A. (2019, October 16). ‘Very motivating for students’: Benefits of the IF-AT card with Jacqueline Berry [Blog post]. Retrieved from https://lx.uts.edu.au/blog/2019/10/16/very-motivating-for-students-benefits-of-the-if-at-card-with-jacqueline-berry/
Morgan, A. (2019, September 1). Facilitating group maintenance [Blog post]. Retrieved from https://lx.uts.edu.au/blog/2019/09/01/facilitating-group-maintenance/
Morgan, A. (2019, July 30). Connecting with your students [Blog post]. Retrieved from https://lx.uts.edu.au/blog/2019/07/30/connecting-with-your-students/
Morgan, A. (2019, July 22). A quick and effective way to help student groups establish norms [Blog post]. Retrieved from https://lx.uts.edu.au/blog/2019/07/22/quick-effective-way-help-student-groups-establish-norms/
Morgan, A. (2019, July 1). Getting to know your students [Blog post]. Retrieved from https://lx.uts.edu.au/blog/2019/07/01/getting-know-students/
Duncan, K., Morgan, A., & Schulte, J. (2019, June 24). Group-scaping: cultivating good team dynamics for group assignments [Blog post]. Retrieved from https://lx.uts.edu.au/blog/2019/06/24/group-scaping-cultivating-good-team-dynamics-group-assignments/
Morgan, A. (2019, June 20). The power of the IF-AT ‘scratch card’ [Blog post]. Retrieved from https://lx.uts.edu.au/blog/2019/06/20/power-scratch-card/
Morgan, A. (2019, March 12). A simple way to start building a supportive learning environment [Blog post]. Retrieved from https://lx.uts.edu.au/blog/2019/03/12/simple-way-start-building-supportive-learning-environment/
I have helped thousands of academics over the years through my workshops, advising, resource development and ongoing professional support. A real highlight for me is when I receive unsolicited positive feedback from those I have engaged with. It confirms that my efforts have been effective and appreciated. Here’s just some of the feedback I have received over the years via evaluation forms and unsolicited emails.
“Adam Morgan's session was excellent - fresh, energetic and relevant.”
“Active & collaborative session was highly engaging and gave me a lot of ideas for engaging my students.”
“The workshop on collaborative learning was very useful to understand the space available for adopting collaborative strategies in tutorial classes.”
“It was a great session in the afternoon as it helped me a lot to understand the benefits of active & collaborative learning in classroom which I can implement with students.”
“The collaborative session in the evening was absolutely amazing.”
“Active + collab workshop was informative and the highlight of conference. Adam Morgan has been the first academic to actually explain and show how to engage students in the classroom, and build and active, and environment through flipped learning.”
“The active + collaborative learning tools session gave me real tangible tools I can apply immediately in the classroom.”
“Afternoon session was very interesting & interactive, in this session, I learnt about how to make a classroom interactive & how to apply collaborative learning in my classroom.”
“I have attended Adam's collaborative learning section and it was amazing! He gave me it’s of inspiration about how to engage with my students during the class. I love the "scratchy" card and for sure I will use this tool in my teaching.”
“Learnt a lot in Adam's workshop about collaborative learning.”
“Insights and ideas re collaborative learning. Adam conducted an outstanding and interactive session.”
“I found the afternoon workshop was fantastic in providing tips for improving my ability to draw on students.”
“Just wanted to shoot you a quick note to say what a fantastic session you ran. The content was great, the meshing of demonstration, theory and practice was superb. And the engagement you achieved was brilliant. Yours was one of the best workshops at UTS that I have been to.”
“In particular, I wanted to acknowledge Adam Morgan for his excellent presentation, modelling and theoretical insights into enhancing group work. His skills as a facilitator and theoretical background made for an engaging and informative workshop. It was a pleasure and honour to attend. I was particularly taken with Adam’s enthusiasm for the University’s efforts in shifting toward enhanced group work, by moving away from the ‘podium’ model for learning. It is my hope that he is recognised for his excellent work.”
“Just wanted to let you know how well the activities we planned for my block class this last weekend went. In particular the use of cards and consensus group task template – in creating a class-wide working definition of “corporate governance”. We kept checking in with the definition as the 2 days wore on and I asked the guest speakers from the ASX to comment on it. I’ve now invited students to cite it as their definition in their written assignments.”
“I attended your groupwork workshop last year which was a real highlight! At the workshop you also made a resource kit available that I have read. Just letting you know that your workshop and resource kit and my teaching experiences at UTS have inspired me towards researching groupwork for the Graduate Certificate Project subject.”
“Another technique you demonstrated in class that I used with my students today, was standing at the point in the classroom where I wanted students to project their voices to. I had several groups of students come to the front of the class and initially I stood at the front and to the side but I noticed that the student speaking only looked at me and spoke at a level that was appropriate to my proximity. When I moved to the back of the room they spoke more loudly and their gaze was less pin pointed on me.”
“Thanks so much for the wonderful workshop on Wednesday. It was a real highlight of the conference - I left so inspired and keen to try different approaches in my tutorials.”
“I really want to thank you for taking the time to offer your support and (excellent!) advice yesterday.”
“Thank you so much for all your support!!! I am very grateful! My students really liked the activity and I collected their responses for my analysis. It was great to see how all of them participated in discussions.”
“My Tute was a big hit today! I could hardly believe it was the same group of students between last week and this week. They opened up in an unprecedented way both actively and collaboratively.”
“I pretty much duplicated Wednesday’s workshop in the class today. They got to write their thoughts about the week’s topic and discuss in small groups. We used the IF-AT scratch cards and they had so much fun doing the activity in teams. I got to see more interaction amongst them and it helped me identify isolated students and proactively get them involved."
From 2012-2019, I made many presentations. In 2012-2013, my presentations mostly related collaborative skill development of students as part of the UTS Graduate Attributes Project. After that, my presentations related to SPARKPLUS, Learning.Futures, and active/collaborative learning.
I have strong track record of impact arising from my presentations. Most of my presentations have led to meetings with staff members wishing to follow-up on points made in my presentations. Most important, these follow-up meetings have led to curriculum changes. Below are the presentations I have made:
April, 2019. Transforming learning experiences at the UTS– Past, Present and Future. Presentation given to visiting delegation from the Civil Service College Singapore.
October, 2018. Further reporting on Alverno College Abilities Development. Presentation given with Dr Julie Robert to the UTS Teaching and Learning Committee.
August, 2018. Alverno Assessment Workshop Report on Teaching for Competencies Using Performance Assessment. Presentation given with Dr Julie Robert to the UTS Teaching and Learning Committee.
May, 2018. What UTS students say about group/team work in the CEQ: A good starting point for a discussion about group work at UTS. Presentation given to the UTS Associate Dean Teaching and Learning Network.
June, 2017. Using SPARKPLUS in Creative Ways for Enhanced Collaborative Skill Development. Presentation given to UTS Faculty of Transdisciplinary Innovation Staff.
June, 2017. Introduction to Learning.Futures and the Peer-Review Process. Presentation given to UTS Business School Staff.
December, 2016. Overview of SPARKPLUS. Presentation given to UTS ITD Flexible Learning Team.
December, 2016. Teaching and Learning Initiatives at the University of Technology Sydney - Past, Present and Future. Presentation given at Shanghai University.
June, 2016. Overview of SPARKPLUS. Presentation given to Mike Jones from UTS ITD.
May, 2016. Overview of SPARKPLUS. Presentation given as part of the UTS School of Marketing Learning Lab Series.
March, 2016. Overview of SPARKPLUS. Presentation given to UTS CIC staff.
March, 2016. Overview of Teaching and Learning at UTS and Learning.Futures. Presentation given as part of UTS Business School New Staff Induction Program.
March, 2016. Overview of SPARKPLUS. Presentation given at the UTS Flipped Learning Action Group Meeting.
June, 2015. Helping Students to Learn about Group Development Overtime: A Case Study from 99667 - Clinic Level 1. Presentation given at the UTS Visual Thinking Learning Community Show N Tell Working Lunch.
April, 2015. Overview of Learning.Futures. Presentation given to UTS DAB School of Build Environment Staff.
April, 2015. Interpreting SPARK Factors. Presentation given to UTS IML Learning Technologist Team.
April, 2015. Overview of SPARKPLUS. Presentation given to UTS IML Learning Technologist Team.
March, 2015. Overview of Teaching and Learning at UTS. Presentation given as part of UTS DAB Faculty New Staff Induction Program.
March, 2015. Overview of SPARKPLUS. Presentation given to staff in UTS 11551 Masters Architectural Design Studio 1.
November, 2014. Helping students engage with leadership via SPARKPLUS. Paper presentation given at the 2014 UTS Teaching and Learning Forum.
July, 2014. Working together to create teaching, learning and assessment activities focusing on collaboration - how can we really do this? Presentation given as part of UTS Health Faculty GAP Showcase: Developing student’s communication and collaborative capabilities.
July, 2014. Generic Skill Development: What the CEQ says. Presentation given as part of UTS Health Faculty GAP Showcase: Developing student’s communication and collaborative capabilities.
July, 2014. Peer power: Helping students improve their group dynamics with SPARKPLUS. Pod presentation given as part of the UTS Learning 2014 Festival.
July, 2014. Collaborative still development in Law: Some things I know, and some of the many things I don't. Presentation given as part of UTS Law Faculty Retreat.
April, 2014. How to Interpret SPARK Output. Presentation given to staff in 99665 - Chinese Medicine Foundations 1.
April, 2014. L2014, Graduate Attributes, and Oral Communication in Law. Presentation given as part of UTS Law Faculty Learning2014 Seminar Series.
April, 2014. Using IFAT (scratch cards) to foster collaborative learning: Reporting back on a very successful trial. Presentation given at the Flipped Learning Action Group Meeting’s Cracker Barrel Event.
April, 2014. How to Interpret SPARK Output. Presentation given to staff in 91359 - Advanced Immunology.
October, 2013. The Development of Students’ Collaboration Skills in Law Degrees. Presentation given as part of UTS Law Faculty Learning and Teaching Seminar Series.
July, 2013. Overview of SPARKPLUS. Presentation given to staff in 21886 - Integrating Business Perspectives.
June, 2013. Group Work in FASS. Presentation given at the FASS Heads of Programs Retreat.
May, 2013. Embedding Collaboration in Law: Who, What, Why, How, When? Presentation given to UTS Law Graduate Attributes Project Working Party.
February, 2013. What UTS students say about group/team work in the CEQ. Presentation given to IML Staff at Research Seminar Series.
September, 2012. The Development and Appraisal of Students' Collaboration Skills in Law Degrees. Presentation given as part of UTS Law Faculty Learning and Teaching Seminar Series.
From 2012-2019, I designed and ran many professional development workshops for UTS staff. Overall satisfaction with my teaching in these workshops is high (4.65/500). Perceived usefulness of the workshops is also high (4.62/5). Qualitative feedback was often very complimentary, such as: “I learned so much in those two hours”, “truly an inspiration and fabulous modelling”, “fantastic”, “great session”, ‘absolutely amazing”, “wonderful”, “so many awesome ideas”, “gave me real tangible tools I can apply immediately in the classroom”. Below are the workshops I’ve designed and conducted:
August, 2019. Active and Collaborative Learning. Workshop given as part of the UTS Teaching for Learning.Futures Program.
August, 2019. Active and Collaborative Learning in the Classroom. Workshop given to UTS Business School Staff.
April, 2019. Active and Collaborative Learning in the Classroom. Workshop given as part of the Autumn UTS Casual Academics Workshops Week.
March, 2019. Active and Collaborative Learning. Workshop given as part of the UTS Teaching for Learning.Futures Program.
September, 2018. Active and Collaborative Learning in the Classroom. Workshop given as part of the UTS Casual Academics Annual Conference.
August, 2018. Active and Collaborative Learning. Workshop given as part of the UTS Teaching for Learning.Futures Program.
August, 2018. Active and Collaborative Learning in the Classroom. Workshop given to UTS Business School Staff.
May, 2018. Active and Collaborative Learning. Workshop given as part of the Insearch Teaching for Learning.Futures Program.
March, 2018. Active and Collaborative Learning in the Classroom. Workshop given as part of the Autumn UTS Casual Academics Workshops Week.
March, 2018. Active and Collaborative Learning. Workshop given as part of the UTS Teaching for Learning.Futures Program.
September, 2017. Active and Collaborative Learning in the Classroom. Workshop given as part of the UTS Casual Academics Annual Conference.
August, 2017. Active and Collaborative Learning. Workshop given as part of the UTS Teaching for Learning.Futures Program.
July, 2017. Active and Collaborative Learning in the Classroom. Workshop given to UTS Business School Staff.
April, 2017. Active and Collaborative Learning in the Classroom. Workshop given as part of the Autumn UTS Casual Academics Workshops Week.
April, 2017. Active and Collaborative Learning. Workshop given as part of the UTS Teaching for Learning.Futures Program.
March, 2017. Active and Collaborative Learning in the Classroom. Workshop given as part of the Autumn UTS Casual Academics Workshops Week.
March, 2017. Active and Collaborative Learning in the Classroom. Workshop given as part of the UTS New Staff Induction Program.
December, 2016. Active and Collaborative Learning in the Classroom and Introduction to UTS Learning Futures. Workshop given to SILC-UTS Business School Staff in Shanghai (Delivered in Shanghai by invitation).
November 28, 2016. Active and Collaborative Learning in the Classroom. Workshop given as part of the UTS Summer Learning.Futures Workshops.
September 12, 2016. Active and Collaborative Learning in the Classroom. Workshop given as part of the UTS Casual Academics Annual Conference.
July, 2016. Active and Collaborative Learning in the Classroom. Workshop given as part of the UTS New Staff Induction Program.
July 20, 2016. Active and Collaborative Learning in the Classroom and Introduction to UTS Learning Futures. Workshop given to SILC-UTS Business School Staff in Shanghai (Delivered in Sydney).
April 29, 2016. Active and Collaborative Learning in the Classroom. Workshop given as part of the Autumn UTS Casual Academics Workshops Week.
April 28, 2016. Active and Collaborative Learning in the Classroom. Workshop given as part of the Autumn UTS Casual Academics Workshops Week.
February, 2016. Active and Collaborative Learning in the Classroom. Workshop given as part of the UTS New Staff Induction Program.
September 24, 2015. Facilitating Collaborative Learning in Classes. Workshop given as part of the UTS Casual Academics Annual Conference.
March 18, 2015. Facilitating Collaborative Learning. Workshop given as part of the Autumn UTS Casual Academics Workshops Week.
March 17, 2015. Facilitating Collaborative Learning. Workshop given as part of the Autumn UTS Casual Academics Workshops Week.
September 24, 2014. Facilitating Collaborative Learning. Workshop given as part of the UTS Learning 2014 Festival Encore Workshops.
September 22, 2014. Facilitating Collaborative Learning. Workshop given as part of the UTS Casual Academics Annual Conference.
August 21, 2014. Facilitating Collaborative Learning. Workshop given as part of the UTS Learning 2014 Workshops for Casual Academics.
July 23, 2014. Facilitating Collaborative Learning. Workshop given as part of the UTS Learning 2014 Festival.
March 21, 2014. Enhancing the Experiences of Groupwork. Workshop given as part of the Autumn UTS Casual Academics Workshops Week.
March 20, 2014. Enhancing the Experiences of Groupwork. Workshop given as part of the Autumn UTS Casual Academics Workshops Week.
September 25, 2013. Enhancing the Experiences of Groupwork. Workshop given as part of the UTS Casual Academics Annual Conference.
March 21, 2013. Enhancing the Experiences of Groupwork. Workshop given as part of the Autumn UTS Casual Academics Workshops Week.
March 20, 2013. Enhancing the Experiences of Groupwork. Workshop given as part of the Autumn UTS Casual Academics Workshops Week.
March 19, 2013. Enhancing the Experiences of Groupwork. Workshop given as part of the Autumn UTS Casual Academics Workshops Week.
September, 2012. Enhancing the Experiences of Groupwork. Workshop given as part of the UTS Casual Academics Annual Conference.
Along with full 2-3 hour workshops (above), I have also given many smaller 30-120 minute interactive sessions. These include:
November, 2019. ‘Seeing’ the first year experience. Interactive session given at the UTS First and Further Year Experience Forum.
October 23, 2019. Collaborative Classroom Techniques. Interactive session given as part of the UTS FASS Casual Academic Forum.
September, 2019. Drawing on student experience: Exploring the progressive development of student groups. Interactive session given at the UTS Festival of Learning Design.
May, 2019. Let’s co-create. Interactive session given at the UTS First and Further Year Experience Forum.
February, 2019. Getting to know your students: What I used to do. Interactive session given at the UTS First and Further Year Experience Forum.
October 2, 2018. Using Student-Generated Materials to Engage Students in Active Learning. Interactive session given to UTS Finance Discipline Group Staff.
September 25, 2018. Engaging Students with Active Learning Techniques. Interactive session given to UTS Finance Discipline Group Staff.
October, 2017. Active and Collaborative Learning in Classrooms – Part 2. Interactive session given to UTS Insearch staff as part of their Professional Development Series.
June, 2017. Collaborative Learning in New Spaces. Interactive session given to UTS Centre for Health Economics Research and Evaluation (CHERE) Staff.
May, 2017. Active and Collaborative Learning in Classrooms. Interactive session given to UTS Insearch staff as part of their Teaching and Learning Lunchtime Series.
February, 2017. Challenges Facing Academics in Teaching & Learning. Interactive session given as part of the UTS School of Marketing Learning Lab Series.
February, 2016. Introduction to IFAT ‘scratch cards’. Interactive session given at the UTS Business School Teaching & Learning Showcase and Workshop Event.
April, 2015. Developing New SPARK Criteria for First Year Interdisciplinary Design Subjects. Interactive session run for staff in UTS 5503 Design Thinking and 85502 Researching Design History as part of First Year Experience Grant.
February, 2015. Strategies for transition - Getting collaboration happening from your first class. Interactive session given at the UTS First Year Experience Forum.
July, 2014. An introduction to IFAT ‘scratch cards’. Interactive pod session given as part of the UTS Learning 2014 Festival.
October, 2013. Developing collaborative skills in the flipped classroom. Interactive session given as part of UTS Learning2014 Seminar Series.
March, 2013. Group work at UTS: The big picture and the First Year Experience. Interactive session given at the UTS First Year Experience Forum.
As part of my professional practice, I ran many teambuilding sessions with students. I used these sessions to refine my designs and templates. I also ran these sessions to demonstrate the types of activities that can be run in collaborative classrooms. Below are the teambuilding sessions I have conducted:
March, 2019. Team Roles, Expectations and Teambuilding: In-class Session in 68412 - Energy Science and Technology. Interactive session given to students and staff of 68412.
September, 2018. Team Roles, Expectations and Teambuilding 2: In-class Session in 23001 – Principles of Macroeconomics. Interactive session given to students and staff of 99667.
September, 2018. Team Roles, Expectations and Teambuilding 1: In-class Session in 23001 – Principles of Macroeconomics. Interactive session given to students and staff of 99667.
March, 2018. Team Roles, Expectations and Teambuilding: In-class Session in 68412 - Energy Science and Technology. Interactive session given to students and staff of 68412.
October, 2017. Team Roles, Expectations and Teambuilding: In-class Session in 23001 – Principles of Macroeconomics. Interactive session given to students and staff of 99667.
April, 2016. Team Roles, Expectations and Teambuilding: In-class Session in 99667 - Clinic Level 1. Interactive session given to students and staff of 99667.
August, 2015. Team Roles, Expectations and Teambuilding: In-class Session in 83823 - Fashion and Textiles Professional Practice. Interactive session given to students and staff of 83823.
April, 2015. Team Roles, Expectations and Teambuilding: In-class Session in 99667 - Clinic Level 1. Interactive session given to students and staff of 99667.
August, 2014. Team Roles, Expectations and Teambuilding: In-class Session in 99647 - Traditional Chinese Medicine 4. Interactive session given to students and staff of 99647.
August, 2014. Team Roles, Expectations and Teambuilding: In-class Session in 91145 - Environmental Protection and Management. Interactive session given to students and staff of 91145.
March, 2014. Managing your group dynamics. In-class teambuilding session in 48860 - Pollution Control and Waste Management. Interactive session given to students and staff of 91359.
I have also run many team maintenance sessions. Again, I ran these to refine my designs and templates. I also ran these sessions to demonstrate the types of activities that can be run in collaborative classrooms. These are:
April, 2019. Team Maintenance in 68412 - Energy Science & Technology. Interactive Session given to students and staff of 68412.
September, 2018. Team Maintenance in 23001 – Principles of macroeconomics. Interactive Session given to students and staff of 99667.
April, 2018. Team Maintenance in 68412 - Energy Science & Technology. Interactive Session given to students and staff of 68412.
May, 2018. Team Maintenance in 99667 - Clinic 1. Interactive Session given to students and staff of 99667.
October, 2017. Team Maintenance in 23001 – Principles of macroeconomics. Interactive Session given to students and staff of 99667.
May, 2017. Team Maintenance in 99667 - Clinic 1. Interactive Session given to students and staff of 99667.
May, 2017. Team Maintenance in 58201 - Communication and Cultural Industries and Practices. Interactive Session given to students and staff of 58201.
April, 2017. Team Maintenance in 68412 - Energy Science & Technology. Interactive Session given to students and staff of 68412.
October, 2016. Team Maintenance in 91445 - Environmental Protection and Management. Interactive Session given to students and staff of 91445.
May, 2015. Team Maintenance in 16307 - Project Management Integration. Interactive Session given to students and staff of 16307.
May, 2015. Team Maintenance in 16103 - Materials Science. Interactive Session given to students and staff of 16103.
May, 2016. Team Maintenance in 91359 - Advanced Immunology. Interactive Session given to students and staff of 91359.
May, 2015. Team Maintenance in 99667 - Clinic Level 1. Interactive Session given to students and staff of 99667.
I have also conducted in-class IFAT ‘scratch card’ sessions for academics who were not initially confident to run the cards by themselves. I ran these sessions to demonstrate how the cards worked, to model collaborative learning facilitation, and to build initial rapport with academics leading to further curriculum change. I also ran these sessions to refine my designs and to expand my professional practice as an in-class facilitator.
August, 2018. In-class IFAT Demonstration in 99621 - Chinese Diagnostic Systems 2. Interactive session given to students and staff of 99621.
May, 2017. In-class IFAT Demonstration in 84711 - User-Centred Design. Interactive session given to students and staff of 84711.
October, 2016. In-class IFAT Demonstration #2 in 24223 - New Product Marketing. Interactive session given to students and staff of 24223.
September, 2016. In-class IFAT Demonstration #1 in 24223 - New Product Marketing. Interactive session given to students and staff of 24223.
October, 2015. In-class IFAT Demonstration in 99621 - Chinese Diagnostic Systems 2. Interactive session given to students and staff of 99621.
January, 2015. In-class IFAT Demonstration in 332330 - Summer Maths. Interactive session given to students and staff of 332330.
August, 2016. In-class IFAT Demonstration in 91445 - Environmental Protection and Management. Interactive session given to students and staff of 91445.
October, 2014. In-class IFAT Demonstration in 99621 - Chinese Diagnostic Systems 2. Interactive session given to students and staff of 99621.
March, 2014. In-class IFAT Demonstration #2 in 16236 - Property Cash Flow Analysis. Interactive session given to students and staff of 16236.
March, 2014. In-class IFAT Demonstration #1 in 16236 Property Cash Flow Analysis. Interactive session given to students and staff of 16236.
In 2019, I ran a collaborative learning workshop at UTS. A few days later, I discovered I was covered in a post on the UTS Futures Blog. It was written by Katie Duncan, who had been in the workshop. It was great to be covered in a blog post and to read how an attendee had experienced the workshop. If you would like to learn more about me and my collaborative workshop, Katie’s blog is a good entry point. Click here to read it.
Following Katies Duncan's blog post about me, I invited her to attend another one of my sessions. This time, however, it was a session I ran with students in a subject run by UTS academic Jurgen Schulte. Katie had a great idea to do a Q&A with Jurgen and myself. It was a great collaboration. Click here to read it.
In 2016, I received an email congratulating me for being mentioned in the Australian newspaper's Higher Education supplement. It was mentioned in relation to a conference paper I had written and presented at the HERDSA Conference. It wasn't a huge mention (only a paragraph), but it was great to have this piece of research cited. This research involved learning social network analysis and crunching a lot of data. I was very proud of this research. Here is a link to the paper.