Otago Summer School
Guidelines
for
Participating Departments
Summer School Office
Updated April 2014
1
Contents
INTRODUCTION .................................................................................................................................. 4
ABOUT SUMMER SCHOOL ............................................................................................................... 4
Summer School Students ..................................................................................................................... 4
Important Dates – Pre-Summer School ............................................................................................... 5
Important Dates - During Summer School .......................................................................................... 6
Paper Approval Process ....................................................................................................................... 7
Funding Arrangements ........................................................................................................................ 8
Budget Planning Process ..................................................................................................................... 8
PREPARATION FOR SUMMER SCHOOL ...................................................................................... 8
Course Coordinator Role ..................................................................................................................... 9
Contract Teachers .............................................................................................................................. 10
Course Approval and Advising .......................................................................................................... 10
Enrolment Limits ............................................................................................................................... 10
Timetabling ........................................................................................................................................ 11
Teaching Space .................................................................................................................................. 11
Space Costs ........................................................................................................................................ 12
Equipment .......................................................................................................................................... 12
Equipment or Technical Faults .......................................................................................................... 12
Departmental Office Staffing............................................................................................................. 12
HOD Authority .................................................................................................................................. 13
Enrolment Tracking and Communication .......................................................................................... 13
Student Newsletter ............................................................................................................................. 13
Noticeboard ....................................................................................................................................... 13
Blackboard ......................................................................................................................................... 14
Library Services ................................................................................................................................. 14
Course Readers .................................................................................................................................. 14
Textbook Orders ................................................................................................................................ 15
Streaming Lists .................................................................................................................................. 15
Advising the Teaching Team ............................................................................................................. 15
Social ................................................................................................................................................. 15
DURING SUMMER SCHOOL ........................................................................................................... 15
Newsletter .......................................................................................................................................... 16
Class Lists .......................................................................................................................................... 16
Student Privacy .................................................................................................................................. 16
Assessment Policies ........................................................................................................................... 16
Class Representative System ............................................................................................................. 17
Student Support Services ................................................................................................................... 17
Examinations ..................................................................................................................................... 17
Exam Scripts ...................................................................................................................................... 18
Evaluations ........................................................................................................................................ 18
Teaching Evaluation .......................................................................................................................... 18
MARKETING AND PROMOTION ................................................................................................... 19
Posters................................................................................................................................................ 19
Online ................................................................................................................................................ 19
Google AdWords ................................................................................................................................ 20
Radio.................................................................................................................................................. 20
Departmental websites ....................................................................................................................... 20
Prospectus .......................................................................................................................................... 20
Open Days ......................................................................................................................................... 20
Print advertising ................................................................................................................................. 20
Flags and banners .............................................................................................................................. 20
Other .................................................................................................................................................. 20
FINAL WORD FROM THE DIRECTOR ......................................................................................... 21
How to Contact Summer School ....................................................................................................... 22
2
APPENDICES................................................................................................ 23
Appendix I: Background and Development of Summer School ....................................................... 23
Introduction ....................................................................................................................................... 23
Planning for the future ....................................................................................................................... 23
Strategic Framework .......................................................................................................................... 24
The Otago model ............................................................................................................................... 25
Governance ........................................................................................................................................ 25
Appendix II: Form 7 (Summer School Form) .................................................................................... 27
Appendix III: Key Tasks ...................................................................................................................... 28
3
INTRODUCTION
This document has been compiled for Heads of Department and Course Coordinators
involved in, or considering, involvement in the Otago Summer School. It addresses
the organisational and administrative aspects in which the Summer School Office has
a role.
For information on Continuing Education non-credit courses or short courses, see
www.otago.ac.nz/continuingeducation.
ABOUT SUMMER SCHOOL
Otago Summer School provides an intimate learning experience for students, with
tuition provided at Dunedin, Auckland and Wellington sites, as well as by distance.
Otago Summer School provides intense quality education offering many papers
unique to Summer School, while other papers are essential components of degree
programmes.
Papers offered in Summer School have full academic credit and are of the same points
value as regular semester papers, but are usually taught within six weeks. Study in one
Summer School paper (usually 18-points) is considered full time study for StudyLink
purposes, and carries the expectation of 180 hours of learning over the period,
equating with 0.15 EFTS value. Usually about a quarter of Summer School students
study two papers.
All standard services are available to Summer School students, albeit on a smaller
scale. Services include student representation and advocacy, recreation, health, library
and ITS, food outlets and retail.
The campus is quieter and the weather is (usually) better, students are generally more
committed and the teaching and learning experience is often rewarding.
Summer School truly is a unique experience for students and staff alike.
Summer School Students
Only very able students should be approved for enrolment in two 18 point papers,
given that it equates to 360 hours of learning over six weeks. A student may not enrol
in more than 36 points without express permission from the appropriate Pro-Vice
Chancellor (Calendar 2012, p182).1
1
Summer School students may also be approved to take papers for Final Examination Only. Any such
additional papers are not taken into account in any consideration of a student’s status a full-time or
part-time student or eligibility for Government student loans or allowances. A Summer School student
who enrols for any paper for Final Examination Only may not subsequently convert to substantive
enrolment for such a paper if that would create a total workload of more than 36 points.
4
Many students report that they enjoy studying intensively in Summer School, the
speed at which they can complete a paper, and the opportunity to focus on just one
paper or a topic they would not be able otherwise to fit in.
Students are surveyed each year at the end of Summer School and information from
this and other sources is reported in the Summer School Annual Report, also available
on the Summer School website.
Important Dates – Pre-Summer School
March
Call for new and repeating papers
Begin approval process for new and continuing papers from Division to BUGS/BOGS
to Summer School & Continuing Education Board (see below for more information
on approval process)
New, converting, and Special Topic papers to Divisions for approval in March or
April
Notify intentions to Director, Summer School
April
New, converting, and new Special Topic papers with Divisional approval go to BUGS
or BOGS April or May meetings
Existing Special Topic papers to Divisions for approval
Repeating Summer School papers to Divisions for approval
Notify approved papers to Director, Summer School
May
Final list of papers proposals to SS&CE Board for approval
Last BUGS/BOGS meeting for approval of new and recoded postgraduate papers
(NB documents due prior to this date)
June
Paper-specific poster design and production begins
Production of Summer School prospectus begins
July
List of Papers confirmed and circulated to Departments for advice on most likely
enrolment pairings
August
Late poster images and information provided to Summer School Office
Registration opens
Textbook orders due at the University Book Shop
5
September
Summer School launched
Prospectus available online
Paper enrolments begin
Public media advertising begins
Registration Pack distribution begins
Course approval processes commence
September – October
Weekly enrolment updates commence (to HODs, Course Coordinators,
known teachers, members of the SS and CE Board)
Close and E-Reserve needs advised to the Library
Teaching equipment needs advised to ITS – Teaching Facilities
Registration for use of Blackboard
10 December Official closing date for Summer School enrolment
December
Course Confirmation Forms and Fees invoices mailed to students
Streaming lists produced
Important Dates - During Summer School
Day One of School
Course Confirmation and Advising
First classes for many papers
Summer School welcome at noon in the Link
Day 7
Last day for students to change or add papers
Last day for students to delete papers with refund of fees
Day 12
Examination Timetable published
Class Representatives’ contact details due with Summer School &
Continuing Education (for forwarding to OUSA)
Week Two of School
First meeting of Class Representatives
If a paper-specific evaluation is wanted, HEDC should be consulted
Late January or first week of February
Examination scripts required by the Examinations Office
6 February
Waitangi Day (the University is closed but Libraries are open)
6
Day 28 from Opening Day
Last day for students to withdraw from papers (usually in first week of
February)
Week Four of School
Second meeting of Class Representatives
Week Six of School
Summer School
administered
Questionnaire
and
departmental
evaluations
Week Seven of School
Examinations held over five days (Saturday, Monday, Tuesday,
Wednesday and Thursday).
End-of-School social function for teaching teams and key support units
Paper Approval Process
Summer School papers are subject to the same approval requirements as those offered
in semesters. All relevant policy documents and forms can be downloaded from
www.otago.ac.nz/acadcomm/proformas.html A summary document is reproduced
here:
1. New Papers being offered for the first time (during the normal Semester
and Summer School or only during Summer School)
a) Form 3, Proposal for a New Paper, together with Summer School Form
submitted to relevant Divisional Board
b) Once approved by Divisional Board Form 3 then submitted to the Board of
Undergraduate Studies
c) Form 7 (Summer School Form) submitted to the Summer School and
Continuing Education Board.2
2. Existing Semester Paper being converted to a Summer School Paper or
Summer School Paper being converted to Semester
a) Form 6, proposal to Convert a Paper from Semester to Summer School, to
relevant Divisional Board3
b) Once approved by Divisional Board, Form 6 then submitted to the Board
of Undergraduate [or Graduate] Studies
c) Form 7 submitted to Summer School and Continuing Education Board
(this step unnecessary for Summer School Paper being converted to
Semester)
2
Form 7 can be found in Appendix IV.
The updated official title of this form is “Proposal to change the teaching period or teaching mode of
a paper”.
3
7
3. Existing Special Topic being offered for Summer School (including
generic Special Topic with new subject focus).
a) Form 7 submitted to Divisional Board
b) Form 7 submitted to Summer School and Continuing Education Board
(NOTE: that a Special Topic Paper should be converted to a New Paper
after two years.)
4. New Special Topic for Summer School
a) Form 3ST, New Special Topic, submitted to Divisional Board
b) Form 3ST, New Special Topic, submitted to the Board of Undergraduate
Studies
c) Form 7 submitted to Divisional Board
d) Form 7 submitted to Summer School and Continuing Education Board.
NB The last SS&CE meeting in which papers can be approved for Summer School
2014 is held in May, the week following the May BOGS/BUGS meeting.
Funding Arrangements
Summer School no longer has a separate funding arrangement. Income from Summer
School papers is from 2014 paid to Divisions under the same arrangements as
Semester papers. The activity of the Summer School Office is funded centrally.
Budget Planning Process
In July Planning and Funding advise Summer School of the total EFTS allocation for
the following year. In close consultation with divisions, Planning and Funding and
Summer School estimate EFTS per paper in the budget-planning round.
PREPARATION FOR SUMMER SCHOOL
Academic staff report that although their Summer School experience is rewarding, it
is also demanding. Assignment turnaround times are highly compressed; teaching
interaction with students is more pressured, and student motivation runs high.
Summer School usually begins on the first Monday of the year after the statutory
holidays, and classes cease on the Friday of Teaching Week Six. Any teaching
outside of that period of six calendar weeks will jeopardise your paper’s eligibility for
Student Loans and Allowances.
It is worth noting however that it is possible to condense the teaching period, provided
that the contact hours, work load, and standards remain unchanged. This flexibility in
teaching delivery allows for one or more short intensive periods followed by
independent study, assignments and perhaps internal assessment, with the paper
completing at the same time as other papers. Intensives are not recommended at 100
level and are clearly not appropriate in some subject areas.
8
Careful planning of course structure is recommended to allow time for assessment,
marking and feedback within the very tight timeframe and to best support the learning
needs of students. Summer School Teaching workshops are offered during the second
semester in conjunction with HEDC to support teaching staff develop, enhance or
refresh their teaching to suit the unique teaching conditions of Summer School.
The Summer School & Continuing Education Board strongly urges Heads of
Department to bear in mind that Summer School exam marking and processing of
results overlap with course advising for Semester One. Staff teaching in Summer
School find it very difficult to be involved in both processes.
Please note that the Disability Information and Support service checklist for inclusive
teaching is provided in the appendix.
Course Coordinator Role
As soon as a paper has academic approval for Summer School offering, Summer
School & Continuing Education begins liaising on preparation with the Course
Coordinator. Coordinators are designated by Heads of Department in accordance
with their Division’s guidelines or policies. No Division permits an external shortterm contractor to be a coordinator, regardless of eminence.
Coordinators are responsible to the Head of Department for their paper’s academic
management, including:
 all practical arrangements to ensure the paper’s readiness for delivery
 the paper’s smooth running throughout Summer School, including
coordination of and liaison with any tutors, assistants and contract or guest
teachers, and appropriately addressing any student issues relating to the paper
 overall academic standards and the paper’s ultimate performance
All Course Coordinators:
 must be available for contact throughout the Summer School period
 are normally University staff members or experienced former staff members
familiar with the University’s policies and procedures
Some Course Coordinators:
 fulfil the above and contribute as the lead or solo teacher
 fulfil the above and undertake some modular teaching
 coordinate a team but are not at all involved in any teaching
If more than one person is teaching in a paper, it is very useful for Summer School &
Continuing Education to know who is teaching when. Some Coordinators convey key
items of pre-School and in-School information to other members of their team, while
others do not (expecting or preferring team members to receive it directly). For
efficient communication, it is important for the office to know which applies.
9
Contract Teachers
Although many Summer School papers are taught by University of Otago staff, others
are taught by adjunct academic staff, Professors Emeriti or appropriately qualified
others.
External contracting of academics to teach is also common, although less so following
the change in financial arrangements and the inclusion of Summer School teaching in
department workload models. Sometimes the availability of a visiting overseas
academic is the rationale for offering a particular paper, and in this arrangement,
students have the opportunity to study Special Topics not normally offered by the
University. Departments also have the opportunity to foster new collegial and
research relationships. In many instances, visiting academics are re-invited to teach in
a subsequent School.
Contracts are managed within departments according to HR guidelines.
Accommodation for visiting lecturers can be arranged directly through
Accommodation Services. Several good are options available on or close to the
campus.
Course Approval and Advising
For Summer School course approval and study advice are mainly handled by the
Divisional Offices, not by Departments. This applies throughout the September December registration period as well as Week One of the School. In some instances, a
Department might indicate that it wishes to be involved.
Based on the date of receipt of their completed registration by Admissions and
Enrolment, students are usually course approved on a first-come-first-served basis
until any maximum enrolment limit is reached. If a paper has no prerequisites or if
students clearly meet the prerequisites, this procedure is straightforward.
Heads of Department may wish to provide some guidelines to their Divisional
Administration where these issues are more complicated.
Interest Only Enrolment
Students not already enrolled in a degree programme may enrol as Interest Only in a
paper made expressly available in this way by the Head of Department. An Interest
Only student attends lectures but undertakes no assessment and usually does not take
part in tutorials or laboratories. These students pay the same fee as domestic students.
Some papers are ideal for these students however with some papers it is not practical
to divide assessment from teaching, making such papers not appropriate for Interest
Only enrolment.
Enrolment Limits
Most paper enrolment numbers are not limited, since an important objective is to
maximise EFTS. If there is a genuine maximum needed, then this should be advised
as part of the paper details.
10
Likewise, HoDs and coordinators are asked to keep an eye on enrolments (as advised
each week in Countdown) to ensure that any issues about paper attracting low
enrolments can be considered well before registrations close.
Timetabling
Departments continuing to offer their programme advise the Timetable Administrator
of their teaching schedule preferences via the University’s standard timetabling
procedures.
Heads of Department are asked for advice on likely enrolment pairings: that is, the
papers most likely to attract concurrent enrolment. Given the intensive teaching
schedule, however, some clashes are unavoidable.
Please also note the following:
 Teaching starts immediately, in many papers actually on the first day of the
school.
 Classes cannot be scheduled for 6 February, Waitangi Day. This is a public
holiday. The University Council has determined that there can be “no
timetabled teaching activities on public holidays” (11 March 2003).
However, Libraries are open. Please be sure that your students and any
international teaching staff know.

Students gave very negative feedback on three and four-hour lectures, finding
it very hard to stay focussed for that long. Long lectures are to be avoided and
even in two hour lectures, a short break after the first hour is necessary.

The Summer School Prospectus is published online in September. Changing
the lecture schedule after this time is very problematic as students register for
two papers on the basis of the published schedule. They do not continually
check the University website to see if lecture times of their papers have
changed and now clash. Unless circumstances are clearly exceptional, lecture
times will not be changed.
Teaching Space
Course Coordinators are asked to identify any special room and/or equipment
requirements. Where a Coordinator has not yet been designated, that request goes to
the Head of Department. All efforts are made to accommodate special needs (for
example, non-tiered seating or use of departmental rooms).
Up to date rooming and timetable information is posted on the University website up,
with a link also provided on the Summer School website. Once teaching has
commenced, if you find that the room(s) allocated to your class are unsatisfactory,
please let the Summer School office know. An alternative will be found.
11
Space Costs
Departments pay for the space occupancy costs for most Summer School teaching.
Therefore:
 please do not book additional rooms without also advising your department
which will be invoiced for the space;
 if, for some reason, you do not need an allocated room for a particular session,
please advise the Timetables Administrator – otherwise the space will still be
charged.
It is also not a good idea to shift rooms informally. Only officially booked rooms will
be accessible and have light, heating, vital teaching equipment and technician
servicing.
In addition, only officially booked rooms will be listed on the University and the
Summer School websites and for students will appear in their e:Vision portal.
Equipment
Course Coordinators are asked to specify to ITS any special or extra equipment or
program needed to support their paper’s delivery. ITS will ensure that everything is
available and that teaching staff have ample time for a test run-through beforehand (if
desired). Please make sure you find out any requirements of expectations from any
visiting academics in time. If your lecturer is a visiting academic (and possibly not
arriving until just before Summer School begins) please be sure to find out his/her
expectations of our equipment and operating systems.
Equipment or Technical Faults
If any equipment difficulty is encountered during a teaching session, please log the
fault in the onsite Register. It is important also to use the phone (one in every lecture
room) and call the Hotline. A technician will come immediately. Class Reps often
report equipment faults that have not been logged for ITS correction.
Any problems with your room’s cooling or heating systems are also important to
report in-session. As these systems are sensor-regulated or computer-scheduled,
reporting them after the warm bodies have departed or the lecture time has elapsed
makes identifying the source of the fault more difficult for the technicians.
Departmental Office Staffing
Since many administrative staff take leave in the first two weeks of January, it is
important that prior to the Christmas break, clear and adequate arrangements are made
for basic services to Summer School students, teachers and internal units. Apart from
general enquiries and support, matters that arise during this two-week period (one
third of the tuition time) include:
 the production of class lists
 posting Streaming Lists
 liaison on the Examination Timetable
12

queries from Admissions and Enrolment, contract staff and students
When administrative support is not possible, Heads of Department are asked to ensure
that messages advising that “the Department is closed” also provide advice on where
else in the Division a student, staff member or service unit may go for assistance.
That some Departments teaching in the School are obviously closed for the first week
or two is particularly concerning for visiting contract staff and students who have
come to Otago from other universities and countries. The course coordinator’s role is
very important in these situations.
HOD Authority
Prior to Summer School, Summer School & Continuing Education requests advice on
Head of Department or acting arrangements for the six-week period. In many
instances, given the time of year, serial arrangements apply. In the absence of the
HOD or any advice on who is acting as Head, the Director of Summer School will
assume authority in emergency circumstances.
Enrolment Tracking and Communication
A weekly newsletter (Countdown) for Course Coordinators is sent out by Summer
School & Continuing Education in the weeks leading up to the School. Its main
purpose is to provide regular updates on enrolment numbers per paper. It also
conveys practical messages, reminders or requests. Countdown is distributed also to
Heads of Department, the Deputy Vice-Chancellor (Academic and International) and
the Summer School and Continuing Education Board.
Student Newsletter
Notices are posted on the Summer School website and Facebook. Some information is
also posted opposite the Summer School desk in the Link and on a free-standing
display board erected in the Commerce Building, Level 2. Course Coordinators are
welcome to use these for posting notices for their students.
Noticeboard
Summer School also emails students with notices as appropriate in the newsletter
Noticeboard. It includes reminders of important information and any special notices
for students from:
 Summer School & Continuing Education, Course Coordinators and teaching
staff
 student support units (such as Disability Information, the Māori and Pacific
Islands Centres and Student Learning Centre
 OUSA
Please send any material for inclusion in the newsletter to the Summer School Office
Manager at summer-school@otago.ac.nz.
13
Blackboard
If you intend to use Blackboard, Information Technology Services (ITS) needs to be
notified well in advance. Contact details for this are: ITS HelpDesk, Extension 8888
or 0800 479 888. The relevant forms for registering a paper for Blackboard and
granting staff access can be downloaded from the ITS HelpDesk website.
Each year a few Class Representatives raise concerns about the use of Blackboard.
Please consider the needs of sight impaired students when uploading online resources,
and if possible either produce them in larger font sizes or in a form which can be
modified by the student. An alternative is to make use of the tremendous resources
provided by library staff, especially Academic Liaison Librarians. HEDC and ITS
specialists are also very willing to provide Blackboard advice and training before or
during the School. If you are coordinating a paper that has externally contracted
lecturers, please do ensure that they have opportunity to become familiar with and
competent in Blackboard applications.
Student Services
All the usual student services are available during Summer School, including
Disability Information and Support, Student Health, OUSA Student Support, Student
Learning Centre, Recreation and retail services. For more information follow links on
the Otago Homepage.
Library Services
In September, the Curriculum Services Librarian asks Course Coordinators to state
which texts are to be placed on Close and E-Reserve. Even if your paper’s
requirements are the same as those for semester teaching, the Library will not
presume this to be so. Close Reserve texts are kept in their constituent home library.
Many Departments place material on E-Reserve.
Students sometimes complain that too few titles or too few copies were placed on
Reserve in relation to their class size, and within such a short tuition period this can
be a real problem.
Libraries are open for Summer School, and students are welcome to use any of the 7
libraries on campus, including the Hocken Library, for exam preparation study space.
Libraries are also open on Waitangi Day 6 February.
Students can also book a Group Study Room in Central, Dental, Law, Medical,
Robertson and Science Libraries, for up to 2 hours per day. Bookings for up to one
week ahead can be made via the Library website.
Course Readers
Many Departments produce Readers or other ancillary material that students may
purchase – usually from The UniPrint Shop or from the Department.
14
Please note that Fee Maxima legislation does not allow the University to charge
students for any material that is a required component unless copies are also freely
available elsewhere (for example, on Close Reserve, E-Reserve or Blackboard).
Likewise, non-Library items (for example, t-shirts, aprons, boots) may not be sold to
students unless they are also available for purchase from a non-University vendor.
Textbook Orders
The University Book Shop deadline for Summer School textbook orders is 1 August.
While best efforts are made to accommodate later orders, it is especially important to
meet this date if texts need to come from overseas.
Given the very short teaching period, late arrival of textbooks can seriously jeopardise
students’ chances of success. It can also generate high attrition from a paper if
students cannot access the course material.
If you change your mind about having a textbook or decide to add or delete a title
after the Prospectus has been published, please let Summer School & Continuing
Education know. The updated information can be placed, highlighted, on the School
website to avoid unwelcome surprises for students.
Streaming Lists
Departments can download the streaming lists at any time after paper selection opens
for students in e:Vision. Lists will reflect changes to the timetable and student
courses as they occur in real time.
Advising the Teaching Team
Course Coordinators who are not the sole teacher of their paper are responsible for
ensuring that their team members receive all notices relevant to the planning and
delivery of their paper. Most Coordinators advise the Summer School office of who
their team members are so that direct communication with them can occur. However
it seems that more than a few go through the whole process of preparing for and
teaching in Summer School without receiving communication from any quarter.
Social
The Staff Club re-opens in January from the start of Summer School, and teaching
staff often congregate on a Friday afternoon. Welcome events for students and staff
are held in the first week of Summer School – updates are provided in Countdown or
via email.
At the conclusion of Summer School the Deputy Vice-Chancellor, Academic and
International, hosts a post-School “thank you” function for all staff involved in the
delivery of Summer School.
DURING SUMMER SCHOOL
15
Newsletter
InSchool is the weekly email newsletter for Course Coordinators sent by Summer
School & Continuing Education. It conveys important messages or requests. InSchool
is also copied to the Deputy Vice-Chancellor (Academic and International) and key
administration staff in the Divisions. It is sent to also to teaching staff whose names
and email addresses are known.
Class Lists
As in standard semesters, the production of Class Lists is the responsibility of
Departmental administrative staff. We recommend these are produced at least twice:
for the start of Week One and again after the seven days allowed for students to
delete, add or change papers.
During Week One you may find that you seem to have more students than are on your
list. The most common reason tends to be that the extras are debtors or students with
outstanding documentation requirements, and so have not yet been loaded on to the
database. Admissions and Enrolment staff will be liaising with them on this. Please
get in touch with Summer School office if you have any queries or concerns.
Student Privacy
As in standard semesters, teaching staff communicate in class time or outside classes,
via Department noticeboards, Blackboard (or other platform), email and, for distance
papers, also via online or audio conferencing.
For privacy and security reasons, University policy prohibits any public display of
students’ names in conjunction with their ID Numbers. Although infrequent, the
breach of policy usually occurs in tutorial streaming lists on departmental
noticeboards.
Assessment Policies
If a paper’s assessment regime needs refining or modifying from what is published in
the online Prospectus, students should know of the change as soon as possible.
Effective ways to do this are to highlight changes in your paper’s entry on the
Summer School website. Please advise Summer School & Continuing Education of
all changes so that we can advise students quickly and to keep our information up to
date.
Please also note that once the assessment regime is confirmed with students in Week
One, University policy does not permit any changes except with the approval of the
Pro-Vice-Chancellor. It is especially important for Course Coordinators to inform any
external contractors of this policy.
Section 5.4 of the Senate Policy on Assessment of Student Performance: Principles
and Guidelines states that:
16
In papers which have a final examination, all internally assessed tasks
should be marked and available to students before the day of the final
examination in the paper. If the internal assessment task is at all
relevant to preparation for the final examination, feedback should be
provided at least a week before the final examination.
In the Summer School’s very compressed timeframe, adherence to the second
guideline may be impracticable in some instances. Please bear the policy in mind,
however, when setting the assessment schedule dates for your papers.
Students each year provide negative feedback on being given interim “homework” for
papers that have two sessions on the one day. Please bear in mind that students taking
more than one paper may not have any free time between your two sessions.
Class Representative System
All papers should have at least one Class Representative (Senate Policy, 26 March
2003 applies). Papers with high enrolments usually have more. Perhaps because of
the constrained teaching period, Summer School students take the Class Rep system
very seriously. Representatives expect that the issues they raise are addressed
promptly.
Course Coordinators and Week One teachers play a key role in facilitating the
appointment of Class Reps. At the first lecture or class meeting please set aside five
minutes and display the OUSA’s material about the Class Rep role and calling for
volunteers. Summer School & Continuing Education provides each Coordinator with
the OUSA material, a form on which to record the Representative’s name and contact
details, and an addressed return envelope. The office forwards the completed forms to
OUSA.
OUSA convenes two meetings of Representatives during the School, and also
welcomes informal feedback at any time during the school. The meetings are held
during week two and four.
Student Support Services
Students should be encouraged to make full use of University support services, as all
services available during semesters are available in Summer School. Information on
the range of student support services (including OUSA) and contact details are
provided on www.otago.ac.nz/services/index.html
Examinations
The timetable for examinations is published at the end of Week Two of the School
(after the seven days in which students may delete or add a paper).
Every year in Summer School there are students who, during semester, are taking
Health Sciences programmes. These students usually have their first week of classes
as well as examinations during Orientation Week. The Summer School Director can
17
negotiate on their behalf with the relevant Dean or Programme Director for them to be
excused from class.
As classes finish on Friday and examinations begin on Saturday, there are no official
Study Days in Summer School.
StudyLink policy on Loans & Allowances for full-time study over a six-week period
and the University’s continuing commitment to a 13-week semester determine that, in
most years, Summer School exams occur during course approval for Semester One
and Orientation Week festivities. Although this is less than ideal, a solution has yet to
be agreed upon.
Exam Scripts
These are usually required by the Examinations Office on the working day closest to 1
February. Final results are required in electronic form five days after the last
examination and confirmed results are due the next day. For the current schedule and
more information see http://www.otago.ac.nz/study/exams/.
Departments running their own examinations must follow the same procedures as the
Examinations Office. In the meantime, this still includes written advice to every
student of the paper code, date, time, location and any special conditions.
Evaluations
Historically, two kind of evaluation usually occur. The first is the Student Survey
organised by Summer School & Continuing Education through the Higher Education
Development Centre (HEDC). It deals only with the School overall, not with
particular papers or teaching performance. The results of this survey are reported to
the Summer School and Continuing Education Board, Senate and Council.
Course Coordinators are asked to administer the survey during the final or
penultimate teaching session. (If you are not teaching the paper in the last week,
please ensure that the package is forwarded to the relevant member of the team.) In
distance learning papers, questionnaires are sent by Summer School & Continuing
Education to individual students with a pre-paid return envelope provided (domestic
postage only) and in some cases, online surveys are conducted.
Secondly, Summer School & Continuing Education surveys teaching staff and
coordinators to receive feedback on their Summer School experience. This very useful
exercise occurs biennially.
Future plans include regular and standardised Summer School course evaluations.
Teaching Evaluation
Teaching staff may also wish to evaluate their teaching. HEDC provides a range of
services to support this activity. Full details can be found on the HEDC website
18
http://hedc.otago.ac.nz/hedc/
Please consider your timing carefully when conducting surveys, so that all surveys
can be completed without overloading students.
MARKETING AND PROMOTION
Although most of the marketing and publicity is done by Summer School &
Continuing Education in conjunction with Marketing & Communication, Departments
are strongly encouraged to promote their papers wherever they can and to make use of
their own networks wherever appropriate. Please ensure adherence to Marketing &
Communications protocols for all advertising including any that the department
organises and pays for independently.
Summer School arranges advertising and promotion in a range of media, including
various print and online publications, podcasts, short video clips, radio interviews,
and events. Some paper-specific advertising is done through Summer School.
Posters
During May-July, Departments are asked to provide an image for a poster specific to
their papers. Posters are paid for by the Summer School budget and usually
incorporate a photographic or graphic image provided by the course coordinator. A
standard poster template is used by Marketing and Communications so that, across the
range of papers, a common “look” and standard are maintained. Images must be
copyright clear or have permission negotiated. Contact the Summer School office for
more information if required.
About twenty posters are produced per paper and the bulk of the posters are displayed
around campus. It is the Course Coordinator’s responsibility to distribute the bulk of
the posters in places deemed most effective. These include lifts, stairwells,
departmental noticeboards, museums, libraries, and profession or discipline-related
networks.
Summer School arranges collective posters in key places (for instance, the ISB Link
and the Wellington and Auckland Centres) plus generic Summer School posters
across the campus.
Online
www.otago.ac.nz/summerschool is the Summer School website and primary
mechanism for promotion and providing current information to students.
Summer School 2015 will be launched in early September 2014 with the full paper
list made available online from that date. Complete paper information will be
available at that time for students, including course descriptions, teaching staff,
timetabling, course outlines, and poster images.
19
The website also enables prospective students to express their interest in receiving a
Registration Pack for the next Summer School.
Google AdWords
Since 2010 Summer School has been publicised through Google AdWords whereby
the Otago website comes up first whenever an enquirer enters “summer School” as a
search item.
Radio
A series of radio interviews with teaching staff on Radio One and Otago Access
Radio (OAR) is run during October and November to promote particular papers and
to generate interest in Summer School more generally. Let Summer School Office
know if you would like to take part in these interesting sessions.
Departmental websites
Departmental websites are a very cost-effective way of promoting Summer School
papers. From September, all papers appearing on the Summer School website also
become linked to departmental websites. Students expect to find information there
about any Summer School papers so it’s important to keep this information current.
Prospectus
From Summer School 2014, the Summer School Prospectus will be fully online for
the first time. A revised handbook with inserted paper list replaces the hard copy
Prospectus, to be distributed with the standard Registration Pack on request.
Open Days
Marketing & Communications includes displays of Summer School promotional
materials in University Open Days away from the Dunedin Campus, and on campus
in Campus Information Days.
Print advertising
Overall programme advertising is the responsibility of Summer School & Continuing
Education. This usually includes:
 selected mass media outlets
 University of Otago Magazine
 Critic and OUSA wall planner
Flags and banners
Leading up to and during the School, banner space is arranged with the Manager of
the Student Union. Around 60 large flags also fly around Dunedin city, by
arrangement with the City Council.
Other
Any creative suggestions on how else to market Summer School are always welcome.
Please forward these to the Director of Summer School.
20
FINAL WORD FROM THE DIRECTOR
The Otago Summer School is administered by the office of Summer School &
Continuing Education, a unit reporting to the Deputy Vice-Chancellor (Academic and
International) within the Academic Division.
Overall accountability for programme development, organisation and administration
resides with the Director, Summer School & Continuing Education. In practice, the
School’s smooth running is possible only through teamwork involving many staff and
units in all of the University’s Divisions.
The Director and the Office Manager are available to provide assistance, practical
support, and advice throughout the year. You are welcome to visit or contact us at any
time.
21
How to Contact Summer School
Telephone:
(03) 479 9181 – Office Manager
(03) 479 5191 - Director
Fax:
(03) 479 4075
Email:
Website:
summer-school@otago.ac.nz
continuing-education@otago.ac.nz
www.otago.ac.nz/summerschool
www.otago.ac.nz/continuingeducation
Facebook:
www.facebook.com/otagosummerschool
Location:
Rooms GW4 and GW4a, Information Services Building (ISB).
For further information and reporting see our website, including:
Otago Summer School & Continuing Education Annual Reports
Student profiles and podcasts
Report on Summer School 2001 – 2010 (M Bathgate, June 2010)
22
Appendices
Appendix I: Background and Development of Summer School
BACKGROUND AND DEVELOPMENT
Introduction
The Otago Summer School was introduced in 2001 to:
1. respond to the demand from students
2. protect the EFTS base and loss of EFTS to other universities
3. enhance the services provided to students
4. provide for more flexible study options than those currently offered
5. offer a broader range of options to the wider community including continuing
education, professional development and specialist courses.
Commissioned from Planning and Funding, a comprehensive analysis of the Summer
School’s first decade is available on Summer School website.4
Planning for the future
The Summer School was reviewed in November 2007 within the standard Review
Cycle. The Review Report recommended reappraisal of the five Founding Purposes
and development of a strategic direction for the School. As a result, two key
recommendations on Summer School were approved by Senate (May 2009) and
Council (June 2009).
The first Recommendation established the following as the University of Otago
Summer School’s strategic framework within which the academic Divisions should
plan their contributions to the School.
4
Bathgate, M., Summer School 2001–2010, University of Otago, June 2010.
23
Strategic Framework
The University of Otago Summer School is a distinctive opportunity for
research-informed quality teaching and learning.
Through its flexible formats, the Summer School will provide:
Special opportunities for students e.g.
fast-start, fast-finish, catch-up
special teachers, including international specialists
broader education, including topics of current interest
internships relevant to disciplinary and professional learning
study in other centres
Special opportunities for teaching staff e.g.
innovative teaching and learning practices
innovative course content, including interdisciplinary approaches
planning of teaching and research time for maximum effect
collaboration with visiting international researchers/teachers
Special opportunities for the community, including Otago alumni e.g.
professional up-skilling: for example, for teaching and health professionals
intellectual exercise and development
social awareness.
Also approved, the equally important second Recommendation affirmed the role and
status of Summer School in the life of the University “as an integral, albeit special,
part of the University of Otago’s academic teaching and learning programme.” Points
adhering to the Senate approval affirmed that
 Summer School is included in the Teaching and Learning Plan of the
University;
 the academic teaching year officially begins when Summer School
begins;
 every effort is made to provide sufficient time for examinations
between the end of Summer School and the start of Semester 1;
 support services are provided for Summer School just as they are
provided for the traditional semesters.
24
The Otago model
In planning the “Summer School Experiment” (2001–2002), the University evaluated
a range of models, nationally and internationally, and consulted its own academic and
student community. The Otago model subsequently adopted has two key features:
 it is a “summer school” as distinct from a third standard semester. As such, it
commences annually in the New Year, and the programme is intensively
delivered within a defined six-week period;
 it comprises two types of course: those that carry credit points towards a
formal University of Otago award (e.g. a BCom) and non-credit short courses
(e.g. for bridging into undergraduate programmes, for continuing professional
development or community interest).
Senate’s decision that the Otago summer programme would not be a third semester
was not just a simple decision to compress the course-delivery timeframe. Rather, it
reflected a holistic consideration of institutional exigencies, including the need to:
 optimise the schedule of annual leave entitlement across whole units as well as
for individual staff
 sustain the environment for departmental research outputs
 avoid the cost inefficiencies of blanket-service provision for a relatively small
student body.
Governance
The Summer School’s immediate governing body is the Summer School and
Continuing Education Board, which reports to Senate. The Board’s Terms of
Reference are:
 to advise the Senate on policy and procedures relating to the Summer School
 to assist the Director to ensure that the Summer School operates in accordance
with policy and to provide guidance for the ongoing development of the
Summer School
 to provide a forum for institutional consideration of matters relating to
Continuing Education
 to advise Senate on policy matters concerning Continuing Education and to
provide guidance for the ongoing development of Continuing Education
 to provide a mechanism for the coordination and exchange of information
regarding Continuing Education across the Divisions and Departments of the
University
 to monitor quality assurance processes for Summer School and Continuing
Education.
25
Composition:
Deputy Vice-Chancellor (Academic and International) - Convenor
Director, Summer School & Continuing Education
Representatives of the Academic Divisions as nominated by the ProVice-Chancellors
Nominee, Pro-Vice-Chancellor, International
Nominee of OUSA
Director, Student Services
Director, Marketing and Communications, or nominee
Director, Academic Services, or nominee
Head of Northern Centres
An academic administrator from one of the Divisions, appointed by
the Convenor in consultation with the Pro-Vice-Chancellors
With power to co-opt
Serviced by:
Office Manager
Summer School & Continuing Education
26
Appendix II: Form 7 (Summer School Form)
Text provided on this form becomes the basis for a paper’s entry in the Summer
School online Prospectus.
Form 7
Proposal for New Summer School Paper
Name of Division
Name of School/Department
Paper Code and Number
Paper Title
Description
(This should be consistent with the Calendar prescription, no more than 250 words,
and written in a style that is informative and appealing for students.)
Prerequisites
Restrictions
Time commitment
(ie lectures, tutorials, workshops, labs, field trips. This must be accurate, as students
will be deciding whether or not to take two papers or to continue working while
studying.)
Lecturer(s)
(List the permanent or fixed-term academic staff who will teach the paper and
identify the person who, as Course Coordinator, will have the prime departmental
responsibility for it. It is not necessary to list tutors and demonstrators.)
Prescribed Textbook(s)
Assessment
Class limits
(Minimum and maximum)
Potential market
(To assist the Board in its consideration of the paper for inclusion in the Summer
School programme, provide a brief rationale for the paper’s likelihood to reach its
minimum ceiling.)
27
Appendix III: Key Tasks
The checklist is devised to support Heads of Department and Course Coordinators
to prepare for Summer School.
CHECKLIST OF KEY TASKS
PRE SCHOOL TASKS
Respond to call for papers
Traverse Divisional approval process
Traverse BUGS/BOGS approval process
(where applicable)
Submit Summer School form to Summer
School & Continuing Education Board
Designate Course Coordinator
Recruit contractors as appropriate and
begin contracts
Provide or confirm text for prospectus
Provide poster image (in suitable format
and copyright clear)
Budget estimated EFTS in consultation
with Divisional Manager
Respond to call for likely pairings
Confirm or amend teaching timetable
Update department website
Promote your paper
Respond to call for equipment
Register for Blackboard delivery/support
Order Textbooks at UBS
28
Provide any course approval guidelines to
divisional administration
Arrange departmental office staff
coverage
Advise HoD/acting HoD authority
Provide current contact information and
emails for teaching staff and coordinator
DURING SCHOOL TASKS
Attend Summer School Welcome on first
day
Arrange for class lists:
week one
week three
Seek class reps and provide their details to
Summer School Office
Arrange checks for guest lecturer
equipment and software needs
Report any equipment failures
Advise Timetables of any and all
timetable or room changes
Follow up any issues raised by Class Reps
Receive draft exam timetable and advise
of any errors
Submit examination script
Arrange paper-specific evaluation forms
with HEDC
Administer Summer School and other
evaluations
Meet Examination Office deadline for
provisional and final results
Attend Summer School Closing Event
29
Appendix IV: Inclusive Teaching – improving the quality of
education for all students
The University of Otago values student diversity and the following checklist provides
some suggestions as to how you can support the learning of all students by
incorporating inclusive teaching practices into your classroom.
Checklist for Inclusive Teaching
Yes
Preparation
Have you considered the variety of abilities, backgrounds and
experiences of your students when designing course content and
assessment processes?
□
Does the course outline clearly identify course requirements, learning
objectives, assessment expectations and due dates?
□
Does your lesson content align with the learning objectives of the
course?
□
Can students easily identify the learning objectives of each lecture,
tutorial or laboratory?
□
Does your lesson content highlight and summarise main points, as well
as provide contextual information.
□
Are the materials in your course available in accessible formats; for
example, are teacher-created materials and textbooks available in
accessible electronic formats? (Materials that are universally designed
are recommended).
□
Are you familiar with student resources on campus; for example,
Chaplains, Disability Information and Support, Maori Centre, Pacific
Island Centre, and Student Learning Centre?
□
Does your course outline provide students with information about the
student resources available at the University of Otago?
□
Are you aware of what is and what is not an ‘appropriate
accommodation’? (If the courses core requirements are clearly stated it
is easier to determine the appropriateness of accommodations.
Academic standards of the course should not be lowered to
accommodate the needs of a student but some flexibility may be
required in the way in which the course is delivered or assessed).
□
30
Have themes of diversity; for example, culture, disability, gender, and
sexuality been integrated into course material and activities (where
appropriate)?
□
The Learning Environment
Do you provide a welcoming and confidential environment for students
to discuss their learning needs and any requirements they may have for
accommodations?
□
Are students who have learning requirements encouraged to audio
record lectures and/or use assistive technology; for example, laptops
and FM hearing systems?
□
Do you know how to arrange for accommodations, for example,
material in alternate formats, ergonomic equipment, assistive
technology (computer software, voice recorders, FM hearing systems)?
□
Have you considered accessibility regarding work placements, fieldtrips
and fieldwork sites?
□
Do you provide audio recordings of lectures (many ITS-managed lecture
theatres have the software available to do this)?
□
Do you podcast your lectures?
□
Instructional Materials
Do you put course content online to enable students to access
information they may have missed in the lecture and have for study
purposes?
□
Is course material available well in advance of each lecture to enable
students to prepare and to provide a framework for note taking?
□
Do you use font that maximises legibility and readability? (12 point
Arial or another sans serif font for electronic communications and
Times New Roman for print material is recommended. Avoid italics,
underlining, simulated handwriting, unusual shaped letters and
decorative typefaces).
□
31
Is written material formatted to maximise legibility and readability?
(Avoid using blocks of capital letters in titles or body text. Left align text
and avoid justifying text. Generally, contrast dark type against a light
background. Use white space to provide relief from text).
□
Do you present information in multiple formats; including text,
graphics, audio, and video?
□
Do you use appropriate coloured pens on the whiteboard? (Black or
blue is recommended).
□
Teaching Methods
Does each lecture start with an outline of the material to be covered,
and conclude with a summary?
□
Do you vary the lesson type; for example, lectures, small group
discussions, pair work and individual work?
□
Are a variety of instructional methods used; for example, text, verbal,
and illustrations?
□
Do you illustrate abstract concepts with concrete examples?
□
Do you break the lecture, tutorial or laboratory into sections to allow
students time to process information?
□
Do you highlight key concepts, link then to prior knowledge, and explain
how they relate to the course objectives?
□
Do you allow for peer support in labs if a student is unable to
participate fully in all activities; for example, a student with a visual or
motor skill impairment?
□
Do you speak clearly and face students/the class when you speak?
□
Do you repeat discussion questions while facing the class?
□
Is your feedback specific and constructive?
□
32
Assessment
Are you aware of the University of Otago ‘Guidelines for Alternative
Arrangements for Internal Assessment, including Tests and
Examination”?
□
Do you make it clear to students what you are assessing; for example,
provide a clear statement of course expectations, assignment
descriptions and deadlines, and a grading rubric?
□
Do you have a range of assessment methods; for example, tests with a
variety of formats, group work, portfolios, and presentations?
□
Are assessments designed to measure, improve, and enhance student
learning?
□
Do you provide prompt and constructive feedback to support learning
and self-assessment?
□
Publications that have contributed to the design of this Checklist for Inclusive Teaching
Colorado State University. (2009). From Theory to Practice –UDL quick tips. Retrieved
November 18, 2013, from http://accessproject.colostate.edu/udl/
Monash University. (2003). Checklist: inclusive teaching. Retrieved November 18, 2013, from
http://www.monash.edu.au/lls/inclusivity/Strategies/2.5.html
University of Washington. (2012). Equal Access: universal design of instruction. Retrieved
November 18, 2013, from
http://www.washington.edu/doit/Brochures/Academics/instruction.html
33