Crowley-Cyr on 'Workplace Safety, Deadly Jellyfish and Tourists: A Novel Approach to an Emergent Problem'

 Associate Professor Lynda Crowley-Cyr of the USQ School of Law and Justice has published a new article titled 'Workplace Safety, Deadly Jellyfish and Tourists: A Novel Approach to an Emergent Problem'.  The article appears in Volume 39(3) of the University of Queensland Law Journal.  Here is the abstract:

"This article considers the hazards posed by marine stingers (notably Irukandjis) to recreational divers and snorkelers through the lens of Queensland’s unique workplace health and safety regulatory regime. The sustainability of diving and snorkelling tourism is highly dependent on the quality and safety of the services provided. The regime already contemplates the role of operators, the impact of sting-protective swimwear and other matters. An independent review of the State’s workplace laws in 2017 influenced changes to the law to improve its clarity, enforcement and prosecutions. However, this article argues that in relation to the management of marine stinger risks, with further slight adjustments to enhance clarity and consistency, the regulatory framework could achieve greater effectiveness in terms of compliance. This is important in a harmonised regulatory system. Other jurisdictions in Australia facing dangerous jellyfish hazards can refer to Queensland’s laws as a model of industry standards for the provision of safer recreational water activities. The article concludes with practical recommendations."

Hemming on ‘Student "voice" and higher education assessment: Is it all about the money?'

 Associate Professor Andrew Hemming of the USQ School of Law and Justice has published an article titled  ‘Student "voice" and higher education assessment: Is it all about the money?'  Co-written with Margaret Power, the article appears in Volume 18(1) of the Journal of University Teaching & Learning Practice.  Here is the abstract:

"University administered Student Evaluation of Teaching surveys, while used primarily by educators and their managers to review and improve the quality of courses and teaching, can also be used by universities’ marketing campaigns and websites as a means of stressing their institution’s student friendliness and responsiveness to students’ needs. Changes in assessment practices is one way that tertiary institutions are responding to students’ preferences. However, there is a lack of understanding of the underlying factors that moderate decisions about assessment changes. The purpose of this paper is to examine whether or not a meaningful body of research concerning student ‘choice’ in higher education assessment exists, and how the extent of student ‘choice’ may change in the future. Emphasis has been placed on the assessment methods adopted in law and professional degrees in Australia. However, a broad review of international research from other relevant higher education discipline areas has also been undertaken in this paper."

Crowley-Cyr on 'Using Peer Assisted Learning to improve academic engagement and progression of first year online law students’

Associate Professor Lynda Crowley-Cyr of the USQ School of Law and Justice has co-written a new article titled 'Using Peer Assisted Learning to improve academic engagement and progression of first year online law students'.  Written with James Hevers, the article appears in Volume 18(1) of the Journal of University Teaching & Learning Practice.  Here is the abstract:

"The University of Southern Queensland’s online study environment continues to grow with over 16,000 students studying online. Pre-Covid-19, online enrolments typically represent around 67% of all students studying at USQ. This article usefully analyses quantitative data in order to evaluate the effectiveness of the pilot of an online peer-assisted learning program for first-year Law students. The article asks whether a customised online Meet-Up program can objectively enhance student engagement and academic performance in a first-year law course. Results from the pilot were positive and are a productive contribution to the literature on online peer-assisted learning."