UNIVERSITY EDUCATION COMMITTEE
MEETING
19 AUGUST 2009
FURTHER INFORMATION REGARDING THE UNIVERSITY EDUCATION COMMITTEE AGENDA
If you wish to raise issues concerning any agenda items, or wish to submit apologies for the meeting, please
contact Catriona Taylor (ph: 4221 5972 or email: taylor@uow.edu.au) before the meeting.
UEC Agenda 190809
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UNIVERSITY EDUCATION COMMITTEE
AGENDA – WEDNESDAY, 19 AUGUST 2009
Agenda of the 03/2009 meeting of the University Education Committee to be held at 9.30am on
Wednesday, 19 August 2009 in 20.5.
PART A - OFFICIAL BUSINESS
*A1
Apologies and Leave of Absence
*A2
Arrangement of Agenda
A2.1
Starring of Items
*A3
Business Arising from the Minutes
*A4
Confirmation of Minutes
ATTACHMENT p 9
Draft Resolution:
that the minutes of the previous meeting held on 20 May 2009 be confirmed
and signed as a true record.
*A5
Chair’s Report
PART B - COMMITTEE BUSINESS
B1
Student Support for Learning Subcommittee
ATTACHMENT p 25
Draft Resolution:
that the University Education Committee receive the Student Support for
Learning Subcommittee draft minutes of 1 July 2009, as attached to the
agenda paper.
Draft Resolution:
that the University Education Committee receive the Student Support for
Learning Subcommittee Workplan 2009, as attached to the agenda paper.
B2
Education Policy Review Subcommittee
ATTACHMENT p 37
Draft Resolution:
that the University Education Committee receive the Education Policy Review
Subcommittee draft minutes of 24 June 2009, as attached to the agenda
paper.
UEC Agenda 190809
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Draft Resolution:
that the University Education Committee receive the Education Policy Review
Subcommittee Workplan 2009, as attached to the agenda paper.
B3
Quality Assurance Subcommittee
ATTACHMENT p 47
Draft Resolution:
that the University Education Committee receive the Quality Assurance
Subcommittee Workplan 2009, as attached to the agenda paper.
B4
e-Learning and Teaching Subcommittee
ATTACHMENT p 53
Draft Resolution:
that the University Education Committee receive the e-Learning and Teaching
Subcommittee draft minutes of 27 May 2009, as attached to the agenda paper.
Draft Resolution:
that the University Education Committee receive the e-Learning and Teaching
Subcommittee Workplan 2009, as attached to the agenda paper.
B5
Excellence, Diversity & Innovation in Teaching Subcommittee
ATTACHMENT p 61
Draft Resolution:
that the University Education Committee receive the Excellence, Diversity &
Innovation in Teaching Subcommittee draft minutes of 17 June 2009, as
attached to the agenda paper.
Draft Resolution:
that the University Education Committee receive the Excellence, Diversity &
Innovation in Teaching Subcommittee Workplan 2009, as attached to the
agenda paper.
B6
Teaching Facilities Subcommittee
ATTACHMENT p 75
Draft Resolution:
that the University Education Committee receive the Teaching Facilities
Subcommittee minutes of 3 June 2009, as attached to the agenda paper.
B7
Internationalisation in Learning and Teaching Subcommittee
ATTACHMENT p 83
Draft Resolution:
that the University Education Committee receive the Internationalisation in
Learning and Teaching Subcommittee draft minutes of 12 May 2009, as
attached to the agenda paper.
Draft Resolution:
that the University Education Committee receive the Internationalisation in
Learning and Teaching Subcommittee Workplan 2009, as attached to the
agenda paper.
UEC Agenda 190809
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B8
Library Consultative Committee
ATTACHMENT p 91
Draft Resolution:
that the University Education Committee receive the Library Consultative
Committee draft minutes of 22 May 2009, as attached to the agenda paper.
PART C – GENERAL BUSINESS
*C1
PC/PR and Supplementary Assessments Proposals
ATTACHMENT p 99
Draft Resolution:
that the University Education Committee recommends to Academic Senate the
proposal to abolish the grades of PC and PR, with Faculties to decide on the
issue of supplementary assessments on a Faculty-by-Faculty basis, noting that
the Deputy Vice-Chancellor (Academic) will continue to work with Faculties on
these arrangements.
*C2
Tutorial Enrolment Systems
ATTACHMENT p 105
Draft Resolution:
that the University Education Committee note the Tutorial Enrolment Systems
at UOW report prepared by the eLearning and Teaching Subcommittee and
endorse the report’
s recommendations.
*C3
Review of UOW Teaching and Learning Policies and their
Appropriateness to eTeaching and eLearning
ATTACHMENT p 107
Draft Resolution:
that the University Education Committee refer the Review of UOW Teaching
and Learning Policies and their Appropriateness to eTeaching and eLearning
report to the following groups and committees:
• Education Policy Review Sub-Committee;
• Quality Assurance Sub-Committee;
• Excellence, Diversity and Innovation in Teaching Subcommittee
• Course Approval Management Group;
• Policy and Governance Unit;
• Academic Registrar’
s Division;
• Academic Services Division
for consideration of the issues raised next time each of the policies identified in
the report is reviewed.
*C4
Recent Library Initiatives to Support Teaching and Learning
PRESENTATION/
ATTACHMENT p 119
Draft Resolution:
that the University Education Committee note presentation and report on
Recent Library Initiatives to Support Teaching and Learning.
C5
Other Business
C6
Next Meeting
The next meeting is scheduled to be held on Wednesday 4 November 2009 at 9.30am in 20.5.
UEC Agenda 190809
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UEC Agenda 190809
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AGENDA ITEM A4
PART A
OFFICIAL BUSINESS
ATTACHED IS THE ITEM
LISTED ON THE AGENDA SHEET
Catriona Taylor
Executive Officer, University Education Committee
UEC Agenda 190809
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UEC Agenda 190809
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CONFIRMATION OF MINUTES
AGENDA ITEM A4
The unratified minutes of the 20 May 2009 meeting of the University Education Committee are attached.
Draft Resolution
that the minutes of the previous meeting held on 20 May 2009 be confirmed and signed as a true record.
ATTACHMENT
Minutes of 20 May 2009 University Education Committee meeting
Drafted by:
Reviewed by:
Approved by:
Executive Officer, UEC
UEC Chair’
s Coordinating
Committee
Chair, UEC
UEC Agenda 190809
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UEC Agenda 190809
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UNIVERSITY EDUCATION COMMITTEE – 20 MAY 2009
MINUTES
Minutes of the 02/2009 meeting of the University Education Committee held at 9.30am on
Wednesday, 20 May 2009 in Building 20.5.
PRESENT:
Prof Rob Castle (Chair)
A/Prof Rebecca Albury
Dr Kate Bowles
Prof John Bushnell
A/Prof Paul Carr
Dr David Christie
Ms Robbie Collins
Ms Kim Draisma
Dr Nicholas Gill
A/Prof Ann Hodgkinson
Dr Gordon Joughin
A/Prof Di Kelly
Ms Yvonne Kerr
Dr Pauline Lysaght
Ms Judith Marychurch
Prof Tim McCarthy
Mr Joe McIver
A/Prof John McQuilton
A/Prof Ian Porter
Mr Ray Stace
Prof Stephen Tanner
Mr James Tier
A/Prof David Vance
A/Prof Rodney Vickers
Dr Margaret Wallace
A/Prof Graham Williams
A/Prof Michael Zanko
IN ATTENDANCE:
Ms Paola Ciccarelli (Executive Officer)
Mr Dominic Riordan
Ms Deborah Arnold
Mr David Macdonald
Ms Catriona Taylor
APOLOGIES:
Ms Lorraine Denny
Ms Margie Jantti
Ms Donyahl Levett
Dr Gerry Lefoe
A/Prof Gary Noble
Dr David Simpson
Prior to the commencement of official business, the Chair welcomed two new members to the
Committee: Dr Pauline Lysaght, an Academic Senate member and Mr James Tier, a student
representative from WUSA. Also welcomed were Ms Deborah Arnold, Mr David Macdonald and
Mr Dominic Riordan and Ms Catriona Taylor.
PART A - OFFICIAL BUSINESS
*A1
Apologies and Leave of Absence
Apologies were received from Ms Lorraine Denny, Ms Margie Jantti, Dr Gerry Lefoe, Ms
Donyahl Levett, A/Prof Gary Noble and Dr David Simpson.
Prof Sandra Wills is on Leave of Absence.
UEC Agenda 190809
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University Education Committee Minutes – 20 May 2009
*A2
*A3
Arrangement of Agenda
2.1
Starring of Items
A1
A2
A3
A4
A5
B1
B2
B3
B4
B5
B6
B7
C1
C2
C3
C4
C5
C6
C7
C8
Apologies and Leave of Absence
Arrangement of Agenda
Business Arising from the Minutes
Confirmation of Minutes
Chair’
s Report
Student Support for Learning Subcommittee
Education Policy Review Subcommittee
Quality Assurance Subcommittee
e-Learning and Teaching Subcommittee
Excellence, Diversity & Innovation in Teaching Subcommittee
Teaching Facilities Subcommittee
Internationalisation in Learning and Teaching
Increasing Student Internet Quota
Tutorial Enrolment Systems
Printed and Electronic Copies of Lecture notes
PC/PR and Supplementary Assessments Proposals
Representation on Building Planning
UEC Draft Workplan 2009
Other Business
Next Meeting
Business Arising from the Minutes
Code of Practice – Teaching and Assessment (COPTA)
Section 5(e) of COPTA which relates to staff availability and consultation times has been
forwarded to EPRS for consideration.
Learning–Teaching–Research Nexus
EPRS reports back to the UEC on the inclusion of relevant references to the LearningTeaching-Research Nexus within the Curriculum Review Procedures and the draft
Curriculum Review Guidelines.
*A4
Confirmation of Minutes
RESOLVED 2009/18:
that the minutes of the previous meeting held on 25 February 2009 be confirmed and
signed as a true record.
*A5
Chair’s Report
The Chair reported on the following:
Government Updates
The Transforming Australia’
s Higher Education System paper released by the
Government indicates that there is a general acceptance of the Bradley Review
recommendations. AUQA will be merged into the new national regulatory body called the
Tertiary Education Quality Standards Agency (TEQSA). TEQSA will be established in
2010 and its functions will focus initially on regulation and quality assurance with
emphasis more likely to be on academic standards rather than on continuous
improvement. AUQA cycle 2 will be completed.
No new money has been allocated in the recent budget announcements.
UEC Agenda 190809
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University Education Committee Minutes – 20 May 2009
For 2010, the government has lifted the cap on over enrolments from 5% to 10%. The
government will still set enrolment targets, and universities are allowed to exceed these
targets by up to 10%. If the University goes over the 10% target, it will not be funded for
these students. For 2012, the cap will be lifted altogether.
New indexation arrangements will be introduced in 2012 and a measure which better
reflects professional salary movements will be used. There are transitional arrangements
for 2011. Maximum student contribution amounts will be indexed using this new index.
The Teaching and Learning Performance Fund has been abolished. New Performance
Funding will be available in 2012 and those universities that meet agreed institution level
performance targets will receive performance funding. In 2011, transitional
arrangements will be in place and an amount equivalent in value to the increased
indexation on learning and teaching grants will be available on a conditional basis in
2011 and paid as a facilitation payment for agreeing to the first year of institutional
targets.
Building Works – Bld 19, Hope Theatre, 20.1
Refurbishment of Building 19 has been completed. The Hope Theatre will be closed for
the last 4 weeks of session with the possibility of the University Hall being a replacement
teaching space for larger lectures during this period. Expansion of 20.1 will involve
taking up the storage area at the back of the theatre. The new seats being purchased
are much more compact and this allows for greater capacity. There is very little being
planned for building works for 2010, with greater emphasis being placed on finding
under-utilised space. A number of other alternatives are being examined for Autumn
Session 2010.
Loftus Review
A review on the future development of the Loftus campus will commence in June.
Assessment Practice Update
The assessment practice review is progressing and system work is planned for Spring
Session 2009.
E-Learning System Review
Ms Sarah Lambert is leading the review on e-learning systems. The University has been
funded $3.3m for a project, amongst other things, to install a new generation of
technology to service the South Coast.
A member asked for further clarification regarding capping of enrolments. The Chair
advised that funding will be tight for the sector in the coming years and whilst there will
be an increase in research block funding related to national competitive grants, there is
limited extra funding in the short term. The main objective is to increase student intake.
PART B – COMMITTEE BUSINESS
B1
Student Support for Learning Subcommittee (SSLS)
Ms Yvonne Kerr, Chair of SSLS, reported that the Subcommittee is primarily focussing
on progressing the key strategies it is responsible for which have been identified in the
Strategic Plan. These include: giving priority to developing the capacity of students for
independent research and enquiry; embedding the outcomes of the academic integrity
project by working with faculties in developing values and practices; monitoring course
progress and student retention data and strategies; and monitoring the progress and
outcomes of the UOW 4th Asia Pacific Conference on Educational Integrity (including
sharing good practice examples).
UEC Agenda 190809
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University Education Committee Minutes – 20 May 2009
RESOLVED 2009/19:
that the University Education Committee receive the Student Support for Learning
Subcommittee minutes of 1 April 2009, as attached to the agenda paper.
RESOLVED 2009/20:
that the University Education Committee endorse the revised Terms of Reference of the
Student Support for Learning Subcommittee, as attached to the agenda paper, to be
effective immediately.
RESOLVED 2009/21:
that the University Education Committee receive the Student Support for Learning
Subcommittee Workplan 2009, as attached to the agenda paper.
B2
Education Policy Review Subcommittee (EPRS)
A/Prof Ian Porter, Chair of EPRS advised that the main business undertaken by EPRS
this year has been on the development of the proposal to abolish Pass Conceded and
Pass Restricted grades and the introduction of a discretion to offer supplementary
assessments to students who have achieved a mark of 45% and 49% or a Technical Fail
for 100, 200, 300 and 400 level subjects. The proposal is included in the UEC agenda
under item C4.
A/Prof Porter also advised that the other main items on the EPRS workplan for 2009
include a review of student consultation times, consideration of the recommendations
and policy implications from the Audit on the Provision of Academic Advice and the
completion of the review of the Code of Practice – Practical Placements.
RESOLVED 2009/22:
that the University Education Committee receive the Education Policy Review
Subcommittee minutes of 4 March 2009, as attached to the agenda paper.
RESOLVED 2009/23:
that the University Education Committee receive the Education Policy Review
Subcommittee Workplan 2009, as attached to the agenda paper
B3
Quality Assurance Subcommittee (QAS)
The Chair, in his capacity as Acting Chair of QAS, reported that QAS will be focussing
on addressing the government’
s requirements and responding to its requests regarding
academic standards. There will be many challenges, as it is still unclear what the
government’
s agenda is and it is anticipated that it will be clearer as the year
progresses. Consideration may be given to articulating what “academic standards”
means and increasing external benchmarking for undergraduate degrees.
RESOLVED 2009/24:
that the University Education Committee receive the Quality Assurance Subcommittee
draft minutes of 11 March 2009, as attached to the agenda paper.
UEC Agenda 190809
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University Education Committee Minutes – 20 May 2009
RESOLVED 2009/25:
that the University Education Committee receive the Quality Assurance Subcommittee
Workplan 2009, as attached to the agenda paper.
B4
eLearning and Teaching Subcommittee (eLTS)
Dr Kate Bowles, Chair of eLTS, advised that the revised terms of reference now provide
for a clearer focus on academic matters and that the inclusion of representatives from
ITS and CEDIR will assist in monitoring and communicating issues affecting academic
practice in eLearning. The terms of reference also allow for improved student
participation as they now include a student representative.
Dr Bowles also advised that a key focus for eLTS is identifying areas of risk which are
emerging from the diverse eLearning and social networking environments (eg Second
Life, Facebook and Blogs). Workgroups have been established and some of the planned
actions include developing guidelines on good practice in active and collaborative
eLearning, and guidelines for appropriate use of externally hosted websites, tools and
social networking environments. eLTS will be working with the Policy & Governance Unit
to ensure that relevant learning and teaching policies attend to eLearning.
RESOLVED 2009/26:
that the University Education Committee receive the e-Learning and Teaching
Subcommittee minutes of 17 September 2008, as attached to the agenda paper.
RESOLVED 2009/27:
that the University Education Committee receive the e-Learning and Teaching
Subcommittee draft minutes of 11 March 2009, as attached to the agenda paper.
RESOLVED 2009/28:
that the University Education Committee endorse the revised Terms of Reference of the
e-Learning and Teaching Subcommittee, as attached to the agenda paper, to be
effective immediately.
RESOLVED 2009/29:
that the University Education Committee receive the e-Learning and Teaching
Subcommittee Workplan 2009, as attached to the agenda paper.
B5
Excellence, Diversity & Innovation in Teaching Subcommittee (EDITS)
A/Prof Rebecca Albury, Chair of EDITS advised that there are two main directions for
the Subcommittee. One includes working internally to raise the profile of learning and
teaching through grants and awards, namely OCTAL, ALTC, and ESDF. The other
includes keeping a watching brief on the developments, recommendations and
outcomes of the Bradley Review.
RESOLVED 2009/30:
that the University Education Committee receive the Excellence, Diversity & Innovation
in Teaching Subcommittee minutes of 17 September 2008, as attached to the agenda
paper.
UEC Agenda 190809
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University Education Committee Minutes – 20 May 2009
RESOLVED 2009/31:
that the University Education Committee receive the Educational Strategies
Development Fund (ESDF) minutes of 12 December 2008 as attached to this agenda
paper.
RESOLVED 2009/32:
that the University Education Committee receive the Outstanding Contribution to
Teaching and Learning (OCTAL) minutes of the 5 February 2009 as attached to this
agenda paper.
RESOLVED 2009/33:
that the University Education Committee receive the Excellence, Diversity & Innovation
in Teaching Subcommittee Workplan 2009, as attached to the agenda paper.
B6
Teaching Facilities Subcommittee (TFS)
Prof Tim McCarthy, Chair of TFS reported that at the beginning of Autumn Session this
year, there were an additional 1300 students and 120 fewer seats across Common
Teaching Areas. There was severe overcrowding of rooms which resulted in significant
timetable changes. Prof McCarthy advised that timetable and room allocations are
difficult to plan for when there are changes to enrolment numbers and there is a concern
for how the University will cope given further increases in enrolments for next year and
beyond.
Other issues TFS is addressing include:
• The need to facilitate provisions for laptop use on campus. Currently there are
not enough power points for students to plug in their laptops and students are
using any available power point they find. This is an OHS issue.
• AV support issues at the Innovation Campus. Currently, there is no audiovisual
support at the campus and issues are being resolved over the phone.
Prof McCarthy advised that members of TFS felt strongly that a lot of new building
planning is being undertaken without any consultation with the subcommittee and this
has led to inefficient spending of resources. For this reason, TFS recommends that there
is a mechanism in place where an academic body is involved in the planning of new
facilities and puts forward a draft resolution for UEC to endorse. The resolution to this
issue is included under agenda item C5.
RESOLVED 2009/34:
that the University Education Committee receive the Teaching Facilities Subcommittee
minutes of 11 March 2009, as attached to the agenda paper
RESOLVED 2009/35:
that the University Education Committee receive the Teaching Facilities Subcommittee
Action Plan, as attached to the agenda paper
B7
Internationalisation in Learning and Teaching Subcommittee (ILTS)
In the absence of A/Prof Gary Noble, the Chair of ILTS, the Deputy Chair of ILTS A/Prof
David Vance gave an overview of the activities undertaken by the Subcommittee. He
UEC Agenda 190809
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University Education Committee Minutes – 20 May 2009
advised that the workplan has been established and various work groups are actively
involved in different projects and planned actions.
The five main projects currently being undertaken include:
Developing a replacement for the International Studies Minor that encourages
students to engage in different forms of International experiences
Increasing student participation in the study of foreign languages
Facilitating internationalisation of the curriculum in the classroom
Developing guidelines and best practice surrounding groupwork issues involving
international and domestic students
Increasing international student involvement in student support services.
The planned actions for these projects are outlined in the workplan.
RESOLVED 2009/36:
that the University Education Committee receive the Internationalisation in Learning and
Teaching Subcommittee draft minutes of 12 March 2009, as attached to the agenda
paper.
RESOLVED 2009/37:
that the University Education Committee receive the Internationalisation in Learning and
Teaching Subcommittee Workplan 2009, as attached to the agenda paper.
PART C – GENERAL BUSINESS
*C1
Increasing Student Internet Quota
The Chair reported that the matter of increasing student internet quota was raised both
at the Student Representative Forum meeting as well as by Ms Sarah Lambert, Manager
of eLearning Strategic Directions.
Mr Joe McIver advised that this matter will be considered later on in the day at the IT
Policy Advisory Committee meeting and that there is general support for a review. Mr
McIver highlighted that the issue is not really about private use or internet access, but
rather about what the strategic direction of learning and teaching is. Mr McIver reported
that on average students are only using 21% of their quota at a cost of $1m a year to the
University. Increasing student quota is a significant investment to the University and he
suggested that there is justification for a business case outlining the reasons for the
increase in order to meet the strategic directions of learning and teaching.
A member concurred, advising that there is a strong argument on educational and
pedagological grounds particularly in relation to the changing eLearning environments.
Since UOW is committed to innovation in teaching and learning, provisions must be
made to ensure students are best supported and that the University is giving students
the experience and a professional edge for their future.
The committee discussed various issues relating to internet use in general and the
process for students requesting additional quota. It was noted that:
• there are some disciplines which require high internet usage
• in some cases, there seems to be confusion on whether to grant additional
quota resulting in students in need missing out
• some students feel as if they are being ‘
watched’if they receive a letter advising
them that they haven’
t used up their quota
UEC Agenda 190809
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University Education Committee Minutes – 20 May 2009
•
the number of student appeals regarding internet quota has recently dropped.
There was general consensus for a review of student internet quota and an addendum
was made to the draft resolution.
RESOLVED 2009/38:
that the University Education Committee supports a review of student internet quota,
especially in view of changes in educational technology, and requests ITPAC to consider
the issue of student quota and consult with the University Education Committee on this
matter.
*C2
Tutorial Enrolment Systems
The Chair advised that there are multiple tutorial enrolment systems being used on
campus which is causing students difficulties, particularly for those students enrolled in
double degree programs. This matter was raised at the Student Representative Forum
where it was referred to UEC. The Chair suggested this matter be reviewed by eLTS and
for it to be reported back to UEC.
Mr McIver informed the committee that the SMP tutorial system, where students are
allocated on a ‘
first come first served basis’
, was used for 513 subjects this session. He
advised that most faculties have moved away from a preferential based system,
however, this is still being used in the Faculty of Commerce.
A member requested that the following issues be addressed and considered in the
review:
What are the disadvantages of having one system only, and
What are the opportunity costs in terms of academic staff teaching capacity.
Another member advised that some students are disadvantaged when it comes to
logging onto SMP from their home, particularly as some students don’
t have access to
computers, not all students have fast broadband and they would have to bear the
internet usage cost to long in at key times. Consideration should also be given to this
matter given that there is a government directive to increase the number of students
enrolling in universities coming from low socio-economic backgrounds.
RESOLVED 2009/39:
that the University Education Committee refers the tutorial enrolment systems to the eLearning and Teaching Subcommittee for review, taking into consideration the
comments noted at the meeting and to report back at the next UEC meeting.
*C3
Printed and Electronic Copies of Lecture notes
The Chair provided a background to the item, explaining that at the Academic Senate
meeting on 18 March 2009, an undergraduate student member raised a matter of the
University making printed copies of lecture notes available through the Uni Bookshop
before lectures as well as making them available via SOLS. The Chair advised that his
response to the student was that based on feedback from students, the University has
moved away over recent years from printed lecture notes and towards electronic
distribution but that this matter be referred to UEC for discussion.
The Government guidelines on this matter, as provided in the cover sheet of the agenda
paper, were noted. The committee discussed the pros and cons for making available
printed materials available. A member commented that it is more environmentally
unfriendly for a student to print off material using their ink jet printer rather than the
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University Education Committee Minutes – 20 May 2009
Printery which is much more cost efficient. Demand should be determined and copies
should be available at the bookshop.
There was general agreement that the UEC does not endorse greater uses of printed
materials. It was noted that a member did not endorse the resolution.
RESOLVED 2009/40:
that the University Education Committee notes the relevant government guidelines but
does not endorse greater uses of printed materials.
*C4
PC/PR and Supplementary Assessments Proposals
A/Prof Ian Porter provided a background to this item highlighting the intention of the
proposal including that it provides for:
• a more transparent system of grading
• greater scrutiny of student’
s academic progress
• greater attention to students at risk of failure (in the 45%-49% range) and
provides these students with a second opportunity to demonstrate that they have
achieved their learning outcomes of the subject.
A/Prof Porter reiterated that the intention is to encourage greater judgement in
assessment and to achieve clearer and more transparent academic outcomes for
students. The intention is not to create more work for academic and administrative staff
of the University.
A/Prof Porter advised that there was broad support from faculties for the abolition of PC
and PR grades and that several stakeholders indicated opposition to an automatic offer
of a supplementary assessment, due to the anticipated impact that this would have on
faculty resources and in particular, staff workloads. For this reason, it is proposed the
decision whether to offer a supplementary assessment to a student be made by the
Faculty Assessment Committee on the recommendation of the Unit Assessment
committee. The decision will be made on a case by case basis against relevant criteria
related to the student’
s academic performance.
A/Prof Porter reported that PC/PRs are only 2% of student grades. The University of
New South Wales, which UOW followed by introducing this grading system, has since
abolished the use of PC/PRs. UOW is only one of 7% of universities who do not offer
supplementary assessments. Currently 93% of Australian universities offer
supplementary assessments.
The committee discussed various issues relating to the proposal. A/Prof Michael Zanko,
FEC Chair of the Faculty of Commerce raised several comments and concerns
regarding the proposal. These included:
• In principle, the Faculty of Commerce is in favour of the idea of moving away
from PCs. However, it does see the offering of compulsory resits as problematic
as it has the largest number of PCs at the University closely followed by
Informatics.
• Whilst PCs are used for a small number of subjects, it will have an adverse
effect on a small proportion of people who run those subjects. The logistics for
resourcing to offer resits for those subjects are problematic and there are
significant concerns regarding this issue.
Another member from the Faculty of Commerce raised the concern that potentially, a
subject coordinator for a first year subject would have to make a case for 50 students
and the logistics of doing so are problematic. Another concern raised was the inclusion
UEC Agenda 190809
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University Education Committee Minutes – 20 May 2009
of TFs in the category of marks where a supplementary assessment could be available.
Technical Fails are a useful way of encouraging students to meet attendance
requirements and the submission of continuous assessment in a subject. A comment
notes was that there seems to be greater focus on students who are at risk and not
enough attention to students who perform well.
A member suggested that the draft resolution includes the clause that students who
pass the subject following completion of a supplementary assessment will receive a
maximum mark of 50 and a grade of Pass-Supplementary. This is to clarify that students
will not be unfairly advantaged by being given a supplementary assessment task.
A/Prof Porter clarified that supplementary assessments are not compulsory. The
decision whether to offer a supplementary assessment to a student should be made by
the Faculty Assessment Committee on the recommendations of the Unit Assessment
s
Committee. Decisions would be made against relevant criteria related to the student’
academic performance. A student who disagrees with the decision can then appeal via
the grievance procedure.
The Chair advised that for academic standard reasons, PC and PR should be abolished.
Currently, about 2% of grades awarded were PC or PR grades. Currently, 50% of PC
and/or PR grades are for marks within the 45-46 range.
A straw vote was held on:
• Forwarding the proposal to Academic Senate (not supported)
• Sending the proposal back to EPRS (not supported)
• Sending the proposal to Faculties (supported)
The committee agreed that the proposal be forwarded to faculties for further
consideration and comments and feedback be brought back to the next UEC meeting.
The Chair asked for an indication of those in favour of the abolition of PC and PR
grades. A strong majority indicated their support.
An amendment was noted to the draft resolution.
RESOLVED 2009/41:
that the University Education Committee forwards the Education Policy and Review
Subcommittee proposal to:
i) abolish Pass Conceded (PC) and Pass Restricted (PR) grades, and
ii) introduce provisions which allow for the offer of supplementary assessment to
students who have achieved a subject mark of between 45% and 49% or a TF for
100, 200, 300 and 400 level subjects and who are considered to merit such an
offer as determined by the relevant Faculty Assessment Committee
back to the Faculties for further consideration, noting that compulsory resits are not
included in the proposal and that comments and feedback be brought back to the UEC
meeting on 19 August for consideration.
*C5
Representation on Building Planning
A background to this item was discussed under B6.
UEC Agenda 190809
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University Education Committee Minutes – 20 May 2009
RESOLVED 2009/42
that the University Education Committee requests the Chair of UEC to seek a
mechanism whereby new building planning involving teaching spaces incorporates input
from the Teaching Facilities Subcommittee via its Chair and the Director of CEDIR/TFS.
C6
UEC Draft Workplan 2009
There was no discussion on the UEC Draft Workplan 2009.
RESOLVED 2009/43:
that the University Education Committee notes the draft UEC Workplan 2009
*C7
Other Business
A member sought clarification on the issue of postgraduate computers which was raised
at a UEC meeting last year. The Chair advised that as it’
s a matter regarding
postgraduate research students it relates to URC and not UEC.
A member raised a concern that morning tea be reintroduced for meetings. The Chair
responded that this matter will be considered.
C8
Next Meeting
The next meeting is scheduled to be held on Wednesday, 19 August 2009 at 9.30am in
Building 20, Room 5.
The meeting closed at 11:20am.
Signed as a true record:
-----------------------------Chairperson
/ /
UEC Agenda 190809
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UEC Agenda 190809
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AGENDA ITEMS B1, B2, B3, B4, B5, B6, B7 & B8
PART B
COMMITTEE BUSINESS
ATTACHED ARE THE ITEMS
LISTED ON THE AGENDA SHEET
Catriona Taylor
Executive Officer, University Education Committee
UEC Agenda 190809
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UEC Agenda 190809
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STUDENT SUPPORT FOR LEARNING SUBCOMMITTEE
AGENDA ITEM B1
The draft minutes of the 1 July 2009 meeting of the Student Support for Learning Subcommittee are
attached.
Draft Resolution
that the University Education Committee receive the Student Support for Learning Subcommittee draft
minutes of 1 July 2009, as attached to the agenda paper.
Draft Resolution
that the University Education Committee receive the Student Support for Learning Subcommittee Workplan
2009, as attached to the agenda paper.
ATTACHMENT
Draft minutes of the 1 July 2009 Student Support for Learning Subcommittee meeting
Student Support for Learning Subcommittee Workplan 2009
Drafted by:
Reviewed by:
Approved by:
Executive Officer, UEC
UEC Chairs’Coordinating
Committee
Chair, UEC
UEC Agenda 190809
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UEC Agenda 190809
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STUDENT SUPPORT FOR LEARNING SUB-COMMITTEE OF UNIVERSITY EDUCATION
COMMITTEE
Minutes of meeting 3/09 of the Student Support for Learning Sub-Committee (SSLS) held at
10.00am on Wednesday 1 July in Student Services Meeting Room 11.203.
PRESENT:
Yvonne Kerr (Chair), Maureen Bell, Jo Braithwaite, Stephen Brown,
Paul Carr, Kim Draisma, Greg Hampton, Judith Marychurch, Petria
McGoldrick, Donna Moffitt, Peter Nickolas, Ron Perrin, Martin Smith,
James Tier, Rodney Vickers
IN ATTENDANCE:
Marion Allen (Executive Officer)
Sharon Twyford (WIC Student Support Officer)
PART A – PRELIMINARY BUSINESS
A1
Welcome, Apologies and Leave of Absence
Apologies were received from Deanne Condon-Paoloni, Rashelle Dear, Pauline
Lysaght, Sally Rogan, Lucia Tome, David Vance, Reetu Verma and Margaret Wallace.
The Chair introduced Associate Professor Peter Nickolas, recently appointed as SubDean, Faculty of Informatics, and welcomed him to the meeting.
On behalf of SSLS members, the Chair acknowledged Associate Professor Graham
Ward and thanked him for his invaluable contributions to the committee.
*A2 Arrangement of the Agenda and Starring of Items
The agenda was amended as follows:*A3 Confirmation of Minutes of Meeting 6/5/09
*A4 Business Arising from the Minutes
PART B Chair’s Report
PART D SSLS Workplan 2009
PART F Other Business
*A3 Confirmation of Minutes of Meeting
It was resolved:
Resolved 3/09
that the minutes of meeting 6 May 2009 be confirmed as a true record.
*A4 Business Arising from the Minutes
A4.1 Reasonable Adjustments (RA) – Identifying students on SMP
The Chair reported that she had met with David Christie, Debbie Sartori and
Donna Moffitt to discuss the feasibility of electronically flagging RAs on SMP. Ms
Moffitt advised that this function could be added and would be highlighted as a
system development priority.
UEC Agenda 190809
27
A working group consisting of Petria McGoldrick, Rodney Vickers, Greg
Hampton, Yvonne Kerr and Donna Moffitt will meet to work through some of the
issues identified including privacy, access restrictions, appearance and reporting
as well as the legal implications involved.
*PART B – CHAIR’S REPORT
The Chair reminded members that the AUQA second audit cyle will take place in 2011. The
audit will cover developments since the first audit, standards and outcomes as well as
specific themes to be selected by AUQA and UOW.
The Chair gave a brief report on the June Planning Conference as follows:The focus was on two significant issues, namely, growth and funding
There is a shift towards a student demand-driven environment
UOW will need to re-examine its marketing strategies
UOW’
s target is 20% low socio-economic students by 2020; presently UOW does
well in this area and, according to current statistics, has achieved 23%
The other G8 universities will need to address this group. Sydney University and
University of New South Wales do not have a large pool of low socio-economic
students in their demographic and will be looking at widening student participation.
This may impact on UOW
UOW remains focused on (i) attracting more Indigenous and Rural & Isolated
Students and (ii) retaining students.
PART C –GENERAL BUSINESS
C1
Orientation 2009 Review & Outcomes
Due to illness, Mr Meznaric was unable to present at this time. The presentation will
be held over to the September meeting.
PART D –SSLS WORKPLAN 2009
D1
Attached
Working Groups-Progress Reports
D1.1 Developing the Capacity of Students for Independent Research and
Enquiry- Paul Carr (Chair), Stephen Brown, Pauline Lysaght, Judith Marychurch
Associate Professor Carr reported that the Working Group has surveyed first year
subject co-ordinators to ascertain what strategies have been implemented to develop
research skills in first-year subjects. There are ninety-one relevant first year subjects
and seventy two first year co-ordinators were surveyed; the survey consisted of eleven
multiple choice questions with the opportunity to add comments. The response rate to
date is 25%; the closing date has now been extended to 6 July. Once responses are
collated, the group will run a series of focus groups to determine how faculties are
developing the role of a researcher in their degree. The focus groups will consist of the
FEC Chair, Associate Dean of Research, Honours co-ordinator and others as
appropriate.
D1.2 Embed the Outcomes of the Academic Integrity Project within Learning
and Teaching Processes-Pauline Lysaght (Chair), David Vance, Lucia Tome, Kim
Draisma
The Chair reported on behalf of Pauline Lysaght (Chair).The two key questions to be
addressed are:
1. How have faculties embedded academic integrity outcomes into their courses?
SSLS M3 1/7/09
2
UEC Agenda 190809
28
2. How are student being educated about issues of academic integrity.
The group plans to survey three different groupsFEC chairs-to ascertain what the changes are and how they have been undertaken
FIC Chairs-focusing on processes and outcomes, changes to practice
PIOs-focusing on processes and outcomes, changes to teaching practice, number of
cases and workloads. Following the survey, there will be focus group interviews with
PIOs to gather more information about cases and to identify good practice. A report
will be presented to the September SSLS meeting.
The Working Group recently submitted an abstract for a paper for the Fourth Asia
Pacific Conference on Educational Integrity (September) and this has been accepted.
D1.3 Learning Development Self-Assessment Update
Ms Draisma circulated an interim report, Learning Development Self-Assessment of
Service Provision.
The report concentrates on one key aspect of Learning
Development: teaching and teaching-related activities through the provision of a range
of services:The main focus of Learning Development is the facilitation of student learning
and the development of graduate qualities. This is achieved by supporting
students’learning needs by working with Faculty staff and through participation
in University Governance and other processes.
Learning Development provides a range of learning support for students
including thesis writing workshops, discipline-specific and generic workshops for
undergraduate students, individual consultations, individual support for students
referred by Disability Liaision Officers, limited assistance in Maths and Statistics
and a range of self-access, print-based and on-line generic resources.
Learning Development provides integrated, embedded and networked support
for teaching and learning within Faculties, including independent presentation of
a lecture or series of lectures within a subject, independent presentation of a
workshop, series of workshops or tutorials within a subject, team teaching within
a subject, follow-up classes or consultations for students, curriculum
development with Faculty academic, resource development with Faculty
academics or for Faculty academics.
A key difficulty for Learning Development is the ad hoc nature of the provision of
integrated support within Faculties which remains reliant on the establishment
of personal connections between Faculty academic staff and Learning
Development Academic Staff.
Another issue is that of staff workload relating to the allocation of teaching to
Faculty-integrated work and to individual consultation.
Online assistance is currently not fully costed nor fully funded and is having a
significant impact on the overall mix of Learning Development work.
Ms Draisma stated that she would like to see an Institutional systematic approach
to learning development through integration into first-year core subjects. However,
this presents a challenge since (i) Faculties have ownership of the subjects and
may not want Learning Development involved and (2) with the possibility of
changes to teaching staff each year there is a problem with continuity. There
would also be substantial funding issues and workload implications.
The Chair advised that she and Ms Draisma will meet with Professor Castle to
discuss the issues raised in the report. The Chair asked members to read through
the report, discuss with relevant academic staff and provide feedback to the
September SSLS meeting.
SSLS M3 1/7/09
3
UEC Agenda 190809
29
Action: Members to read through interim report, discuss with relevant
academic staff and provide feedback to SSLS meeting 9 September.
D2
Student Support for Learning Presentation
Australian Learning and Teaching Council (ALTC) Scoping Project-Career
Development Learning: Maximising the Contribution of Work Integrated
Learning to the Student Experience
Background: The National Association of Graduate Careers Advisory Services
(NAGCAS) secured project funding from the Australian Learning and Teaching Council
(ALTC) to investigate Career Development Learning (CDL) services and strategies
that contribute to and enhance the outcomes of work integrated learning in university
programs. Martin Smith reported on the findings and deliverables from this national
project,led by UOW in collaboration with Monash, Flinders, RMUt and USQ.
Summary
All Australian universities provide work-integrated learning in many of their academic
programs. Whether it is an internship, work experience, practicum, practical
placement, industry based project, vacation work or mentoring; this work related
learning involves students applying their discipline knowledge and reflecting upon the
experience, learning about themselves and the world-of-work in order to empower
them to enter and succeed in the world-of-work and their wider lives. Work related
learning can occur in activities inside and outside of the University itself through the
students’own part-time employment, vacation work, voluntary work, work experience
and extra curricular activities. Students learn from their work related learning
experiences-wherever they occur.
Project Recommendations
In order to maximise the value from the research outcomes of this project,
recommendations for government, universities and industry and the professions have
been identified. These focus on:
Methods to validate student participation in wider modes of practice;
Curriculum reform;
Workplace reform;
Increasing inclusion and participation rates;
Measures to support leadership and communities of practice; and
Resourcing to support structural reform.
Six Principles
1. Flexible partnerships support effective Career Development Learning.
2. Workplace experiences can provide genuine career development learning
opportunities for all students. Multiple experiences and contexts enrich this
learning.
3. Career Development Learning is student centred and designed to actively engage
students in the workplace experience.
4. Career development learning supports quality student centred learning
opportunities across all aspects of students’lives.
5. Universities encourage students’career development and workplace learning by
supporting their capacity to systematically reflect, record and articulate the
acquired skills and experience.
6. Quality assurance across the experience contributes to better outcomes.
Further information is available from the project website: nagcas.org.au/ALTC
SSLS M3 1/7/09
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UEC Agenda 190809
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The Chair thanked Mr Smith for his presentation.
PART E –UEC BUSINESS
There was no business under this item.
PART F – OTHER BUSINESS
There was no business under this item.
PART G – NEXT MEETING
The next meeting will be held on Wednesday 9 September in Student Services Meeting
Room 11.203.
The meeting closed at 11.10am.
Signed as a true record
… … … … … … … … … … … ..
Yvonne Kerr
(Chair)
SSLS M3 1/7/09
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UEC Agenda 190809
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University Education Committee
STUDENT SUPPORT FOR LEARNING SUBCOMMITTEE WORKPLAN
UOW Strategic Goal 1: Excellence and innovation in learning and teaching
YEAR: 2009
1
Objective 1:
Graduates equipped to contribute to society and the workplace
Objective 2:
An active, collaborative and flexible learning experience for students
Objective 3:
High quality teaching
Key UOW
Strategies
Planned Actions
Continue to give
priority to
developing the
capacity of
students for
independent
research and
enquiry
Survey Faculty course co-ordinators to ascertain
(i) strategies that have been implemented to
develop research skills in first year subjects and
(ii) how Faculties are developing the role of a
researcher in their degrees.
Embed the
outcomes of the
Academic
Integrity Project
within learning
and teaching
processes
1
Committee
Performance
Outcome
Collate feedback
and report to
SLSS
Responsibility
Work with CEDIR to investigate how the
Research Teaching Nexus project relates to first
year student (L-R-T Nexus: Focus on research
awareness, access and appreciation for
students).
Showcase good
practice
examples
Sandra Wills and
Yvonne Kerr
Conduct a survey of FEC Chairs to obtain information
about what Faculties are doing to:
(i) embed academic integrity outcomes into their
courses and
(ii) educate students about academic integrity issues.
Working Group will prepare a checklist as well as
series of open-ended questions.
Collate feedback
and prepare
report for SSLS
and UEC
Pauline Lysaght
(Chair)
David Vance
Lucia Tome
Kim Draisma
Working Group Paul
Carr (Chair)
Stephen Brown
Pauline Lysaght
Judith Marychurch
*SSLS members and
co-opted members
Deadline
Progress and evaluation of
outcomes
September
October
September
Goal 1 of the UOW Strategic Plan 2008-10
UEC Agenda 190809
32
Key UOW
Strategies
Planned Actions
Committee
Performance
Outcome
Monitor the
progress and
outcomes of the
conference and
share good
practice
examples
Progress reports
from the
Manager of
Learning
Development
Responsibility
Deadline
Margaret Wallace
July and
November
Kim Draisma
July and
November
Review data from ACER AUSSE survey and
identify what learning support strategies may be
required.
Report on
findings to SSLS
and UEC
Yvonne Kerr
September
Continue to showcase Faculty/Unit projects and
strategies designed to support student learning,
including equity target groups. This could include
new resources, internships and workplace
learning programs, mentor programs, PASS
activities, disability support programs, Indigenous
tutoring programs, graduate qualities, etc.
Biannual reports
to SSLS
(Highlight
support for equity
groups)
Committee
members and
invited speakers
July and
November
Monitor first year transition activities. Showcase
Faculty/Unit projects/activities that promote
student engagement in learning.
Presentation and
Report on
Student
Transition Trial
Benchmarking
Project with
UTas
Strategic Planning
Unit
th
UOW 4 Asia Pacific Conference on
Educational Integrity 28-30 September‘
Educational Integrity: Creating an Inclusive
Approach.
Provide and
promote
appropriate
learning support
for student
groups and
individuals
Monitor the self-assessment of Learning
Development support in Faculties and Learning
Resource Centre.
SSLS M3 1/7/09
Progress and evaluation of
outcomes
T.B.A
7
UEC Agenda 190809
33
Key UOW
Strategies
Monitor Course
Progress and
Student Retention
data and
strategies
Planned Actions
Monitor the progress and outcomes of the review
of ILIP/academic literacies.
Develop a communication strategy to share
information about supporting student learning
with the wider university community.
Review trend data on course progress and
student retention.
Gather information available on why students
drop out of their course.
Investigate processes for an exit strategy for
students and identify whether there are
opportunities for good practice in addressing
student needs, including ‘
at-risk’students.
Committee
Performance
Outcome
Presentation and
report
Responsibility
Deadline
Margaret Wallace
T.B.A
Yvonne Kerr
Sally Rogan
T.B.A
Presentation to
SSLS and report
to UEC on
Course progress
data and trends
Working Group
Jo Braithwaite
Greg Hampton
Yvonne Kerr
Graham Williams
David Vance
in consultation with
Sub Deans
Collate
information and
report to SSLS
Working Group
Donna Moffitt
Jo Braithwaite
Deanne CondonPaoloni
David Vance
Manuela Abrantes
Progress and evaluation of outcomes
Other matters
referred to SSLS
from UEC, other
sub committees
or raised by
committee
members
and/or
CONTINUOUS IMPROVEMENT ACTION: (As identified by subcommittee, e.g. reviewing terms of reference, scheduled review of policy etc. These actions do not
necessarily link to the Strategic Plan but are still necessary as part of the effective functioning of the committee)
SSLS M3 1/7/09
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UEC Agenda 190809
34
Planned Actions
Induct new committee members
Review Terms of Reference
Self-evaluation
Committee
Performance
Outcome
Fully inducted members who
are aware of the purpose of
the committee and their role
on the committee
Current and Relevant Terms of
Reference
Responsibility
Deadline
Progress and evaluation of outcomes
Chair, new
members
March
Two new committee members attended an induction meeting
30/3/09
Committee
Members
April
TORS reviewed and amended 1/4/09
Members satisfied with role
and function of Committee
Committee
Members
November
SSLS M3 1/7/09
9
UEC Agenda 190809
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UEC Agenda 190809
36
EDUCATION POLICY REVIEW SUBCOMMITTEE
AGENDA ITEM B2
The draft minutes of the 24 June 2009 Education Policy Review Subcommittee are attached.
The Education Policy Review Subcommittee Workplan 2009 is attached.
Draft Resolution
that the University Education Committee receive the Education Policy Review Subcommittee draft minutes of
24 June 2009, as attached to the agenda paper.
Draft Resolution
that the University Education Committee receive the Education Policy Review Subcommittee Workplan 2009,
as attached to the agenda paper.
ATTACHMENTS
Minutes of the 24 June 2009 Education Policy Review Subcommittee meeting
Education Policy Review Subcommittee Workplan 2009
Drafted by:
Reviewed by:
Approved by:
Executive Officer, UEC
UEC Chairs’Coordinating
Committee
Chair, UEC
UEC Agenda 190809
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UEC Agenda 190809
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EPRS – 24 June 2009
DRAFT MINUTES
Minutes of the 3/2009 meeting of the Education Policy Review Subcommittee held at 10:00am
on Wednesday 24 June 2009 in Building 8, Room 114.
PRESENT:
A/Prof Ian Porter (Chair)
Prof Rob Castle
Ms Yvonne Kerr
Mr Dominic Riordan
Mr James Tier
A/Prof David Vance
A/Prof Graham Williams
A/Prof Michael Zanko
IN ATTENDANCE:
Ms Catriona Taylor (Executive Officer)
Ms Leonie Kirchmajer (Course Management Coordinator, ARD)
APOLOGIES:
Dr Pauline Lysaght
Ms Donna Moffitt
UNABLE TO ATTEND:
A/Prof Heather Yeatman
PART A - OFFICIAL BUSINESS
A1
Welcomes, Apologies and Leave of Absence
The Chair welcomed A/Prof Graham Williams (Deputy Chair, Academic Senate) who is
now attending as the Chair of Senate’
s nominee.
Apologies were received from Dr Pauline Lysaght and Ms Donna Moffitt.
The Chair advised members that this would be the last meeting that Ms Leonie
Kirchmajer would attend as she will shortly be leaving the University. The Committee
thanked Ms Kirchmajer for her great contribution to the Committee’
s work during her
time as Course Management Coordinator.
A2
Business Arising from the Minutes
The Chair advised the Committee that the PC/PR and Supplementary Assessment
proposal had been considered by the University Education Committee at its 20 May
meeting. UEC members had agreed to send the proposal back to Faculties for further
consideration. Faculty feedback is to be provided to Professor Rob Castle, Chair of
UEC, by Friday, 31 July.
A3
Confirmation of Minutes
RESOLVED (2009/11)
that the minutes of the previous meeting held on 29 April 2009 be confirmed and signed
as a true record.
UEC Agenda 190809
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EPRS Minutes – 24 June 2009
A4
Chair’s Report
The Chair reported that he had found the set up of the new exam centre (The Hub) to be
somewhat disconcerting as he was unable to move amongst the students to show them
his support.
The Chair informed the Committee that the Faculty of Engineering has pointed out a
problem with the options available in the SMP academic consideration interface. SMP no
longer includes the option to refer a student’
s application to the Unit Assessment
Committee for a decision on a supplementary exam. A member involved with the
development of the Student Academic Consideration Policy advised that this was an
oversight which had occurred when the working group agreed to delete the “Other”
option from the list of possible actions in order to ensure that the only actions available
are prescribed. The member suggested that a solution would be to include a “Pending –
this will be referred to the Unit Assessment Committee” action so that the student’
s
application for a supplementary exam could be put to the Unit Assessment Committee
for determination at the appropriate time. However, this would require the student to be
informed of the reason for the delay and the Unit Assessment Committee’
s
determination. Professor Rob Castle noted that this is a serious matter that will be need
to changed for the next round of exams.
PART B – GENERAL BUSINESS
B1
Audit of Academic Advice – Policy Implications
Dominic Riordan advised the Committee that the Audit had been conducted by a
working group of the Quality Assurance Subcommittee (QAS). The audit report was
referred to UEC, which passed it to EPRS for consideration of the policy implications it
raised. The term ‘
academic advice’is used in a number of UOW rules and policies, but
there is little consistency on what academic advice is and who should provide it to
students. It would be desirable to get consistency in existing policies and rules, rather
than creating a new policy on academic advice. He suggested that there needs to be
caution when using the term ‘
delegated authority’ as this currently tends to mean
authority delegated by the University Council under the Delegations of Authority Policy.
There needs to be a distinction made between functions of Council that may be
delegated and other operational functions or authority that can be delegated.
Prof Rob Castle informed the Committee that surveys of students have shown that the
provision of academic advice is an area needing improvement. The difference between
ordinary advice and official academic advice (such as that given by a Sub Dean/
Associate Dean) needs to be clarified. It would also be useful to categorise areas of
advice, such as subject advice and course advice.
A member suggested that the timing of advice, and not just the amount of advice, needs
to be considered. Another member suggested that student input into what students
consider ‘
academic advice’to mean is needed. Clarifying responsibility for academic
advice would also be useful when students seek advice on the same matter from more
than one source.
The Committee agreed to establish a working group to determine suitable policy
recommendations. The group will comprise Dominic Riordan as Chair, David Vance,
Graham Williams and James Tier.
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EPRS Minutes – 24 June 2009
B2
Academic – Student Consultation Times
The Deputy Vice-Chancellor (Academic) spoke to this item, advising the Committee that
this issue had been around for some time, but with the increased use of email and elearning by students consideration needs to be given to how academic staff manage
face-to-face and electronic consultation. It was noted that as staff and Faculty practices
vary, there needs to be a strong statement of the University’
s expectations on
consultation with students.
The Chair advised that a working group comprising Di Kelly as Chair, Pauline Lysaght,
Yvonne Kerr, Rodney Vickers and Margaret Wallace will meet early in spring session.
B3
Review of Code of Practice – Practical Placements
Dominic Riordan gave a verbal update on the progress of the Code of Practice –
Practical Placements review. Since the last meeting, Pauline Lysaght has consulted
further with the original group that provided input into the review and with the Faculty of
Health and Behavioural Sciences. She will be speaking soon with representatives from
the Faculties of Engineering and Informatics. There have also been discussions with the
Legal Services Unit, which has provided useful feedback on the document’
s structure
and content, particularly in the areas of confidentiality and privacy and the University’
s
expectations of host organisations. All of the comments received will be incorporated
into a further draft to be provided to the next EPRS meeting.
B4
Draft Standard on Courses
Leonie Kirchmajer invited members to comment on the draft Standard on Courses, and
particularly on Section 7 - Twinning and Jointly Badged Courses. She advised members
that the Standard covers only courses approved by UOW, not those accredited
elsewhere. The document has also been sent to the Transnational Programs Unit for
comment,.
Prof Rob Castle advised that there needs to be a section in the Standard on Courses
that relates to the course arrangements at the University of Wollongong in Dubai and the
relationship between UOWD and UOW (Australia) courses. It is possible that the UAE
Commission for Academic Accreditation will allow jointly-badged courses in the future.
There was some discussion around the types of courses covered by the section on
twinning and jointly badged courses. In response to comments, Ms Kirchmajer advised
the Committee as follows:
-
The partner institutions’ policies in the areas of assessment and academic
misconduct must be comparable to UOW’
s policies.
Articulation is not well defined at present. A project being undertaken in the Policy &
Governance Unit on articulation and credit transfer may assist in clarifying this.
Feedback will be sought from A/Prof Gary Noble and the International Alliances
Committee.
The following comments were made by members in relation to other sections of the
document:
- Section 6.2: delete reference to minimum credit points at 100 level and delete ‘
or’
between clauses (c) and (d).
- Section 6.2: The 60 credit point maximum in clause (b) may not always apply with
the Bachelor of Commerce – Michael Zanko to check back with the Faculty of
Commerce on this.
- Section 6.4: delete.
- Include a statement (section 7.6.6) on the approval process for jointly badged
courses.
- Section 6.10: delete references in table to years.
ARD-CG-TEM-002
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UEC Agenda 190809
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EPRS Minutes – 24 June 2009
-
Section 7.4: Split the section so that PVC(I) and DVC(A) responsibilities are clearly
separated.
Section 9.21: delete clause (b).
Appendix 11: delete clauses 4 and 5.
Resolved (2009/12)
that EPRS:
i) receives the Draft Standard on Courses and
ii) provides comments on the Draft Standard on Courses with a view to
recommending the draft document to UEC at the August meeting of EPRS.
B5
Minor Studies
Prof Rob Castle asked that the structure of Minor Studies, referred to as part of the draft
Standard on Courses, be included in the paper.
A/Prof David Vance asked that Dramaturgy be added to the list of Minor Studies
subjects. Ms Kirchmajer responded that it can be added once it has been included in the
Handbook.
Resolved (2009/13)
that EPRS:
i) forwards the proposal to the Sub Deans and FEC chairs for consultation and
comment and
ii) forwards the proposal with collated comment from Sub Deans and FEC chairs
to UEC for consideration.
PART C – WORKPLAN AND OTHER BUSINESS
C1
EPRS 2009 Workplan
Two items were added to the EPRS workplan. In light of the discussion recorded at C2,
a review of the Code of Conduct – Students will be added as a priority 1 item. A review
of the Acknowledgement Practice/Plagiarism Policy will also be added, without a priority
allocated at this stage.
C2
Other Business
Yvonne Kerr raised the need for a review of the Code of Conduct – Students. The
current Code is difficult to use as it is not very specific. David Vance chaired a working
group several years ago that was developing a Student Charter. Professor Rob Castle
commented that good work had been done then, but the timing had not been right.
A/Prof Vance will forward the work done by the Committee to the Executive Officer for
inclusion on the August agenda of EPRS, together with the current Code of Conduct –
Students.
C3
Next Meeting
The next meeting is scheduled to be held at 10:00am on Wednesday 26 August 2009 in
Building 8, Room 114.
The meeting closed at 11.55am.
Signed as a true record:
-----------------------------Chairperson
/
/
ARD-CG-TEM-002
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UEC Agenda 190809
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University Education Committee
EDUCATION POLICY REVIEW SUBCOMMITTEE
WORKPLAN
YEAR: 2009
UOW Strategic Goal 1: Excellence and innovation in learning and teaching1
Objective 3: QUALITY PROGRAMS RELEVANT TO THE EVOLVING NEEDS OF STUDENTS AND THE COMMUNITY
1
Key UOW
Strategies
Project
Planned Actions
•
Further enhance
assessment
practice
1: Examinations Rules
Review
Review materials
students are allowed to
bring to an exam,
calculators, foreign
language translation
dictionaries, personal
items, etc.
Further enhance
assessment
practice
2: Standard on Courses
Policy on Non-Degree
certifications and
conditions under which
credit may be granted;
Guidelines for naming
and abbreviations of
awards, course
structures; and jointlybadged testamurs
•
•
•
•
•
•
•
Revise University Examination
Rules and develop University
Examination Policy and/or
Procedures as necessary
Consult with stakeholders
Address resource implications
Implement and communicate
University Examination Rules,
Policy and/or Procedures
Develop Standard on Courses
policy document
Consult with stakeholders
Address curriculum design
implications
Implement and communicate
Standard on Courses
Committee
Performance
Outcome
Responsibility
Draft Policy
Di Kelly
Yvonne Kerr
Ian Porter
Jenel Elrick
Catriona Taylor
Deadline
TBA
(phased implementation
2009 - 2010)
Draft policy document to
August 2009 EPRS
meeting
Draft Policy
Leonie Kirchmajer
Dominic Riordan
Progress and evaluation
of outcomes
Consultation and
approval mid–late 2009
Implementation and
Communication in 2010
290409: New members for
Working Group agreed upon.
040309: Verbal progress report
provided to EPRS. Draft Policy
to be submitted to April
meeting.
290409: Draft policy considered
by EPRS. Comments to LK by
31 May.
240609: More feedback on draft
policy requested. Awaiting TPU
comments.
Goal 1 of the UOW Strategic Plan 2008-10
University Education Committee
Cttee_2008_EPRS_Work Plan_post240609
Page 1 of 3
UEC Agenda 190809
43
Further enhance
assessment
practice
3: Code of PracticePractice Placements
Review
Review of Code of
Practice - Practical
Placements, focus on
representing recent
initiatives to embed work
experience within our
courses.
•
•
•
Further enhance
assessment
practice
4: Minor Studies
•
•
Propose model for revised Code
of Practice that will appropriately
address current practical
placement activities
Implement and communicate
amended Code of Practice –
Practical Placements
Propose model for opening minor
studies to all Bachelor degrees,
including operation aspects of
model
Introduce provisions for minor
studies in General Course Rules
Implement and communicate
minor studies model
Revised Code of
Practice
Pauline Lysaght
representatives
from each faculty
Martin Smith
Neil Webster
Revised Code of Practice
to March 2009 EPRS
meeting
Consultation and
approval early–mid 2009
Implementation and
Communication in 2010
Proposed model to
March 2009 EPRS
meeting
General Course
Rule Changes
David Vance
Heather Yeatman
Leonie Kirchmajer
Consultation with SubDeans and FEC Chairs
March - April 2009
Committee approval midlate 2009
Implementation and
Communication in 2010
Further enhance
assessment
practice
5: Academic-Student
Consultation Times
Review Section 5.4(e), of
COP-TA (relating to staff
availability for student
consultation), identify
issues and develop
appropriate policy
amendments.
•
•
Propose principles and models for
academic-student consultation
Draft proposal to August EPRS
following consultation with FECs
Code of Practice –
Teaching and
Assessment
Di Kelly (Chair)
Pauline Lysaght
Yvonne Kerr
FEC Chairs to be
co-opted
Draft proposal to August
EPRS
21 October EPRS for
endorsement
UEC: 4 November
Academic Senate: 18
November
Implementation and
communication for 2010
University Education Committee
Cttee_2008_EPRS_Work Plan_post240609
040309: Draft revised Code
submitted to EPRS. Comments
sought from members. Final
draft Code to be submitted to
April meeting.
290409: Revised draft Code
considered by EPRS. Agreed to
hold over to June meeting for
continued discussion.
240609: Deferred till August
meeting following further
consultation.
040309: Proposal submitted to
EPRS. Feedback to be sought
from Sub-Deans and FEC
Chairs. Final proposal to be
submitted to April meeting.
290409: Timeframe extended.
Final proposal to be submitted
to June meeting.
240609: Feedback sought from
Deans and FEC Chairs. Final to
October.
290409: Item added to
Workplan and Working Group
established. Item to be included
in June agenda.
240609: Working group to meet
early spring session
Page 2 of 3
UEC Agenda 190809
44
Further enhance
assessment
practice
6: Audit of Academic
Advice Policy
Implications
Identify policy
implications and develop
appropriate policy
provisions based on
recommendations of the
Audit of Academic Advice
Report.
•
•
Paper to 240609 EPRS on UOW
references to Academic Advice
Working Group established
Dominic Riordan
(Chair), David
Vance, Graham
Williams, James
Tier (student
member)
TBA
TBA
290409: Item added to
Workplan. Item to be included
in June agenda.
240609: Working group
established
and/or
CONTINUOUS IMPROVEMENT ACTION: (As identified by subcommittee, e.g. reviewing terms of reference, scheduled review of policy etc. These actions do not necessarily
link to the Strategic Plan but are still necessary as part of the effective functioning of the committee)
Planned Actions
Committee
Performance Outcome
Responsibility
Deadline
Progress and evaluation of
outcomes
Induction of New Members
Fully inducted members
who are aware of the
purpose of the committee
and their role on the
committee.
Chair, Executive
Officer and new
members
Ongoing
New members given committee induction
kit and offered induction meeting.
University Education Committee
Cttee_2008_EPRS_Work Plan_post240609
Page 3 of 3
UEC Agenda 190809
45
UEC Agenda 190809
46
QUALITY ASSURANCE SUBCOMMITTEE
AGENDA ITEM B3
The Quality Assurance Subcommittee Workplan 2009 is attached.
Draft Resolution
that the University Education Committee receive the Quality Assurance Subcommittee Workplan 2009, as
attached to the agenda paper.
ATTACHMENT
Quality Assurance Subcommittee Workplan 2009
Drafted by:
Reviewed by:
Approved by:
Executive Officer, UEC
UEC Chairs’Coordinating
Committee
Chair, UEC
UEC Agenda 190809
47
UEC Agenda 190809
48
University Education Committee
QAS SUBCOMMITTEE
WORKPLAN
YEAR: 2009
UOW Strategic Goal 1: Excellence and innovation in learning and teaching1
OBJECTIVE 1: Graduates equipped to contribute to society and the workplace
Relevant Performance Monitoring Framework (PMF) Indicator/s and Target/s:
Indicator/s
Target/s
3. Graduates readiness for employment
4. Integration of Graduate Qualities into curriculum
1
a.
b.
c.
a.
b.
Proportion of students obtaining employment above the national average for all disciplines
Mechanism for measuring employer perception established by end 2009
Increased student participation in work-based learning
Graduate Qualities cited in all new courses and subjects by February 2009
For each faculty, 75% positive feedback to Graduate Qualities questions in CEQ and SEQ
Key UOW
Strategies
Project
Planned Actions
Committee
Performance
Outcome
Responsibility
Deadline
Progress and evaluation of
outcomes
Develop and
implement
institutional
approaches to
evaluating the
attainment of the
Graduate Qualities
Evaluate the
incremental
integration of the
Graduate Qualities
into the curriculum
Conduct audits of subject
outlines to assess the
inclusion of :
relevant Graduate
Qualities with clear
statements of
alignment, content,
assessment and
delivery.
feedback statements (ie
responding to student
feedback via
evaluations)
Relevant
Graduate Qualities
listed and clearly
explained in
subject outlines.
G Lefoe
A Brown
A Percy
C Ritz
D Vance
J Payne
2009
Audit conducted and report
prepared. Report
recommendations awaiting
approval by QAS and UEC.
Conduct an audit to
assess sessional teacher’
s
awareness of their
responsibilities for the
Integration of the
Graduate Qualities
into learning
activities
Relevant feedback
statements
included in subject
outlines.
Goal 1 of the UOW Strategic Plan 2008-10
UEC Agenda 190809
49
Key UOW
Strategies
Project
Planned Actions
Committee
Performance
Outcome
Responsibility
Deadline
Progress and evaluation of
outcomes
integration of Graduate
Qualities
Conduct audits of
curriculum review to check
for mapping of Graduate
Qualities across the
program
Graduate qualities
integrated within
the curriculum
Contribute to the ongoing
review of the Subject
Survey
Assessment
dimensions
related to the
Graduate Qualities
are reflected in
course and
subject
evaluations
UEC Agenda 190809
50
OBJECTIVE 3: Quality Programs relevant to the evolving needs of students and the community
Relevant Performance Monitoring Framework (PMF) Indicator/s and Target/s:
Indicator/s
Target/s
1. Quality and Impact of teaching programs
a. Increased level of activity in benchmarking academic standards
c. Sustained achievement in teaching program awards and grants (including Carrick and Learning &
Teaching Performance funding)
Key UOW
Strategies
Project
Planned Actions
Committee
Performance
Outcome
Responsibility
Employ external
benchmarking to
monitor academic
standards
Establish
benchmarking
partnerships with
reputable institutions
for the comparison of
learning and teaching
policies and practises
against external
reference points
Provide advice and
guidance to faculties and
units
One theme
explored in 2009
J Sullivan
B James
M Jantti
D Vance
Monitor the
equivalence of
academic standards
for the delivery of
UOW curriculum
across locations,
onshore and offshore
(in consultation with
the Transnational
Programs Unit)
Review Learning and
Teaching policies within
faculties and at university
level to check for relevant
procedures and guidelines
for teaching across
locations
Policy revision
Review findings from
audits conducted by the
Transnational Programs
Unit
Recommendations
implemented
Monitor and improve
practices to ensure
the quality of course
delivery and
outcomes across
teaching locations,
including UOW
Dubai and other offshore sites
Informed
approaches to
benchmarking
UEC Agenda 190809
Deadline
Progress and evaluation of
outcomes
Trial Benchmarking Project on
Academic Transition Support
launched between UTas and
UOW in March 2009.
Developing trial Benchmarking
Project with Deakin University
on Academic Board/Senate role
in monitoring and facilitating
quality improvement in
assessment policy and practice.
Further discussion with Deakin
planned for early July.
K Bowles
M Jantti
C Ritz
A Steinke
2009
51
Key UOW
Strategies
Project
Planned Actions
Committee
Performance
Outcome
Responsibility
Improve the quality,
relevance and
recognition of
programs through
networks of
professional and
community
relationships*
Contribute to the
development of
quality assurance
policies, guidelines,
checklists in
consultation with the
Strategic Project
Team
Contribute to the
evaluation of the pilot
program
Development of
evaluation criteria
R Brown
D Riordan
Contribute to the
development of
feedback/evaluation
mechanisms with work
place partners and
students to assess
relevance and quality of
placements
Planned and
systematic
approach to
feedback and
evaluation
Student
satisfaction with
work placements
*(linked to Strategic Project
1b: Development of a UOW
Policy and Coordination
Framework for WorkIntegrated Learning and
Placement Programs)
Deadline
Progress and evaluation of
outcomes
and/or
CONTINUOUS IMPROVEMENT ACTION
Planned Actions
Committee
Performance Outcome
Responsibility
Appoint New Chair
Chair Appointed
DVC Academic
Induct New Members
Members Inducted
Self evaluation
Evaluation Conducted
Executive
Officer/Chair
QAS/D Riordan
Deadline
UEC Agenda 190809
Progress and evaluation of outcomes
Professor David Griffiths will commence role as Chair in
late July 2009.
52
e-LEARNING AND TEACHING SUBCOMMITTEE
AGENDA ITEM B4
The draft minutes of the 27 May 2009 meeting of the e-Learning and Teaching Subcommittee are attached.
Draft Resolution
that the University Education Committee receive the e-Learning and Teaching Subcommittee draft minutes
of 27 May 2009, as attached to the agenda paper.
ATTACHMENT
Draft minutes of the 27 May 2009 eLearning and Teaching Subcommittee meeting
Drafted by:
Reviewed by:
Approved by:
Executive Officer, UEC
UEC Chairs’Coordinating
Committee
Chair, UEC
UEC Agenda 190809
53
UEC Agenda 190809
54
eLearning and Teaching Subcommittee – 27th May 2009
MINUTES
Minutes of the 2009/02 meeting of the eLearning and Teaching Subcommittee held at 9:30am
on Wednesday the 27th of May, 2009 in 36.303.
PRESENT:
Dr Kate Bowles (Chair)
A/Prof Sue Bennett
Ms Robbie Collins
Mr Trevor Gollan
Ms Sarah Lambert (Deputy Chair)
Ms Jen Lyons
Dr Grace McCarthy
Mrs Liljana Nikolic
Dr Marji Puotinen
Ms Emily Purser
Dr Greg Schiemer
Ms Reetu Verma
IN ATTENDANCE:
Mr Ian McCall
Ms Abbie Watson (Executive Officer)
APOLOGIES:
Dr Payyazhi Jayashree
Ms Judith Marychurch
Dr Christian Ritz
Mr Ray Stace
A/Prof Rodney Vickers
Mrs Karen Walton
Prior to the commencement of official business the Chair welcomed new members, Associate
Professor Sue Bennet from the Faculty of Education and Ms Judith Marychurch from the Faculty of
Law.
PART A - OFFICIAL BUSINESS
*A1
Apologies and Leave of Absence
Apologies were received from Dr Payyazhi Jayashree, Ms Judith Marychurch, Dr Christian Ritz, Mr
Ray Stace, A/Prof Rodney Vickers and Mrs Karen Walton. Ms Judith Marychurch was replaced by
Mr Ian McCall for this meeting.
Professor Sandra Wills will be absent for the first half of the year.
*A2
Arrangement of Agenda
2.1
Starring of Items
UEC Agenda 190809
55
The following items were starred for discussion:
A1
A2
A3
A4
A5
B2
B3
B4
C1
C2
Apologies and Leave of Absence
Arrangement of Agenda
Business Arising from the Minutes
Confirmation of Minutes
Chair’
s Report
Working Party Reports
Managing Innovation and Change in eLearning
Production Impacts on eLearning
Other Business
Next Meeting
2.2
Rearrangement of Agenda Items
The Chair requested the committee consider item B4 - Production Impacts on eLearning
and C1 – Other Business, before B2 – Working Party Reports.
*A3
Business Arising from the Minutes
A3.1
File quota limits on elearning
A new information sheet addressing elearning files sizes was submitted with the agenda by
Ms Sarah Lambert. The information sheet titled “Video and other large files: how to create
equitable, useful teaching resources” provides information for staff in addition to the
technical information sheets available through the elearning pages on the intranet.
The Chair suggested at the next meeting the subcommittee consider the question of where
information on ‘
good teaching practice for elearning’should be placed for UOW community
access.
A3.2
eLearning and Teaching Subcommittee formal membership
The Chair reported on discussion with the UEC chair confirming that there is currently no
need for the Vice Chancellor’
s eLearning Steering Committee to have formal representation
on eLTS.
*A4
Confirmation of Minutes
RESOLVED 2009/04:
that the minutes of the previous meeting, held on 11th of March, 2009 be confirmed as a
true and accurate record.
*A5
Chair’s Report
The Chair reported on the following:
Retiring Members
The Chair advised that Ms Gloria Wood, Manager of eTeaching Systems, had retired from
eLTS, and acknowledged Gloria’
s outstanding contribution to assisting eLTS in developing
good practice during her time on the committee.
UEC Agenda 190809
56
Internet Quota for UOW Student Accounts
The Chair reported that the matter of student internet quota was raised at the Student
Representative Forum and has now been referred by UEC to the IT Policy Advisory
Committee. Mr Trevor Gollan, from Information Technology Services (ITS), reported that on
average students are not using their entire allotted quota and that there is currently a
mechanism in place where students with a legitimate reason can request additional quota.
The subcommittee discussed issues relating to student internet use, including that:
students from certain disciplines may require additional internet quota for legitimate
use of web resources that can appear recreational in nature (such as You Tube,
Facebook, MySpace or Second Life)
some students may have access to broadband internet services at home to
supplement their student quota, however this is not the case for all students, and
this may cause a ‘
digital divide’where some students are being disadvantaged by
not being able to access broadband services
students need to be aware of the process for applying for an internet quota
increase, and the person with designated responsibility for assessing the application
needs to be aware of the changing nature of legitimate use of social media for
learning
UEC and Subcommittees Communication Strategy
The UEC and other UEC Subcommittee Chairs have expressed interest in the development
of a ‘
UEC Newsletter’to communicate UEC and subcommittee matters with the UOW
community, and this may be relevant to the development of an eLearning Matters
newsletter.
Student Survey Data for eLearning
The UOW Student Experience Questionnaire (SEQ) and The Australasian Survey of
Student Engagement (AUSSE) are two mechanisms used to collect data on the university
student experience. The Chair noted that the UOW SEQ 2008 showed that 90% of students
were ‘
satisfied’with a range of services bundled under Information Technology, which
included elearning.
The Chair suggested the subcommittee consider providing feedback on the SEQ with
reference to distinguishing elearning from other electronic services and tools.
In the AUSSE elearning is also not being distinguished from other uses of technology and
teaching practices, however online learning or elearning is now being acknowledged in the
survey instrument.
PART B - COMMITTEE BUSINESS
B1
Faculty Matters
*B2
Working Party Reports
B2.1
Good practice for active and collaborative elearning
Ms Sarah Lambert asked members to provide feedback on the Multi-Location Teaching
Models Across UOW document (attached to the agenda). Ms Lambert also emphasised the
need to develop ‘
good practice cases’for multi-location teaching and elearning and
requested the input of members.
UEC Agenda 190809
57
B2.2
Curriculum strategies to support elearning skills development
The working party have discussed the strategies and planned actions in the workplan to
clarify their objectives. The working party have sought to identify what is missing from
existing curriculum strategies and documentation with reference to elearning support and
learning skills development. The working party have begun identifying who to liaise with,
such as the benchmarking project for first year transition, and will ask questions with
reference to elearning skills and awareness including:
What kind of explicit instructions do students receive?
How do students find information?
B2.3
eLearning and internationalisation
This group needs to meet with the Internationalisation in Learning and Teaching
Subcommittee (ILTS) as ILTS have the primary responsibility for the targets outlined in the
University Education Committee - Performance Monitoring Framework Review.
B2.4
Appropriate use of externally hosted websites
An initial meeting was held where key areas for investigation and review were identified.
These key areas were provided by the working party in a document tabled at the meeting,
including:
Cost and equity
Intellectual property and copyright
Teaching and assessment
Internet rules and support
Rationale for choice of tools, practical vs. pedagogical
The working party considered one of the main goals, in the development of guidelines, is to
make provision for innovation while ensuring good practice and protecting rights.
B2.5
Improving communication for eTeaching and eLearning
It was noted that additional members are needed for this group. The first objective is to
establish where and how elearning information is already be communicated across UOW.
B2.6
Teaching and learning policies for elearning
The working party have identified key UOW policies, procedures and guidelines to
examine, with relevance to eLearning and eTeaching. The working party members are
each taking responsibility for one or more policies to enable a more thorough examination.
A concise summary of the working party meeting outcomes was provided and is attached to
the agenda.
*B3
Managing Innovation and Change in eLearning
RESOLVED 2009/05:
that the subcommittee requests the Chair of UEC to seek a mechanism whereby Learning
Management System review and planning incorporates input from the eLearning and
Teaching Subcommittee.
*B4
Production Impacts on eLearning
Mr Trevor Gollan, Production Services Manager from Information Technology Services
(ITS), delivered a report on the potential impacts for elearning presented by both scheduled
UEC Agenda 190809
58
and unscheduled ‘
incidents’of the university’
s IT systems. A report was tabled providing a
selection of logged incidents that both have and may have affected elearning services. It
was noted that the role of the Production Services Manager included the tracking of these
incidents over time for strategic planning. Although there were a number of incidents that
did have an affect on elearning this session, the overall availability of the elearning service
has been shown to be at 99.287% for the Autumn Session so far.
The subcommittee discussed a range of scenarios where scheduled/unscheduled outages
or incidents would be problematic for elearning including at key assignment submission
times, such as Friday afternoons. Mr Trevor Gollan commented that ITS already takes into
consideration the affect on teaching and learning when planning scheduled maintenance,
which often occurs at 6am on Sundays. Additionally, in some circumstances where an
unplanned incident has affected access to elearning and cannot be immediately resolved,
ITS have been able to set up a ‘
parallel system’to service users.
The subcommittee thanked Trevor for his report and commented that communication was
essential to managing expectations and minimising impacts on teaching and learning.
PART C - GENERAL BUSINESS
*C1
Other Business
C1.1
UEC Review of online enrolment systems
eLTS has been requested by UEC to address concerns raised at the Student
Representative Forum meeting regarding online tutorial enrolment systems. The Chair
noted that while this is not strictly an elearning matter, in the current climate where
eLearning and IT systems are considered together in student surveys, student satisfaction
with one is likely to affect attitudes to the other.
Student concerns include:
There are currently four different tutorial enrolment systems being used across the
University of Wollongong
Students completing double degrees may be using more than one system
The main tutorial enrolment system via SOLS has experienced technical problems
as a result of the increased ‘
load’or user ‘
traffic’at peak times, but provides an
instant response on a “first come, first served”basis
There can be a slow turn around time for the confirmation of tutorial enrolment from
the Tutorial Preference System, but this system does not favour students on a “first
come, first served”basis
The eLearning and Teaching Subcommittee has been asked to make recommendations to
UEC on the online enrolment systems and the concerns that have arisen. The Chair
requested nominations to an online enrolment systems workgroup and recommended the
workgroup invite student comment.
C1.2
National and international trends in elearning
The committee noted the report on national and international trends in elearning, as
attached to the agenda.
C1.3
ePack Working Party recommendations
UEC Agenda 190809
59
The Chair asked that members distribute copies of the ePack Working Party Report,
attached to agenda, for consideration by their Faculty Education Committee.
ACTION 04/2009:
The members of the eLearning and Teaching Subcommittee to distribute copies of the
ePack Working Party Report for consideration by their Faculty Education Committee.
*C2
Next Meeting
The Chair asked the subcommittee to consider a different time for the July eLearning and
Teaching Subcommittee meeting to facilitate the attendance of the UOW Dubai member.
The next meeting is yet to be confirmed. The suggested date is Wednesday 22nd of July,
2009 at 3pm in 36.303.
ACTION 05/2009:
Executive Officer to email subcommittee members about the suitability of the new time for
the July meeting.
The meeting closed at 11:30am.
UEC Agenda 190809
60
EXCELLENCE, DIVERSITY & INNOVATION IN
TEACHING SUBCOMMITTEE
AGENDA ITEM B5
The draft minutes of the 17 June 2009 meeting of the Excellence, Diversity & Innovation in Teaching
Subcommittee are attached.
The Excellence, Diversity & Innovation in Teaching Subcommittee Workplan 2009 is attached.
Draft Resolution
that the University Education Committee receive the Excellence, Diversity & Innovation in Teaching
Subcommittee draft minutes of 17 June 2009, as attached to the agenda paper.
Draft Resolution
that the University Education Committee receive the Excellence, Diversity & Innovation in Teaching
Subcommittee Workplan 2009, as attached to the agenda paper.
ATTACHMENTS
Minutes of the 17 June 2009 Excellence, Diversity & Innovation in Teaching Subcommittee meeting
Excellence, Diversity & Innovation in Teaching Subcommittee Workplan 2009
Drafted by:
Reviewed by:
Approved by:
Executive Officer, UEC
UEC Chairs’Coordinating
Committee
Chair, UEC
UEC Agenda 190809
61
UEC Agenda 190809
62
Minutes
Excellence, Diversity and Innovation in Teaching Sub-Committee
Minutes of the meeting of the Excellence, Diversity and Innovation in Teaching
Subcommittee (EDITS) held at 10am on Wednesday 17th June 2009 in 36.303.
PRESENT:
Assoc. Prof. Rebecca Albury (Chair)
Dr Christine Brown
Ms Judith Marychurch
Mr Peter McLean
Assoc. Prof. Anne Porter
Dr Holly Tootell
Dr James Wallman
IN ATTENDANCE:
Ms Anne Melano
UNABLE TO ATTEND:
Prof. Patrick Crookes
Assoc. Prof. Janette Curtis
Ms Yvonne Kerr
Mr. Marcus O'Donnell
PRELIMINARY BUSINESS
A1
Welcome and Apologies
Unfortunately the Grants and Awards Officer, Ms Monika Lacey, has
resigned for health reasons. We would like to formally thank Monika for her
support for EDITS and the awards and grants processes. Ms Jo Failes, who
has been assisting Monika, will be stepping in to support EDITS in the near
future.
Apologies were received from Professor Patrick Crookes, Associate
Professor Janette Curtis and Ms Yvonne Kerr.
A3
Confirmation of the Minutes
That the minutes of the previous Excellence Diversity and Innovation in
Teaching Subcommittee meeting (April 22) be confirmed and signed as a
true and accurate record.
Moved: Judith Marychurch; second: Peter McLean.
A2
Business Arising
All included in the main agenda items.
A4
Chair’s Report
Budget – the government announced it was starting a new organisation
called TEQSA – The Educational Quality and Standards agency. It will
EDITS Minutes 17 June, 2009
1
UEC Agenda 190809
63
absorb AUQA some time next year. It is unclear the impact of this on the
UOW AUQA audit, or how EDITS will be involved in the audit, but we may
be called upon regarding goals in our workplan. Questions raised for UOW
teaching and learning include the implications of putting quality and
standards together – what is a standard? This is contentious. AUQA’
s
document on this was highly criticised by the DVCs. AUQA assumes that a
‘
pass’and a ‘
credit’student are easily described and common indicators will
be able to be developed, but this seems unlikely across disciplines. Some
people seem to think it can be done with standardised testing, which is
laughable. However, it does seem that the government is interested in
setting standards building on the professional organisation and TAFE
competencies. University students do more than demonstrate
competencies, but it doesn’
t seem that there is any easy way to get simple
descriptors that will work across disciplines except general and non-specific
terms such as those used in the graduate qualities, eg ‘
Informed’
. What
counts as ‘
Informed’differs across the disciplines, which UOW recognises,
but do the politicians? Implications for EDITS are unclear but it will occupy
everyone in learning and teaching leadership.
ALTC – staff movement has unsettled some processes. Dr Elizabeth
McDonald has taken a secondment in the UK and it is uncertain if she will
come back. She has done a wonderful job helping to formalise thinking in
grants and awards. Professor Richard Johnston, the principal director, is
also going at the end of the year. There needs to be a way of adding more
people with faculty experience into the ALTC, and this is being addressed.
They are in the process of appointing a group of discipline scholars.
The success rate for ALTC grants is now, in this last year, much lower than
ARC. Many people with very good projects have missed funding. This
raises temporary cause for concern as if only 13-16% of people get grants
then fewer people will be inclined to engage with the process. It was also
noted that this low rate of acceptance is hardly surprising, given that, in the
Promoting Excellence Initiative, ALTC gave all universities money to
encourage engagement with awards and grants. As a result, many more
applications were received this year. It is just as likely that success rates will
spring back up in the next few years as the level of engagement stabilises.
B1
EDITS Workplan
The Chair noted that at the last UEC meeting, a strategic objective was
transferred from the Student Learning Support Subcommittee to EDITS –
‘
promote the increased use of evaluation and reflection based on student
feedback, evaluation and peer appraisal’
. After lively discussion on peer
review, interpretation of student surveys and career support roles, the
suggestion was to add this strategic objective to the EDITS work plan under
‘
Promote the development and dissemination of best practice in learning
and teaching’with a new strategy to be worded around ‘
Professional
evaluation and feedback’
.
Discussion continued on identification of key faculty staff to engage and
opportunities to support supervisors. Peer review was identified as a key
EDITS Minutes 17 June, 2009
2
UEC Agenda 190809
64
process that should recognise the role of the peer reviewer, and
acknowledge long-term mentoring potential. As peer review processes are
broadened to include educational development activities, a wide array of
documents could be viewed in the peer review process. These could
include Teacher Evaluations and encourage reflection and ongoing
development.
The Chair advised the need for a plan of action and some short discussion
papers.
B4
‘Focus on Teaching’Promoting Excellence Initiative
Christine Brown distributed piles of “Focus on Teaching Symposium”cards
for EDITS members to distribute within their faculties. She also discussed
PEI updates (see one page attachment) and encouraged nomination of
colleagues who might wish to develop a symposium activity. The
symposium is likely to be informal with publishing opportunities emerging
from event highlights and partnerships forged through symposium activities.
Dr Garry Hoban will be running a one day workshop on publishing with
twelve month follow up to support more formal practice sharing after the
symposium.
Action: Members to identify and suggest colleagues for symposium
activities.
Action: Holly Tootell to provide feedback on the Focus on Teaching website
design
Action: EDITS members to provide feedback on the Focus on Teaching
website once operational on the development server.
B2
ESDF 2010
A working party of James Wallman, Anne Porter and Judith Marychurch
focused on the ESDF documentation updates for 2010.
Action: The Chair is to send out electronic copies to this working party for
mark-up and return.
B3
OCTAL for 2010
A working party of Peter McLean, Holly Tootell and Christine Brown focused
on the OCTAL documentation updates for 2010.
Action: Christine is to note refinements to OCTAL documentation for editing
with the new Grants and Awards Officer.
The working party also noted:
EDITS Minutes 17 June, 2009
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UEC Agenda 190809
65
•
•
•
a desire to call for online nominations at the end of Session 1 (the
perception is that usual calls for nominations favour spring session
subjects) and later in Session 2;
Faculty name should be added to the nomination form;
Staff could be informed on the Intranet of OCTAL nomination times
to nominate peers. This is particularly important for the nomination
of general and sessional staff whose work supporting student
learning is more likely to be apparent to peers.
OTHER BUSINESS
C2
Other business
There was no other business. The meeting closed at 11:30 am and people
moved back into small groups to continue discussion of OCTAL and ESDF
2010 guideline amendments.
C3
Next meeting
Date of next meeting 10am, Wednesday, August 12, 2009 in Room
36:303.
EDITS Minutes 17 June, 2009
4
UEC Agenda 190809
66
Attachment : PEI Update for EDITS, June 17 2009
1. The Focus on Teaching Symposium – September 30 to October 2, 2009
•
•
•
•
Please distribute or display postcards within your faculty
We would value your suggestions of staff who may wish to present, run a workshop,
engage in debate…
The themes explored so far include:
o reflection
o emerging technologies
o clinical/professional skills
o fieldwork/experiential learning
o project management
o peer review/curriculum development
Please suggest other themes or identify colleagues with expertise you feel others should
know about for future collaborations in learning and teaching development
2. ALTC Citations
• 10 were submitted
• Process differed this year
• We should find out July 1
3. ALTC Grants
• Success rate is down and submission rate is up
• Need to identify and support other funding opportunities
4. Focus on Teaching Website Development
• Casual staff member now working on this full time
• Structural changes to CEDIR units are now stabilising and will allow a clean re-work of
materials across the Learning and Teaching, CEDIR and Focus on Teaching sites
• Volunteers to view the draft structure and pages requested…
5. Mentoring
• Our informal evaluation feedback from the external evaluator suggests portfolios are being
developed much more than we anticipated and informal mentoring is prevalent
• Our roles in EDITS are critical to the oversight, benchmarking and refinement of teaching
award processes and guidance for applicants
• At the moment there is still too much reliance on a few individuals
6. OCTALS and National Teaching Awards
• As we consider refine current applications for the ALTC Awards, it is timely to consider the
alignment with our next round of OCTALS and how we can encourage more:
o sessional staff, particularly in teams
o general staff
EDITS Minutes 17 June, 2009
5
UEC Agenda 190809
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UEC Agenda 190809
68
University Education Committee
EXCELLENCE, DIVERSITY AND INNOVATION IN TEACHING SUBCOMMITTEE WORKPLAN
YEAR: 2009
UOW Strategic Goal 1: Excellence and innovation in learning and teaching1
Objective 5: HIGH QUALITY TEACHING
Relevant Performance Monitoring Framework (PMF) Indicator/s and Target/s:
Indicator/s
Quality and impact of teaching programs
Key UOW
Strategies
Recognise
achievement
that results
from
innovation,
inspiration
and
commitment
in learning
and teaching
practice
1
Project
1.
Recognition
and rewards
for learning
and teaching
– OCTAL
AWARDS
Planned Actions
Continue to improve
OCTAL Awards scheme
Review alignment with UOW awards with
national awards
Coordinate the OCTAL
Awards scheme
Considering modifying
the nomination period
(eg at the end of each
teaching session/
Target/s
Sustained achievement in teaching program awards and grants (including
ALTC and Teaching & Learning Performance Fund or other central funding
opportunities)
Measures of effective teaching innovation and good practice developed by
2010
Committee
Performance Outcome
Call for OCTAL 2010
nominations
Provide support for
OCTAL 2010 nominees
to guide their preparation
of applications
Judging of 2010 OCTAL
awards and notification to
winners
Consider 2010 OCTAL
nominees for ALTC
Responsibility
Deadlines
Progress and evaluation of outcomes
DVC (A)
Nominations
open - TBA
Report on numbers
EDITS Chair
EDITS Executive
Officer
EDITS
Committee
Nomination
deadline - TBA
Report on information sessions and
consultations
Review of guidelines
Nominee
acceptance
forms due – TBA
Changes to documentation and processes.
Goal 1 of the UOW Strategic Plan 2008-10
University Education Committee
Excellence, Diversity and Innovation in Teaching Subcommittee Workplan –2009
Page 1
UEC Agenda 190809
69
Key UOW
Strategies
Project
Planned Actions
semester or possibly
continuous within a 12
month period) to ensure
access and equity,
particularly for casual
staff.
Consideration of this will
include numbers and
uptake and how we deal
with this
Recognise
achievement
that results
from
innovation,
inspiration
and
commitment
in learning
and teaching
practice
2.
Recognition
and rewards
for learning
and teaching
– ALTC
AWARDS
Review, improve,
articulate, and
communicate UOW’
s
ALTC Awards support
and development
processes
Support applicants
conceptualise and plan
their award applications,
focussing on discussions
around evidence of
teaching practice
Identify and support
potential competitive
applicants/teams as early
as possible and target
support via mentors
Continue centralised
coordination of applicant
support
Identify a range of ways
to engage mentors who
will provide feedback to
applicants and
encourage ongoing
engagement with the
award process
Publicise success of
recipients
Committee
Performance Outcome
Responsibility
awards
Review and update
OCTAL guidelines, forms
and nomination process
Communications on the
support process
(website, information to
potential nominees)
Provide support to
potential applicants to
guide their preparation
of applications
Candidates identified
throughout academic
year, recommendations
made to DVC (A&I),
and nominees
supported
Centralised support
under the leadership of
Teaching Innovation
Coordinator, who is
supported by the T&L
Grants and Awards
Officer
EDITS to identify
potential mentors and
mentor activities
Public recognition of
success
Deadlines
Progress and evaluation of outcomes
Application
deadline - TBA
Assessment
panel meeting TBA
DVC (A)
EDITS Chair
EDITS Executive
Officer
EDITS
Committee
University Education Committee
Excellence, Diversity and Innovation in Teaching Subcommittee Workplan –2009
Nominations for
Citations for
Outstanding
Contributions to
Student Learning
- due 1 May
2009.
Report on numbers
Report on information sessions and
consultations
Changes to documentation and processes.
Nominations for
Awards For
Programs That
Enhance
Learning – due
10 July 2009.
Nominations for
Awards For
Teaching
Excellence – due
10 July 2009.
Page 2
UEC Agenda 190809
70
Key UOW
Strategies
Promote
innovation in
teaching and
learning
which is
based on
sound
educational
research
Project
3.
Learning and
Teaching
Grants Educational
Strategies
Development
Fund (ESDF)
Planned Actions
Continue to refine and
make recommendations
to improve the ESDF
scheme, including
ongoing revision of
guidelines and form to
respond to issues as
they arise.
Ongoing revision of
guidelines and form to
respond to issues as
they arise.
Committee
Performance Outcome
Determine and publicise
2010 successful
applicants
Update 2010 ESDF
guidelines and forms on
website, in consultation
with Research Services
Office.
Call for ESDF
applications for 2010
Provide guidance to
ESDF applicants to
prepare 2010
applications
Notify 2010 successful
applicants
Responsibility
Deadlines
Progress and evaluation of outcomes
DVC(A)
ESDF 2009
Assessment
panel meeting TBA
Report on numbers
EDITS Chair
EDITS Executive
Officer
EDITS
Committee
University Education Committee
Excellence, Diversity and Innovation in Teaching Subcommittee Workplan –2009
ESDF 2009 Application
deadline – TBA
Report on information sessions and
consultations
Review of guidelines
Changes to documentation and processes.
ESDF 2009
Assessment
panel meeting –
TBA
ESDF 2009 Recipients:
Dr Yang-Wai Chow, Informatics: A multiuser virtual environment for collaborative
learning.
Dr Georgine Clarsen, Arts: Voice
annotated readings - enhancing learning
and teaching in Australian Studies 101.
Dr Michael Clements, Commerce: A
structured approach to assessing
reflection: an evidence-based
pedagogical model for work integrated
learning.
Dr Byron Keating, Informatics: Three-tier
model for integrating enterprise system
software within the IS curriculum.
Dr Glennys O'Brien, Science: Mapping
science subject and courses for multiple
purposes via an active interview process.
Dr George Takacs, Engineering: Adding
value to BScEd Physics Labs to help
build confident, knowledgeable teachers.
Ms Gayl Vidgen, Batemans Bay
Education Centre: Investigating flexible
professional development strategies for
sessional teaching staff at satellite
campuses.
Dr Stan Warren, Education: Raising the
standard! Establishing learning networks
to improve language experiences for
students across faculties.
Page 3
UEC Agenda 190809
71
Key UOW
Strategies
Project
Planned Actions
Committee
Performance Outcome
Responsibility
Deadlines
Progress and evaluation of outcomes
A/Prof Heather Yeatman, Health &
Behavioural Sciences: Re-development of
graduate teaching in public health
nutrition.
Recognise
achievement
that results
from
innovation,
inspiration
and
commitment
in learning
and teaching
practice
4.
Promote the
development
and
disseminatio
n of best
practice in
learning and
teaching
5.
Recognition
and rewards
for learning
and teaching
– ALTC
GRANTS
Learning and
Teaching
Good
Practice
Review, improve,
articulate, and
communicate UOW’
s
ALTC grant application
processes and grant
recipient support
processes
Continue centralised
coordination of
applicant support
provided by the CEDIR
T&L Grants and
Awards Officer, and the
RSO T&L Grants
Officer
Publicise success of
recipients
Communications on the
support process
(website, information to
potential nominees)
Provide support to
potential applicants to
guide their preparation
of applications
Centralised support
Public recognition of
success
DVC (A)
Collect and publicise
ideas about, and
documentation of, good
practice in teaching and
learning activities,
including on Focus on
Teaching website
Formalise process and
publicise key role of
EDITS in maintaining a
good practice database
Have a presence at the
Focus on Teaching
Symposium
Develop a plan to
engage faculties
Devise a process for
reviewing and
approving
documentation of good
practice teaching and
learning activities
EDITS members take
active role in Focus on
Teaching Symposium
through presentation,
chairing and other
activities
EDITS committee
EDITS Chair
EDITS Executive
Officer
EDITS
Committee
University Education Committee
Excellence, Diversity and Innovation in Teaching Subcommittee Workplan –2009
Leadership Grant
applications due:
19 March 09
Priority Project
applications due:
8 April 09
Report on numbers
Report on information sessions
Changes to documentation and processes.
Competitive
Grant
applications due:
Nov 09 (date to
be confirmed by
ALTC)
Various as
appropriate, eg.
Focus on
Teaching
Symposium,
Plan by end of
2009
EDITS committee engaged in review of Nexus
Project good practice examples with Nexus
Project Manager (Anne Melano)
Report on formalisation process
The plan to engage faculties in OCTAL and
ESDF promotion and support
Page 4
UEC Agenda 190809
72
Key UOW
Strategies
Project
Promote the
increased
use of
evaluation
and
reflection
based on
student
feedback,
evaluation
and peer
appraisal
6.
Recognise
achievement
that results
from
innovation,
inspiration and
commitment in
learning and
teaching
practice
&
Promote the
development
and
dissemination
of best practice
in learning and
teaching
7.
Planned Actions
Professional
evaluation
and feedback
National
Agenda
Committee
Performance Outcome
Responsibility
Deadlines
Develop a discussion
paper with
recommendations at
three levels: individual
academic; unit
including supervisor;
institutional including
Deans and Senior
Executive.
Collect best practice
examples for web site
and practice sharing
activities
Discussion paper
Chair and
executive officer
First regular
meeting 2010
3 examples form
different faculties
Chair and
Committee
members
Added to Focus
on Teaching site
as ready
Maintain watching brief
on developments and
maximise UOW access
to recognition and
funding opportunities
Maintain watching brief
on the
recommendations and
outcomes of the
Review of Australian
Higher Education (the
‘
Bradley Review’
)
Extending knowledge
of ALTC within
Committee to support
sustainability of
Promoting Excellence
Initiative using regular
reporting
Establishing pattern of
member reports on
ALTC related events
and activities
Contributions to
Promoting Excellence
Initiative (PEI) through
UOW’
s PEI project
‘
Focus on Teaching’
Establish a pattern of
member reports on
ALTC-related events
and activities
EDITS Chair
Timeframe: July
2008 - June 2010
Progress and evaluation of outcomes
EDITS Executive
Officer
PEI Manager
CONTINUOUS IMPROVEMENT ACTION:
University Education Committee
Excellence, Diversity and Innovation in Teaching Subcommittee Workplan –2009
Page 5
UEC Agenda 190809
73
Planned Actions for 2009
Planning - development, dissemination and
reporting against Workplan.
Committee Performance
Outcome
Basic plan involving key projects
drawn from terms of reference
Responsibility
Deadline
EDITS Chair
EDITS Executive
Officer
Apr 09
Develop an induction process for EDITS
members, integrated with existing UOW
committee member induction processes
Induction process developed and
all new member inducted
EDITS Chair
EDITS Executive
Officer
Dec 09
Continue to review methods to support the
transition of staff between OCTAL and ALTC
Awards
Formalised process for identifying
candidates and supporting
application development
Ongoing
Review and enhance methods to support grant
applicants and recipients.
Improved processes for supporting
grant applicants and recipients.
Teaching Innovation
Coordinator (ALTCfunded Promoting
Excellence Initiative
Project Manager)
EDITS Executive
Officer (T&L Grants
and Awards Officer)
CEDIR T&L Grants and
Awards Officer, and
RSO Research
Services Officer
LINKS TO UOW STRATEGIC PLAN
OCTAL
PEI
T&L
UEC
Goal 1
Excellence and innovation in learning and teaching
Objective 5
High Quality Teaching
Strategy 3
Recognise achievement that results from innovation, inspiration and
commitment in learning and teaching practice
Promote innovation in teaching and learning which is based on sound
educational research
Promote the development and dissemination of best practices in
learning and teaching
Strategy 4
Strategy 5
Progress and evaluation of outcomes
Identification of broader context (eg, career
planning, promotion/probation process) in
development of formalised process.
Dec 09
Outstanding Contribution to Teaching and Learning (Vice Chancellor’
s
Teaching Award)
Promoting Excellence Initiative
Teaching and Learning
University Education Committee
ABBREVIATIONS
ALTC
CAAUT
CEDIR
EDITS
ESDF
Australian Learning and Teaching Council
Carrick Awards for Australian University Teaching – NOW ALTC
Centre for Educational Development and Interactive Resources
Excellence, Diversity and Innovation in Teaching Subcommittee of
UEC
Educational Strategies Development Fund
University Education Committee
Excellence, Diversity and Innovation in Teaching Subcommittee Workplan –2009
Page 6
UEC Agenda 190809
74
TEACHING FACILITIES SUBCOMMITTEE
AGENDA ITEM B6
The draft minutes of the 3 June 2009 meeting of the Teaching Facilities Subcommittee are attached.
Draft Resolution
that the University Education Committee receive the Teaching Facilities Subcommittee draft minutes of
3 June 2009, as attached to the agenda paper.
ATTACHMENT
Minutes of the 3 June 2009 Teaching Facilities Subcommittee meeting
Drafted by:
Reviewed by:
Approved by:
Executive Officer, UEC
UEC Chairs’Coordinating
Committee
Chair, UEC
UEC Agenda 190809
75
UEC Agenda 190809
76
TEACHING FACILITIES SUBCOMMITTEE – 3 JUNE 2009
MINUTES
Minutes of the 2009/2 meeting of the Teaching Facilities Subcommittee of UEC held at 12:30 pm
on Wednesday, 3 June 2009 in the 20.109J.
PRESENT:
Professor Timothy McCarthy (Chair) – Faculty of Engineering
Ms Margaret Bond – Faculty of Law
A/Professor Richard Caladine - LIFT
Ms Robbie Collins – Shoalhaven Campus
Dr Karen Daly – Faculty of Arts
Mr Tony Johnson – Buildings and Grounds
Dr Julie Kiggins Faculty of Education
Ms Petria McGoldrick – Disability Services
Ms Anne Mitchell – UOW Education Centres
Dr Mark Nelson – Faculty of Informatics
Mr Ronald Perrin – Faculty of Commerce
Mr David Ryan – Central Timetabling, ARD
Mr Mark Scott – Space Utilisation, B&G
Ms Elizabeth White - Library
IN ATTENDANCE:
Ms Julie Sikora (Acting Executive Officer)
APOLOGIES:
Mr Brendan Cook – Student Representative
Dr Houston Dunleavy – Faculty of Creative Arts
Dr Geoff Kelly – Graduate School of Business
Dr Judy Mullan – Graduate School of Medicine
Mrs Viola Naulty – Wollongong College Australia
Ms Cathy Nicastri - ITS
A/Professor Stephen Ralph – Faculty of Science
Mr John Rickleman – Audiovisual Services, LIFT
PART A - PRELIMINARY BUSINESS
A1
Welcome and Apologies
The Chair welcomed Dr Julie Kiggins, the new Faculty of Education representative to the
meeting.
Apologies were received from Ms Cathy Nicastri, ITS, Associate Professor Stephen Ralph,
Faculty of Science and Mr John Rickleman, LIFT.
A2
Starring of Items
All items were starred for discussion.
A3
Business Arising from the Minutes
There was no business raised under this item.
TFS Minutes – 3 June 2009 (JS)
UEC Agenda 190809
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77
A4
Minutes of the Previous Meeting
RESOLVED (2009/2)
That the minutes of the previous meeting held on 11 March 2009 be confirmed and signed
as a true record.
PART B – COMMITTEE BUSINESS
B1
Chair’s Report
Hope Theatre Refurbishment
The Chair advised Faculty representatives that the Hope Theatre would be closing from
mid session break in Spring 2009 and would not be available until Autumn 2010. Classes
currently scheduled in the space would be relocated to the Union Hall, and where this
wasn’
t available, other arrangements were being made. Further information regarding the
refurbishment can be found under item C2.4.
TFS and LIFT Input into New Building Designs
The Chair briefed the Committee on the outcome of discussions with the Deputy Vice
Chancellor (Academic) and the subsequent UEC resolution:
RESOLVED 2009/42
that the University Education Committee requests the Chair of UEC to seek a mechanism whereby
new building planning involving teaching spaces incorporates input from the Teaching Facilities
Subcommittee via its Chair and the Director of CEDIR/TFS.
It was noted that Chair would be attending the first meeting on 3 June. At this stage the
consultation will not include rooms undergoing refurbishment, however individual committee
members agreed to report to TFS when they were consulted.
Ms McGoldrick suggested that a set of checklists/consultation map be prepared for
Teaching Spaces. Mr Johnson agreed that this would be a useful resource for Buildings
and Grounds.
Enrolment Figures 2010
The Chair advised that with the relaxing of government policy the University intended to
over enrol in 2010 by 7% compared with 3% in 2009.
B2
Action Plan
Updates to the action plan were noted.
B3
CTCP Lecture Theatre – Innovation Campus 233.G01
The report regarding lecture theatre 233.G01 was noted. Mr Johnson advised that process
for designing building at the iC was not via Buildings and Grounds as is the case for other
campus buildings.
PART C – GENERAL BUSINESS
C1
Reports/Issues from Faculties
Faculty of Law
Ms Bond identified the following issues with facilities at the iC:
TFS Minutes – 3 June 2009 (JS)
UEC Agenda 190809
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78
−
−
−
The Counsel tables in the Moot Court are fixed to the floor and are too far away from
the judge’
s table which limits the room’
s capacity. It was noted that the room layout
was design by CTCP staff and that the tables were bolted to the floor to accommodate
audiovisual connections.
It was agreed that Ms Bond would consult with Faculty staff using the space to
determine if changes were required to make the room more functional. Any proposed
changes would then be forwarded to the Head of LIFT to review the feasibility of the
changes and implement them if practical.
There have been reports that the legs on some of the seminar tables are breaking. It
was noted that this could be a warranty issue.
It was agreed that Ms Bond (or another Law Faculty representative) report the issues to
Mr Gary Hudson, Project Manger, Construction via Mr Johnson for action.
It was suggested that the installation and maintenance of clocks on the back walls of
teaching spaces would greatly assist teaching staff and may also resolve issues with
classes running over time. Issues such as cost, installation, battery replacement and
the need to change all the clocks to accommodate day light savings time were
acknowledged. A/Professor Caladine offered to discuss the possible implementation of
‘
Network Time’with ITS to determine if this was an option.
ACTION 09/10: The Chair to contact ITS to discuss the feasibility of using Network Time in
CTA’
s as an alternative to clocks.
Faculty of Arts
Dr Daly reported issues with the sound quality in certain teaching spaces in Building 19
which was a particular issue for foreign language classes. A/Professor Caladine noted that
previous reports of audio issues in CTAs had been promptly resolved and welcomed
reports of issues in existing spaces.
C2
Reports from Service Groups
2.1
LIFT (Learning Innovation, Facilities and Technologies)
The attached LIFT report was noted. A/Prof Caladine indicated that late 2009 would
be a particularly busy period for his installation team.
2.2
Information Technology Services
There was no report under this item.
2.3
ARD/Central Timetabling Unit
Mr Ryan tabled the Timetabling Report for TFS 3rd June 2009. It was noted that
from 2010 room allocations would use the full extremities of the teaching week – ie
from 8:30 – 20:30.
2.4
Buildings and Grounds
Hope Theatre refurbishment – Wollongong campus
Mr Johnson tabled the proposed upper floor plan for the Hope Theatre. It was
noted that the refurbishment would include the following:
− New seats (increasing capacity to 535)
− New carpet and modifications to the ceiling
− New sound system
− Extra data projection
− Removal of the orchestra pit
− Lowering of the stage to ground floor level
− Wheelchair access on both the ground floor and the cross over
− Removal of the screen and projection onto the wall
− Replacement of the air conditioning plant
TFS Minutes – 3 June 2009 (JS)
UEC Agenda 190809
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79
Marine Lab proposal – Shoalhaven campus
Mr Johnson indicated that plans were being developed to refurbish the space to
replicate the Ray Cleary lecture room 300.UG03 which is now seen as a leading
edge videoconference space. The Marine lab is 25% smaller than 300.UG03 and
the refurbished room would be listed as a CTA with priority access given to GSM. It
was noted that the space is currently used by the Shoalhaven Marine and
Freshwater Centre. If the proposal is approved, work would commence towards the
end of 2009.
2.5
C3
Library
The Library report was noted. The Library was congratulated on the increase in
usage. TFS particularly recognised the impact of the building design which included
a substantial amount of glass as a device to encourage visitors and make the
Library a campus learning hub.
Room Utilisation Reporting
Mr Ryan acknowledged the improvement in reporting times for room audits from 15
months, to within a week which enables more timely follow up with users. This had resulted
in a 10-15% room return rate once vacant rooms were identified.
In response to questions regarding timetabling’
s ability to change or reallocate rooms it was
noted that a quick response was possible.
C4
Working Party Report
The Coping with Growth Working Party minutes were noted with particular reference to the
actions outlined in the document. A/Professor Caladine indicated that after allocating
actions to Working Party members the group would meet again in Spring session to report
on action outcomes.
The Working Party Chair requested that a Faculty academic nominate to be part of the
working party.
PART D – OTHER BUSINESS
D1
Other Business
There was no other business recorded under this item.
D2
Next Meeting
The next meeting is scheduled to be held at12:30 pm on Wednesday, 9 September 2009 in
36.304.
The meeting closed at 2:00 pm.
Signed as a true record:
Chairperson
/06/2009
TFS Minutes – 3 June 2009 (JS)
UEC Agenda 190809
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80
TEACHING FACILITIES SUBCOMMITTEE ACTION ITEMS – 2009
No
Date
Issue for action
Responsibility
10/09
03/06/09
Contact ITS to discuss the feasibility of using Network Time in CTA’
s as an alternative to
clocks
Chair
09/08
11/03/09
Send out the Network Upgrade Overview Power Point Presentation, presented at the meeting
by Trevor Gollan from ITS when Trevor has forwarded this onto her.
09/07
11/03/09
09/03
08/19
Status update
Code
New
Q
Tina Booth
Pending
P
Look into the Building 40 building works going on at present and advise Ron Perrin of the
timeframes involved.
Tony Johnson
Pending
P
11/03/09
Organise a meeting to discuss the Faculty of Informatics room booking system issues further.
Mark Nelson
Pending
P
26/11/08
Report back to the 1st 2009 TFS meeting on the numbering system put in place by Tom Hunt.
Tony Johnson
Pending
P
08/18
26/11/08
Advise Richard Caladine or TFS Exec Officer of any additional items they would like added to
the TFS Project Planning Priorities list for 2009
All members
Pending
P
08/13
20/08/08
Write a case for Video Cameras in Common Teaching Areas, canvas opinions from across
campus including the NTEU.
Ric Caladine
Pending
P
08/05
30/04/08
Email any comments you or your colleagues may have relating to the housing of Mid Session
Exams to Timothy McCarthy for him to take back to the Deputy Vice Chancellor (Academic)
All TFS
Members
Pending
P
09/02
11/03/09
Advise the TFS Executive Officer of any action item updates relating directly to them.
All Members
Ongoing
O
08/07
30/07/08
Upon approval from Prof Rob Castle all TFS Representatives are to advise their faculty of the
agreed sign template for consistency across campus, for all common teaching spaces.
All TFS
Members
Ongoing
O
08/06
30/07/08
Write a proposal for the new signs for all common teaching spaces in conjunction with Tom
Hunt and submit to Rob Castle for approval and funding.
Ric Caladine
Ongoing
O
09/09
11/03/09
Contact Houston Dunleavy regarding the AV equipment requirements of 25.107.
Ric Caladine
Complete
C
09/06
11/03/09
Organise a meeting to discuss the AV budget for the refurbishment of the Hope Theatre
Tony Johnson
Complete
C
09/05
11/03/09
Convene the first meeting of the working party to discuss how UOW will cope in 2010 and what
it is going to look like.
Ric Caladine
Complete
C
09/04
11/03/09
Request AV Staff to check the noise coming from the sound system in room 19.1056.
Ric Caladine
Complete
C
11/03/09
Write a report on the new CTCP Lecture Theatre for presenting at the next TFS meeting to put
on record the issue of AV being involved in the planning of a new room/building in relation to
AV requirements. At present AV is only asked to get involved in the final stages of the building
process which is too late.
Ric Caladine
Complete
C
oz
E
09/01
TFS Minutes – 3 June 2009 (JS)
5
UEC Agenda 190809
81
No
Date
Issue for action
Responsibility
08/28
26/11/08
Advise TFS Exec Officer if they have a conflict with any dates allocated for 2009 meetings.
All
Complete
C
08/27
26/11/08
Send out to all TFS members the final design document for the Hope Theatre.
Ric Caladine
Complete
C
08/26
26/11/08
Send Ric Caladine a copy of the final design of the Hope Theatre document when approved.
Tony Johnson
Complete
C
08/25
26/11/08
Report back to TFS at the first meeting in 2009 on his November meeting with the VC
regarding the Hope Theatre back stage refurbishment.
Tony
Complete
C
08/24
26/11/08
Source possible corporate funding for computers in category 3 common teaching areas.
Ric Caladine
Complete
C
08/23
26/11/08
Take forward to the DVC(A) a recommendation by TFS to make all Category 3 rooms
computer compliant with a view to a first stage with initial funding of all lecture compliant rooms
– approximately 20 computers required.
Ric Caladine
Complete
C
08/22
26/11/08
Provide by first TFS meeting in 2009 a list of suitable block booking rooms to be taken by Chair
of TFS to DVCA for approval.
OUTCOME: David Ryan advised that there are none
David Ryan
Complete
C
08/21
26/11/08
Richard Caladine and Mark Scott to evaluate new latching mechanism of 20.5.
OUTCOME: New lock has successfully reduced the noise when the door is being opened and
closed. Mark Scott is awaiting Information on the costings which will be passed onto Richard
Caladine. A decision will then be made as to whether the other Lecture Theatres in Building 20
will be fitted with the new latching mechanism.
Ric Caladine
Mark Scott
Complete
C
08/20
26/11/08
Advise Richard Caladine when new latching mechanism installed into 20.5
Mark Scott
Complete
C
08/11
30/07/08
Look into installing additional whiteboards into Common Teaching Spaces to solve the problem
of whiteboard and projector screen issues.
Ric Caladine
Complete
C
08/08
30/07/08
Obtain a quote on relatching the door to 20.5 at this stage as a pilot and put a proposal
together and submit to Prof Rob Castle for approval to go ahead.
Tom Hunt
Complete
C
08/16
20/08/08
Bring a usage report to the next TFS meeting in November 2008 to show their Faculty use of
67.303
Ron Perrin,
Jodie Douglas,
Viola Nautly
Superseded
B
08/15
20/08/08
Pilot the Mobile Phone Response System in a Faculty
Issues such as equity, logistics and student behaviour impact progress
Ric Caladine
Superseded
B
08/14
20/08/08
Seek further advice into Mobile Phone Response Systems.
Ric Caladine
Superseded
B
30/04/08
Contact Damien Considine to contact Richard Caladine to discuss the issue of Radio
Microphones and Pointers.
Chair
Superseded
B
08/02
TFS Minutes – 3 June 2009 (JS)
Status update
Code
6
UEC Agenda 190809
82
INTERNATIONALISATION IN LEARNING AND TEACHING
SUBCOMMITTEE
AGENDA ITEM B7
The draft minutes of the 12 May 2009 meeting of the Internationalisation in Learning and Teaching
Subcommittee are attached.
The Internationalisation in Learning and Teaching Subcommittee Workplan 2009 is attached.
Draft Resolution
that the University Education Committee receive the Internationalisation in Learning and Teaching
Subcommittee draft minutes of 12 May 2009, as attached to the agenda paper.
Draft Resolution
that the University Education Committee receive the Internationalisation in Learning and Teaching
Subcommittee Workplan 2009, as attached to the agenda paper.
ATTACHMENTS
Draft minutes of the 12 May 2009 Internationalisation in Learning and Teaching Subcommittee meeting
Internationalisation in Learning and Teaching Subcommittee Workplan 2009
Drafted by:
Reviewed by:
Approved by:
Executive Officer, UEC
UEC Chairs’Coordinating
Committee
Chair, UEC
UEC Agenda 190809
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UEC Agenda 190809
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Internationalisation in Learning and Teaching Subcommittee – 12 May 2009
MINUTES
Minutes of the 2/2009 meeting of the Internationalisation in Learning and Teaching
Subcommittee held at 11.00am on Tuesday, 12 May 2009 in the in the Faculty of Commerce
meeting room, 40A.G81.
PRESENT:
A/Prof Gary Noble (Chair)
Dr Jo Abrantes
Dr Maureen Bell
Prof Rob Castle
Dr David Christie
Dr Ken Cruickshank
Dr Greg Hampton
Dr Golshah Naghdy
Mr Dominic Riordan
Ms Trish Tindall
Ms Natalie Wall
Dr Brian Yecies
IN ATTENDANCE:
Ms Julia Payne, Executive Officer
APOLOGIES:
A/Prof Paul Carr
Dr Karen Daly
Ms Lotte Latukefu
A/Prof David Vance
Prior to the commencement of official business the Chair welcomed Ms Julia Payne as the new
Executive Officer to the Committee.
PART A - OFFICIAL BUSINESS
*A1
Apologies and Leave of Absence
Apologies were received from A/Prof Paul Carr, Dr Karen Daly, Ms Lotte Latukefu and
A/Prof David Vance.
*A2
Business Arising from the Minutes
The Chair reported that four of the five working parties have met to date. These activities
will be reported under item B1.
*A3
Confirmation of Minutes
RESOLVED 2009/2
that the minutes of the previous Internationalisation in Learning and Teaching
Subcommittee meeting held on 12 March 2009 be confirmed and signed as a true
record.
Cttee_2009_ILTS_minutes_120509
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Internationalisation in Learning and Teaching Subcommittee Minutes – 12 May 2009
*A4
Chair’s Report
The Chair reported that he and the Committee Executive Officer will meet with the
Professor Rob Castle, Deputy Vice-Chancellor (Academic), next week to discuss
matters relating to the Committee, including progress of Working Groups.
PART B – GENERAL BUSINESS
*B1
Working Party updates
A representative from each Working Group that has met to date provided an update on
their Groups’progress.
B1.1
Project: Develop an alternative to the existing international studies minor.
A/Prof Gary Noble reported that this Working Party has met on one occasion. The group
is in agreement that the introduction of a non-award certificate at UOW which
encourages and acknowledges international experience would be a possible
replacement for the existing international studies minor. The group plans to explore
developing a ‘
point’
s based’ model accessible to both domestic and international
students at UOW.
It was noted that the group is mindful of the need to try and minimise administrative
implications of such an award and is also exploring existing University activities which
may be able to contribute to the points based model. The Chair will discuss the potential
administrative issues of this model with the DVC(A).
The Committee gave positive feedback regarding the proposed award and gave some
suggestions to be considered by the Working Party including:
• Dr Greg Hampton suggested it may be useful to make greater use of
UOW’
s Dubai Campus with regards to programs such as Student
Exchange and Study Abroad. Ms Trish Tindall noted that UOW Duabi is
currently looking to develop some short courses for international markets
and agreed there is the potential to link this with UOW students in the
future.
• Dr Golshah Naghdy noted the need to incorporate an ongoing reflective
process for students undertaking such Award in order to bring together
their various international experiences. The Committee agreed that an
associated fee may help to pay for the cost associated with assessing
such journals.
• Dr Greg Hampton also noted that ePortfolio’
s may be a useful means of
tracking student experiences as they work towards achieving this award.
B1.2
Project: Increase student participation in the study of foreign languages
Ms Natalie Wall reported that this Working Group has met on one occasion and is
currently exploring patterns of enrolment in language studies. It is also looking at
feedback gained through the 2008 survey of language students which examined various
issues including; barriers to students studying a language and the reasons why students
study languages.
Ms Wall noted that Professor Kerry Dunne, Director of the new Language Centre in the
Faculty of Arts is exploring to possibility of introducing some short courses in languages,
which is likely to increase student ability to undertake a language study.
Cttee_2009_ILTS_minutes_120509
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Internationalisation in Learning and Teaching Subcommittee Minutes – 12 May 2009
Dr Greg Hampton noted that the Language and International Student Support
Committee (LISSC) (now ISEC) undertook a study into impediments to study five years
ago and found the biggest impediment was limiting course structures. Ms Trish Tindall
also noted that a lack of a second language limited options for students undertaking
Exchange or Study Abroad as these students require a course be taught in English.
B1.3
Project: Facilitate internationalisation of the curriculum in the classroom
Dr Golshah Naghdy reported that this Working Party has met twice to date. Whilst the
group has a big agenda (it is has been tasked with defining internationalisation of the
curriculum, facilitating internationalisation of the curriculum in faculties and, establishing
a dedicated grants scheme in this area), it is currently focusing on defining
internationalisation in a UOW context.
The group is currently considering existing definitions of internationalisation adopted at
other Australian universities in order to assist the Group in considering a suitable
definition or framework which UOW may adopt. There is the option to adopt an existing
definition or, for UOW to create its own. The Committee were in agreement that adopting
and establishing a framework for internationalisation, rather than a formal definition,
would be more beneficial.
Dr Maureen Bell noted the importance of adopting a framework which UOW can
achieve. Professor Castle noted the importance of developing a framework which can be
benchmarked. There was discussion within the Committee on whether any framework
could be linked with the University’
s Graduate Qualities to assist benchmarking.
B1.4
Project: Increase international student involvement in student support
services
Dr Greg Hampton reported that this Working Party has met on one occasion. This group
is examining the potential for the Peer Assisted Study Session (PASS) program to
involve introducing joint domestic and international team leaders.
The use of international students as joint team leaders may increase international
student participation in the program. It would also be a good development opportunity for
international students. Leadership training is provided to suitable team leaders.
Dr Hampton is currently examining demographical information about PASS students
which were provided by Sally Rogan, PASS Program Manager, Student Services. The
group will also explore issues affecting the participation rate of international students in
PASS across the university and limitations to implementing the proposed buddy system.
Action:
*B2
Ms Sally Rogan to be invited to the next Internationalisation in Learning
and Teaching Subcommittee meeting to give an overview of students
involved in the PASS program.
English language support for university students
Dr Greg Hampton spoke to this item, highlighting the current English language support
practices provided to students at UOW and issues affecting the overall English literacy of
UOW students.
He noted that as attendance in English language subjects is elective they are often not
undertaken by students who need them most. The Committee agreed that all students
Cttee_2009_ILTS_minutes_120509
UEC Agenda 190809
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Internationalisation in Learning and Teaching Subcommittee Minutes – 12 May 2009
could benefit from improved English literacies, not just target groups such as
international students and those with a Non English Speaking background.
It was agreed that it is problematic to include a whole new subject into many degree
programs and that it would be more feasible to embed English language literacies in
subjects across entire degree programs. Faculty support is required to achieve this.
Professor Castle noted that lack of continuity of teachers for particular subjects often
affects current efforts in this area.
Dr Karen Daly had noted that the cover page for this agenda item (page nine, paragraph
three, sentence one) incorrectly states that the Faculty of Arts provides an English
Language Studies (ELS) major within the Arts Degree. There is no such major in the
Faculty of Arts. Rather, there are two majors involving English in the Faculty of Arts:
‘
English Literatures’and ‘
English Language and Linguistics’(ELL). The Committee
agreed that this be amended as appropriate.
RESOLVED 2009/3: that the first sentence on page nine, paragraph three of the ILTS
agenda paper be amended to read ‘
The Faculty of Arts provides two majors involving
English in the Arts degree: English Literatures and, English Language and Linguistics.’
RESOLVED 2009/4: that the Internationalisation in Learning and Teaching
Subcommittee note the University of Wollongong’
s submission to the Department of
Education, Employment and Workplace Relations review report ‘
Good Practice
Principles for English Language Proficiency for International Students in Australian
Universities’as outlined in the agenda paper, and incorporating the agreed amendment.
Action:
Professor Castle to forward a recent report on this issue to the Executive
Officer to circulate to the Committee.
PART C – WORKPLAN and OTHER BUSINESS
*C2
Other Business
Ms Lotte Latukefu is unable to attend ILTS at the current meeting time due to teaching
commitments. She requested that the Committee consider changing the meeting time to
Tuesday afternoons on occasions when she is available to attend. As the next meeting
is scheduled during Mid-Year Recess the Committee agreed to keep current meeting
time for now.
C3
Other Business
The next meeting is scheduled to be held on Tuesday 7 July 2009 at 11.00am in room
36.304.
The meeting closed at 12.05pm.
Signed as a true record:
-----------------------------Chairperson
/ /
Cttee_2009_ILTS_minutes_120509
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88
University Education Committee
ILT SUBCOMMITTEE
WORKPLAN
YEAR: 2009
UOW Strategic Goal 1: Excellence and innovation in learning and teaching1
OBJECTIVE 4: An international focus in learning and teaching
Relevant Performance Monitoring Framework (PMF) Indicator/s and Target/s:
Indicator/s
Target/s
3. Student engagement with an international
experience
1
a.
Benchmark baselines for uptake of and satisfaction with “outbound”international program experience,
established by November 2008
Key UOW
Strategies
Project
Planned Actions
Committee
Performance
Outcome
Responsibility
Integrate
international
perspectives and
content into the
curriculum.
Develop an
alternative to the
existing ‘
international
studies minor’
.
Examine potential for a
non-award certificate such
as a ‘
Global Experience
Award’that incorporates
recognition of study
abroad, study tours and
other global experiences.
Non Award
Certificate
Gary Noble
Trish Tindall
Paul Carr
Greg Hampton
Increase student
participation in the
study of foreign
languages.
Examine existing barriers
to language studies.
Facilitate
internationalisation of
the curriculum in the
classroom.
Define
“internationalisation’of the
curriculum
Deadline
Progress and evaluation
of outcomes
Karen Daly
Natalie Wall
Definition/framework
of
internationalisation
Golshah Nagdhy
Lotte Latukefu,
Greg Hampton,
Brian Yecies
Natalie Wall
Goal 1 of the UOW Strategic Plan 2008-10
UEC Agenda 190809
89
Key UOW
Strategies
Project
Planned Actions
Committee
Performance
Outcome
Responsibility
Deadline
Maureen Bell
Gary Noble
Dominic Riordan
Jo Abrantes
Ken Cruickshank
Guidelines
to be
developed
by end of
2009.
Progress and evaluation
of outcomes
Facilitate
internationalisation of the
curriculum in the Faculties
Promote
opportunities within
degree courses and
through online
delivery, for the
acquisition of foreign
language skills and
cultural awareness
Develop academic
collaboration
between domestic
and international
students.
Improve teaching and
learning practices
involving international
and domestic
students.
Establish dedicated
teaching and research
grant scheme in area of
internationalisation of the
curriculum
Teaching and
research
internationalisation
grants scheme.
Develop staff guidelines
and awareness of cultural
issues surrounding group
work tasks.
Good practice
guidelines and
communication
plan.
Communication
plan implemented
Increase international
student involvement
in student support
services
Examine potential for
PASS program to involve
joint domestic and
international ‘
team
leaders’
Greg Hampton
David Vance
and/or
CONTINUOUS IMPROVEMENT ACTION
Planned Actions
Committee
Performance Outcome
Responsibility
Deadline
Progress and evaluation of outcomes
Induct new members
Members inducted
As required
Induction meeting held with new Committee member Dr
Brian Yecies 1 April 2009.
Self evaluation
Evaluation Conducted
Executive
Officer/Chair
ILTS/Dominic
Riordan
UEC Agenda 190809
90
LIBRARY CONSULTATIVE COMMITTEE
AGENDA ITEM B8
The draft minutes of the 22 May 2009 meeting of the Library Consultative Committee are attached.
Draft Resolution
that the University Education Committee receive the Library Consultative Committee draft minutes of 22 May
2009, as attached to the agenda paper.
ATTACHMENT
Draft minutes of the 22 May 2009 Library Consultative Committee meeting
Drafted by:
Reviewed by:
Approved by:
Executive Officer, UEC
UEC Chairs’Coordinating
Committee
Chair, UEC
UEC Agenda 190809
91
UEC Agenda 190809
92
University of Wollongong
Library Consultative Committee
22 May 2009
Minutes of Meeting
Library Consultative Committee, 22 May 2009
PRESENT:
Ms Felicity McGregor, Chair
Ms Margie Jantti, Secretary
Prof Rob Castle
Ms Sue Baker-Finch
Ms Margaret Bond
A/Prof Ian Brown
Dr Stephen Brown
A/Pr Paul Carr
Ms Yvonne Kerr
Mr Henry Lee
Mr Darryl McAndrew
Mr Ray Stace
Prof Stephen Tanner
Dr Vinod Jayan Sylaja
Dr Margaret Wallace
A/Prof Graham Williams
A/Prof Michael Zanko
IN ATTENDANCE:
From Library:
Ms Kristen Blinco
Mr Brian Cox
Ms Helen Mandl
Ms Lisa McIntosh
Ms Bernadette Stephens
UNABLE TO ATTEND:
Dr Tony da Silva
Ms Lynette Harris
Mr Paul Stuckey
1. Welcome and apologies
The Chair welcomed members to the reconstituted Committee which aims to refresh approaches
to communication with faculties and consultation about Library services, resources and strategies.
LCC Minutes will now be forwarded to the University Education Committee.
2. Chair’s report
The Chair made additional comments on the report attached to the agenda. The refurbished
building is a success story. It is very heavily used and it is interesting to see the different ways in
which the spaces are now used. There is much more use of laptops, either students’own or the
ones made available by the Library and heavy use of the wireless network. Formal and informal
group spaces are very popular as are the casual seating areas. There is a high level of noise in
some group areas and this will continue to be monitored.
In the transnational arena, feedback from students on sessions presented late last year at the
Singapore Institute of Management was very positive and generated interest in studying at
Wollongong. A survey of students who completed information skills classes found that 83.3% had
never used a SIM or UOW database to obtain information resources for their assessment tasks.
Clearly much more needs to be done in terms of information skills tuition both in Singapore and
UEC Agenda 190809
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93
University of Wollongong
Library Consultative Committee
22 May 2009
other locations. This will partly depend on whether the relevant faculties are able to fund the
additional workload.
3. Facts and figures
In commenting on the agenda paper which provided a statistical summary of Library operations,
the Chair noted that the library is very busy. During the first quarter of 2009, visits increased by
20.5% compared with the same period last year. In 2008 visits increased by 88% over 2007
(construction year). The additional workload has been managed with the same number of staff. A
more comprehensive training program may be the reason that there have been no complaints
about staff during this period.
4. ILIP Review
Education Faculty Librarian, Bernadette Stephens presented a brief update on the review of the
Independent Learners Introductory Program (ILIP). The review included a revision of the content of
the learning modules and the assignment which is a compulsory zero credit assessment task.
Bernadette outlined changes to date which include:
a. Communication of learning outcomes within the modules
b. Greater use of learning objects to demonstrate principles of information skills
c. Creation of a skills checklist prior to launching the assignment page so that the
student can return to the relevant learning activity if confidence level is low
d. Improved assignment and introductory pages
She also presented the results of a survey conducted during the 2009 enrolment periods aimed at
improving understanding of respondents’perceived skill levels and then testing their ability to apply
information skills in an academic setting. While confidence in ability was rated highly, application of
information skills revealed that incoming students had limited information retrieval skills.
Committee members asked how mature age, postgraduate and international students were being
considered as part of the review. In response, it was noted that student focus groups are planned
to elicit information to inform profiles of student cohorts. Members commented on the need for a
scaffolded approach to information skills development throughout a student’
s degree.
Action: Committee members are encouraged to contact their Faculty Librarian to investigate
strategies for ongoing integration of information literacy skills.
5. Searching success
LibGuides were demonstrated by Kristen Blinco, Faculty Librarian, Wollongong College Australia.
The Guides were developed using Web 2.0 technology to enhance the usability of the Library’
s
Resources for Assignments pages. Students and staff can use the Guides as an attractive, easyto-use resource for locating the appropriate materials for assignments, or for teaching purposes.
LibGuides enable the integration of learning objects such as videos to convey information in
students’preferred format. They are extremely flexible in the management of content. Kristen
demonstrated a site specific application and a topic specific guide.
It was suggested that LibGuides could be linked from the elearning space.
Action: Faculty Librarians to work with academic staff to discuss linking to elearning and
development of customised guides.
Search Guru was demonstrated by Helen Mandl, Associate Librarian, Client Services. Search
Guru provides a Google style interface to the catalogue - a single search entry box. The search
results are then displayed surrounded by options to refine the results by year, location, format, or
UEC Agenda 190809
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94
University of Wollongong
Library Consultative Committee
22 May 2009
by selecting a more relevant term from a tag cloud. This highly visual style appeals to a generation
accustomed to scanning a page and will assist in making the Library's collections more accessible
and discoverable. Try it at: http://iii.library.uow.edu.au/
Helen also demonstrated the prototype for a federated search interface that will allow clients to
search multiple databases concurrently and which will be available in Spring Session 2009. It
will probably be badged as Article Finder. Students confused about which database to search
should be able to more easily locate scholarly and relevant journal articles. Academics and
researchers may use the search to find the most relevant databases for that term or subject. Some
may want to identify useful databases and search in the original interface, utilising more complex
features not available in the federated search engine.
Recognising the Google mindset that is prevalent in students, these advances should assist clients
to easily discover and interact with journals and scholarly literature and improve the assignments
received by academic staff.
6.
Collection initiatives
Lisa McIntosh, Associate Librarian, Resources presented information on a recent 4 week trial of
patron driven acquisition of ebooks. The intention of the trial was to determine library clients’usage
of electronic monographs if large scale, unmediated, access to content in this format were made
available. The platform, EBL, was selected because of its user friendly interface, breadth of titles,
and existing partnerships with UOW major vendors. The ebooks were not promoted and were
made available via the catalogue only. A total of 996 ebooks were loaned during the trial, which
then resulted in 79 ebook purchases of high use material. Patron driven acquisition has been
shown to be an effective method of collection development. It satisfies a “point of need”resource
demand that compares favourably to the standard 4-6 week turnaround for print monographs.
From a collection development perspective the only content being acquired is that which is actually
used by clients.
Committee members raised issues such as copyright management, difficulties encountered in
using ebooks and preference for print in some subjects.
Information in response included: EBL has in place a good practice model for the management of
Copyright; it supports concurrent users; it is able to overcome many of the barriers that were
present in earlier ebook models.
Action: Committee members are asked to discuss the purchase of ebooks within their faculties
and forward feedback to Lisa McIntosh (lisa_mcintosh@uow.edu.au). This information will be used
to inform selection policy.
Electronic selection slips. Lisa informed the Committee that print ‘
blurbs’will be phased out by
most suppliers and replaced with eslips. Faculty selection profiles will ensure that eslips present
relevant items for selection. As well as reducing waste, eslips will improve turnaround time for
orders in a publishing environment that is producing shorter print runs.
Action: The Library will be contacting faculties over the next 6 months to determine the best
process for dissemination of new title information.
7. Digitisation
The agenda paper was briefly discussed. Committee members are encouraged to consult with
their faculty and forward feedback on additional collections that could be digitised to improve
access to archival resources. Projects completed to date include: Annual Reports (from 1975) and
Handbooks (from 1965). To view the content see:
http://www.library.uow.edu.au/about/UOW041826.html and click on Digital Archives. Other
UEC Agenda 190809
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95
University of Wollongong
Library Consultative Committee
22 May 2009
collections that are being targeted include: UOW statistics, Campus News, Graduate Gazette,
research reports, Teachers’College handbooks and print theses.
8.
Impact of the Global Economic Crisis
The University Librarian presented CAUL’
s (Council of Australian University Librarians) Statement
on the Global Financial Crisis. Subscriptions for 2009 were finalised by the time of the ‘
crash’
hence renewals have not been severely affected although the Information Resources Fund is
currently overspent. The exchange rate will be critical when subscriptions are due for renewal in
September/October. A number of CAUL institutions are identifying major cancellation programs for
2009. The outlook remains uncertain for 2010. Requests for new/additional subscriptions at
Wollongong are unlikely to be possible and usage of existing resources will be carefully monitored.
The Committee asked if journal usage reports can be distributed to faculties and this will be
investigated.
9.
Other business
The University Librarian noted that the Library can provide faculties and units with relevant
promotional and marketing materials to support the dissemination of academic support information
to students, both current and future. It was suggested that orientation, induction and promotional
activities should be weighted in favour of academic support and not be dominated by social and
administrative activities.
PowerPoint presentations can be viewed at:
http://www.library.uow.edu.au/about/UOW026289.html
Margie Jantti
Secretary
25.05.09
UEC Agenda 190809
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96
AGENDA ITEMS C1, C2, C3 & C4
PART C
GENERAL BUSINESS
ATTACHED ARE THE ITEMS
LISTED ON THE AGENDA SHEET
Catriona Taylor
Executive Officer, UEC
UEC Agenda 190809
97
UEC Agenda 190809
98
PC/PR AND SUPPLEMENTARY ASSESSMENTS PROPOSAL
AGENDA ITEM C1
At its meeting on 20 May 2009, UEC agreed to seek further feedback from Faculties on the
proposal to discontinue the grades of PC (Pass Conceded) and PR (Pass Restricted) and to
introduce provisions to allow the offer of discretionary supplementary assessments to eligible
students who have achieved a mark of 45% to 49% or a TF (Technical Fail) in 100, 200, 300 or
400 level subjects.
A consultation package was circulated to Deans and Faculty Education Committee Chairs on 5
June. Three submissions were received by the closing date of 31 July. Of these submissions:
• One was in favour of the proposal (Faculty of Law)
• One was against the proposal (Faculty of Commerce)
• One was in favour of discontinuing PC and PR grades, but was not in favour of the
proposal to introduce supplementary assessments (Faculty of Engineering)
The submissions are attached to this paper for the Committee’
s consideration.
Draft Resolution
that the University Education Committee recommends to Academic Senate the proposal to abolish the
grades of PC and PR, with Faculties to decide on the issue of supplementary assessments on a Faculty-byFaculty basis, noting that the Deputy Vice-Chancellor (Academic) will continue to work with Faculties on
these arrangements.
ATTACHMENT
Faculty Responses to PC/PR and Supplementary Assessments Proposal
Drafted by:
Reviewed by:
Approved by:
Executive Officer, UEC
UEC Chair’
s Coordinating
Committee
Chair, UEC
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FACULTY OF LAW
Response to EPRS Review of PC/PR grades
Date: 31 July 2009
Dear Professor Castle,
The Faculty of Law has considered the EPRS recommendations and our response is as follows:
1. PC and PR grades be discontinued
The Faculty is in favour of the discontinuation of PC/PR grades.
2. Where a student achieves a final marks in the range 45% to 49% there is a discretion for the
Faculty Assessment Committee (on advice, if relevant, from the Unit Assessment Committee) to
offer supplementary assessments to give eligible students the opportunity to pass a subject.
The Faculty has considered a range of issues, including those of
• determining who will have supplementary assessment
• what form the supplementary assessment will be. This would typically be an exam, but, in some
cases, the task that students have failed may not be the exam, but an assignment or other task (on
the merits, or due to issues such as plagiarism. This may be relevant in determining whether such a
student should have supplementary assessment and, if so, what form that supplementary
assessment should take.
• workload implications of setting supplementary assessments and marking supplementary
assessments
These issues may need to be weighed against the issues we currently face, which include dealing with
requests, particularly from LAW students, wanting review of their exam and/or other tasks after release of
final results; and requests for ‘
bumping-up’their marks and/or supplementary assessment because they are
in the 45-49% range.
Overall, the Faculty is in favour of the recommendation to allow the Faculty Assessment Committee to offer
supplementary assessments in appropriate circumstances.
3. Such an opportunity [for supplementary assessment] may also be extended on a discretionary
basis to eligible students who receive a Technical Fail (TF).
The Faculty has no objection to this part of the proposal. The Faculty Assessment Committee would
typically seek information from the subject coordinator and make a decision based on the reason for the TF
and any other relevant circumstance.
4. Students who are offered, accept and undertake a supplementary assessment task to the
required standard would receive the grade Pass Supplementary (PS) and a mark of 50% for the
subject.
The Faculty is in favour of this proposal as an appropriate reflection of the students overall performance in
the student.
The Faculty of Law is therefore in favour of the EPRS recommendations on PC/PR grades.
Judith Marychurch
FEC Chair and Sub Dean, Faculty of Law
Page 1 of 1
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Pass Conceded/Pass Restricted and Supplementary Assessments Proposal
Draft Faculty of Commerce Response - July 2009
Consultations on the above proposal have now been held within the Faculty. The
FEC, Heads of Schools, senior members of the Faculty, and academics in Schools
have provided input to our response which follows.
Commerce Response
A. The Faculty is not in favour of the proposal.
Our reasons are:
1. The Faculty of Commerce awards the largest number of PC/PR grades and
TFs in the University. In 2008 there were 1373 instances (3324 for total
University). Consequently, we would most keenly feel the adverse
administrative, workload and student retention effects of the proposal.
2.
As has been mentioned elsewhere, it is likely that marking behaviour will
change with the introduction of the proposal. Marks that fall close to the
upper and lower limits of the 45 to 49 range will tend to be driven up or
down. Since most marks awarded are 45 or 46, there will be a tendency to
drive these down and declare them as fails. This would increase fail rates in
the affected subjects (mainly 100 level) and probably reduce our student
retention rates, and of course our revenue stream.
3. The additional staff (academic and administrative) workload implications
would be significant in terms of time, financial and opportunity costs. These
would arise out of activities such as setting the criteria for resit entitlement (a
problematic issue in itself), determining student entitlement, communicating
the determination, dealing with appeals/queries on unfavourable
determinations, setting additional supplementary exams, marking, student
consultations and handling student appeals. We estimate that this would
conservatively cost an additional $58,000 (excluding setting any additional
supplementary exams plus marking templates and invigilation). This
additional work would be at times when academics would typically be
engaging more intensely with research and then preparing for the roll out of
the next session’s subjects
4. Since supplementary exams are conducted centrally rather than by Schools,
the holding of these exams and the release of marks has been moved further
into teaching sessions, especially at the cusp between Autumn and Spring
sessions, and Summer and Autumn sessions. This timing currently causes
issues for students, particularly those who are seeking to undertake subjects
that require pre-requisites from ‘supplementary’subjects, where marking of
the prerequisite subject has not been finalised by the start of the new session.
UEC Agenda 190809
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This issue would be greatly exacerbated by an influx of students doing resits
who otherwise would have been awarded a PC or TF.
B. The Faculty favours the retention of the existing grading system, with resits being
made available to students in their final year who, but for one subject, would be able
to complete their degree.
Professor Shirley Leitch, Dean
Associate Professor Michael Zanko, Associate Dean (Academic Programs)
FACULTY OF ENGINEERING RESPONSE
-----Original Message----From: Rodney Vickers [mailto:rv@uow.edu.au]
Sent: Monday, 22 June 2009 5:02 PM
To: Rob Castle
Cc: Ian Porter
Subject: Re: [Fec_chairs] Pass Conceded/Pass Restricted and Supplementary
Assessments Consultation with Faculties
Rob
this was discussed at the last Engineering Faculty Committee. The
consensus was that we agreed with the deleting of PC's and PR's but
we did not agree with the idea of introducing supplementary assessments.
regards
Rodney
---------------------------------------------------------Assoc. Prof. Rodney Vickers,
Head of Physics, Sub Dean of Engineering
Faculty of Engineering, University of Wollongong,
Northfields Avenue, Wollongong NSW 2522, AUSTRALIA
Phone: +61 2 42 213502 Fax: +61 2 42213238
Email: rv@uow.edu.au
---------------------------------------------------------
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TUTORIAL ENROLMENT SYSTEMS AT UOW
AGENDA ITEM C2
At its meeting on 20 May 2009, the University Education Committee asked the eLearning and
Teaching Subcommittee to review concerns raised at the Student Representative Forum meeting
in April regarding online tutorial enrolment systems. A summary of the systems can be found at:
http://www.uow.edu.au/student/tps/index.html
Student concerns included:
•
There are currently four different tutorial enrolment systems being used across the
University of Wollongong
•
Students completing double degrees may be using more than one system
•
The main tutorial enrolment system via SOLS has experienced technical problems
as a result of the increased ‘
load’or user ‘
traffic’at peak times
•
There can be a slow turn around time for the confirmation of tutorial enrolment from
the Tutorial Preference System (TPS)
In this review the eLearning and Teaching Subcommittee identified two key issues that relate to
students using more than one tutorial enrolment system:
1.
Student familiarity with the online enrolment systems
2.
The timing of confirmation of tutorial enrolment
This report summarises the issues and provides recommendations for action to address the
student difficulties with the use of multiple enrolment systems.
The following were consulted by eLTS:
Ms Debbie Sartori, ARD
Mr Louie Athanasiadis, Faculty of Commerce
Mr Phil Testa, Faculty of Commerce
Ms Teresa Hoynes, Faculty of Commerce
Assoc Prof Ann Hodgkinson, Faculty of Commerce
Assoc Prof Michael Zanko, Faculty of Commerce
Ms Christine Anderson, Faculty of Arts
Mr Peter Thomas, Faculty of Health and Behavioural Science
Students enrolled in Bachelor of Communications and Media (Advertising and Marketing)
The majority of Faculties use the SMP Online Tutorial System, with three key exceptions:
1.
2.
3.
The Faculty of Commerce uses the Commerce Tutorial Preference System (TPS)
The Faculty of Health and Behavioural Sciences uses manual systems for Nursing and
the Graduate School of Medicine
The Faculty of Law uses a manual preference system for its Autumn 100 level LLB
program, after which time students revert to the SMP Online Tutorial System.
Each system has its own benefits and costs for the Faculty concerned, for their students, for their
administrative and academic staff, and for the University.
We also note that the Faculty of Commerce is currently undertaking a cost/benefit analysis of the
TPS.
eLTS has been asked to consider the problems faced by students who need to use more than one
system. We note that these are slightly less likely to affect students enrolled by manual or manual
preference systems, as these students are in substantially compulsory programs contained within
one Faculty, and manual systems are used because that Faculty can predict the student’
s overall
enrolment for the relevant semester.
UEC Agenda 190809
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In both the TPS and SMP Online Tutorial Systems students who enrol early are more likely to be
allocated their preferred tutorial time; and in practice both systems enable students to express
preferences, as students using SMP who miss out on their first choice can then seek out their
second choice, and so on.
There are therefore two key issues for students using SMP Online Tutorial System, and the TPS.
1.
Familiarity with two systems
It is very unlikely that a UOW student will be completely unfamiliar with the SMP Online Tutorial
System; but it is possible for a student who normally uses the SMP Online Tutorial System to be
less familiar with the TPS, and thus to feel at a disadvantage compared to students who use this
system for the majority of their tutorial enrolments.
Recommendation 1: Faculties that operate double degree programs with the Faculty of
Commerce, or whose students are likely for any other reason to enrol in subjects offered by that
Faculty, should include a note about the TPS in their Faculty handbooks and orientation advice to
students, with a link to the webpage where the TPS system is very clearly explained:
http://www.uow.edu.au/commerce/tutenrol/index.html.
2.
System timing
The TPS allows students to indicate both preferred times and times to avoid, and then remains
open to leave time for adjustments before tutorial allocations can be viewed, currently at 4pm on
the Friday prior to week 1 of session.
Faculties using SMP Online Tutorial System determine when they will open tutorial enrolments to
students; Spring 2009 session enrolments have been operating in some Faculties from the
beginning of July, while others will not open until late in the week prior to Week 1. SMP Online
Tutorial System releases results instantly to students, and operates outside of core business hours
in order to minimise load on university systems.
Students therefore typically need to make SMP choices before knowing the outcome of their TPS
preferences. This can result in students using SMP to hedge against TPS outcomes, which has
some potential to cause difficulties for other Faculties in allocating last minute teaching and room
resources, and this problem may increase as more students enrol after 2012.
Recommendation 2: If the Faculty of Commerce could enable students to view preference
allocations earlier in the week before week 1, then other Faculties could consider the timing of their
SMP tutorial enrolment intervals to enable students to plan their timetables on the basis of alreadyknown allocations in the Faculty of Commerce.
Draft Resolution
that the University Education Committee note the Tutorial Enrolment Systems at UOW report prepared by
the eLearning and Teaching Subcommittee and endorse the report’
s recommendations.
Drafted by:
Reviewed by:
Approved by:
Kate Bowles (Chair) &
Reetu Verma
eLTS
UEC Chair’
s Coordinating
Committee
Chair, UEC
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Review of UOW Teaching and Learning Policies
and their Appropriateness to eTeaching
and eLearning
AGENDA ITEM C3
A planned action of the eLearning and Teaching Subcommittee Work Plan 2009 is to
review and provide advice on UOW teaching and learning policies, in terms of their
appropriateness to eTeaching and eLearning.
A working party of the eLearning and Teaching Sub-Committee found that a number
of key UOW policies were drafted before eLearning and eTeaching became an
integrated part of the educational experience at UOW. A report has been prepared
that includes the following summary recommendations:
1. Reviewing and amending, where appropriate, aspects of the following policies
and related documents:
Code of Practice Teaching and Learning;
Good Practice – Assessment;
Good Practice - Case Studies;
Web Management Policy;
The Curriculum Review Procedure;
Subject Preparation, Approval and Development;
Graduate Qualities Policy;
Disability Policy.
2. Making explicit reference to eTeaching and eLearning in the Teaching and
Assessment policy and all relevant UOW policies.
3. Amending references to specific eLearning products and systems (such as
Vista Blackboard) wherever possible, in favour of a generic terminology.
The following report details observations and key recommendations with specific
reference to individual policies and the relevant policy custodians, groups and
committees.
Draft Resolution
that the University Education Committee refer the Review of UOW Teaching and
Learning Policies and their Appropriateness to eTeaching and eLearning report to
the following groups and committees:
Education Policy Review Sub-Committee;
Quality Assurance Sub-Committee;
Course Approval Management Group;
Policy and Governance Unit;
Academic Registrar’
s Division;
Academic Services Division.
ATTACHMENT:
Review of UOW Teaching and Learning Policies and
their Appropriateness to eTeaching and eLearning Report
Drafted by:
Reviewed by:
Approved by:
eLTS Executive
Officer
UEC Coordinating Committee
Chair, UEC
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Review of UOW Teaching and Learning Policies and their
Appropriateness to eTeaching and eLearning
Christian Ritz, Grace McCarthy, Emily Purser, Karen Walton, Kate Bowles
eLearning and Teaching Sub-Committee (eLTS)
1 Executive Summary
A review of UOW Teaching and Learning Policies and their appropriateness to eTeaching and
eLearning was conducted by a working party of the eLearning and Teaching Subcommittee. The
working party found that a number of key policies had been drafted before eLearning and
eTeaching became an integrated part of the educational experience at UOW.
We therefore recommend reviewing and amending where appropriate some aspects of the
following policies and related documents in the light of this shift in our teaching practice: Code of
Practice Teaching and Assessment; Good Practice - Assessment and Good Practice Case Studies;
Web Management Policy; the Curriculum Review Procedure; Subject Preparation, Approval and
Development; Graduate Qualities Policy; Disability Policy.
We would also endorse explicit reference to eTeaching and eLearning in the Teaching and
Assessment policy and all relevant UOW policies.
Finally, we recommend amending references to specific eLearning products and systems (such as
“Blackboard”) wherever possible, to avoid having to change all of these whenever UOW
academics use different systems.
2 Background
One of the key strategies in the UOW strategic plan [1] is to “Promote the development and
dissemination of best practices in learning and teaching”. Linked to this is the relevant strategy of
the 2008-2010 eLearning and eTeaching plan [2] to “Promote the development and dissemination
of best practices in eLearning and eTeaching”. This report reviews and provides advice on UOW
teaching and learning policies in order to achieve the outcome of enabling UOW to promote good
practice in eTeaching and eLearning as a mainstream activity at UOW.
3 Methodology
There are many policies relevant to learning and teaching for which eLearning and eTeaching are
relevant. The working party decided to review the following nine policies:
• Teaching and Assessment Policy [3]
• Code of Practice –Teaching and Assessment [4]
• Good Practice –Assessment [5]
• Curriculum Review Procedures [6]
• Subject Preparation, Approval and Development [7]
• Graduate Qualities Policy [8]
• Tertiary Literacies Policy [9]
• Good Practice –case studies [10]
• Disability Policy –students [10]
• UOW Web Management Policy [13]
Results and recommendations are summarised in the following sections.
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4 Teaching and Assessment Policy
This policy was due for review in 2007 and appears to be a general overview that references other
documents including the relevant policies and codes. There is no explicit mention of eLearning
and eTeaching, but this document may have been deliberately left generic so as to encompass all
forms of teaching and learning.
5 Code of Practice – Teaching and Assessment
The following observations were identified:
• Section 5.1 (e): Regarding reviewing of examinations and tests that are to be conducted by
ARD, it assumed this also applies to eLearning based examinations. What procedures
could be used for assessing the quality of eLearning based formal exams?
• Section 5.4 (e) Consultation – many staff respond to questions on eLearning 7 days a
week. To what extent does this substitute for the 4 hours physical presence? Reference
could be made to the current review of staff consultation hours being conducted by the
University.
• Section 7.7. Does the definition of student attendance extend to actively logging in to an
eLearning site (e.g. for subjects that are primarily delivered online)? The policy states that
“marks cannot be awarded for attendance per se”but it might be useful to suggest some
examples of acceptable forms of record keeping for eLearning and eTeaching based
activities.
• Section 8.2. Is the retention of assessment records required by the Academic Unit easily
applicable to eLearning-based assessment activities?
6 Good Practice – Assessment
The following observations were made:
• Table 1 of Part A, comparing different assessment methods, has no example for online
assessment.
• Section 10 of Part B refers to online assessment. One issue raised is the question of
authenticity and whether the academic can be sure the work submitted was completed by that
student. There is a statement that “Online examinations and tests would need supervision”,
however this perhaps needs clarification.
• Weightings. Should there be limits on the total percentage of assessment that can be conducted
online? One relevant statement in the Examples of Good Practice, p29, is “As a general guide,
multiple-choice or short answer quizzes should not comprise a majority of the overall mark”.
Should this be more tightly specified?
• The eLTS strategic plan refers to about 5% of subjects being delivered wholly online. If 100%
online is acceptable, perhaps there should be some good practice examples for this mode of
delivery.
• References to WebCT and other specific eLearning packages should be removed and generic
terms used for eLearning applications (this should apply to all relevant L&T policies).
• Should all marking criteria be available on eLearning? Clause 7.3 of the COPTA states that
“clear criteria must be developed for marking all assessment tasks in a subject and details of
the criteria must be communicated to students in the Subject Outline”. However there are
typically more detailed versions of the marking criteria available than are included in the
subject outline, i.e. guidelines to help the students understand what is required of an
assessment task. Those additional guidelines may be given to students in a variety of formats
e.g. hand-outs, presented orally by the lecturer or online. Should all assessment related
information be delivered via eLearning regardless of whether the assignment is online?
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•
Section 11 Disabilities Support has a statement in the Examples of Good Practice indicating
that consideration should be given to disability support when designing online environments
for assessment. This may need some good practice examples.
7 Good Practice – case studies
The following observations were made:
• There are no case studies for eLearning and eTeaching on the
website
(http://teaching.uow.edu.au/ltgp/). This may be due to lack of incentives or process for
staff developing eLearning practice to add material. Examples of eLearning and eTeaching
templates are likely to be helpful for academics, including those preparing evidence of
teaching performance in promotion applications.
8 Curriculum Review Procedures
The following observations were made:
• The Curriculum Review Procedures Policy took effect from January 1 2009, and is marked
for review again in 2011.
• There is no explicit mention of eLearning in the document. This may have been deliberate,
as was indicated in the discussion about Teaching and Assessment Policy [2]., so as to
keep the policy generic.
• Reference to the articulation of eLearning and eTeaching to professional outcomes
including capacity to participate in virtual teams could be incorporated into Section 12,
particularly with regard to:
o 12.1c “UOW Graduate Qualities and the Learning-Teaching-Research Nexus”
o 12.1e “Assessment at an appropriate standard and clearly linked to outcomes”
o 12.1f “Engaging learning experiences which include integrated workplace
experiences, international focus and research focus”
o 12.1g “Appropriate resources and facilities”
o 12.3b “Alignment with Faculty objectives and strategies and the profile of the
overall faculty curriculum”
o 12.3c “Meeting the needs of external stakeholders by producing qualified,
employable graduates, both nationally and internationally”
• The Curriculum Review Report Template includes sections very relevant to eLearning and
eTeaching:
o “Mode of delivery”
o “Curriculum consistent with sector and relevant professional standards and clearly
embedding development of the UOW Graduate Qualities”
o “Clear, appropriate and developmental learning outcomes”
o “Assessment at an appropriate standard and clearly linked to outcomes”
9 Subject Preparation, Approval and Development
There is requirement to specify that the subject delivery mode is online. This could be relevant to
the teaching and strategies section, learning outcomes and assessment method components of
Section A as well as the resources impact statement, CEDIR Resources, Library Resources and
Information Technology Services Resources of Section B. In particular, if the subject is planned to
have substantial eLearning and eTeaching components, there could be extra resources required for
example by CEDIR and also to assist with support for disabilities. There is however very little
detail on the nature or scope of “online” in the UOW teaching context, and no requirement to
specify whether “online”includes assessable components. There is also reference to WebCT under
the CEDIR Resources heading in Section B.
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10 Graduate Qualities Policy
The following observations were made:
• Should there be more explicit reference to eLearning? As part of ‘Effective
Communicators’, graduates are expected to ‘Articulate ideas and convey them effectively
using a range of media’. However, eLearning is being widely used at UOW in support of
all five UOW Graduate Qualities.
11 Tertiary Literacies Policy
No recommendations are made in relation to the Tertiary Literacies Policy, since Clause 6 of the
Frequently Asked Questions Guidelines for Faculty Implementation of Graduate Qualities
indicates that this and other related policies have been repealed/superseded by the Graduate
Qualities Policy.
12 Disability Policy – students
The following observations were made:
• Is there adequate support for students in relation to access to eLearning and eTeaching?
Numerous areas relating to this are included in the UOW Disability Action Plan, and we
would welcome the opportunity to provide further assistance on eLearning and disability if
required.
• Is there adequate support for staff, including availability of examples of adjustment using
eLearning, or to eLearning, for students with a disability. Examples of potential
adjustments across a range of activities (quizzes, online assignment submission, online
discussion, Lectopia access) would be helpful to academics.
13 UOW Web Management Policy
The following observations were made:
• Since 2007, there has been considerable expansion of UOW teaching related activities in
externally hosted environments (e.g. online social networking, wiki sites, other online-learning
websites).
• Section 5, Part 6.a states: “the UOW public domain must not accommodate any content that
should be held within the UOW Learning Management System (LMS), such as assignment
information, exams and subject outlines.”It is not clear if there is a definition of “content that
should be held within the UOW Learning Management System (LMS)” in any University
policy and this could be reviewed. One of the guidelines for Personal Webpages on the Web
Support
Services
of
the
staff
intranet
https://intranet.uow.edu.au/web/policy/personal/index.html states: “3. Personal pages are not
to be used for publishing lecture notes or any other course material.”Could this policy provide
more clarification for academics on the appropriateness of materials distributed across the
main LMS, personal pages and externally hosted materials?
Section 11 “Inclusion of External Links on the University’s public website and staff intranet”, Part
1 states: The University website will support links to other websites where they provide relevant
and useful information additional to the content of the page. Any link must fulfil at least one of the
following criteria:”… Here, it is assumed that this should not include links from e.g. subject pages
of the University Learning Management System (LMS). This should perhaps be clarified.
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14 Other issues identified
The following observations were made:
• A definition of eLearning is provided in the eLearning strategic plan but is not commonly
referenced throughout other key UOW plans and policies.
• Orientation to eLearning for first year (and new) students. This was brought up in
discussions preparing rankings within a UOW/University of Tasmania Benchmarking
project regarding the first year experience. It seems that eLearning orientation at the main
UOW Wollongong campus is limited to a brief SOLS discussion on enrolment day,
although more substantive orientation is offered at other campuses or education centres
where eLearning is recognised as a core UOW activity Discussions with CEDIR and ITS
indicate that there is no generic eLearning orientation at Wollongong for new students as it
is felt that different Faculties may have different functionality requirements for eLearning;
and that students are likely to adapt to it quickly. This is a potentially significant barrier to
effective engagement for new students, particularly in their early university experience. In
2007, it was estimated that 60% of subjects had some eLearning component, and that by
2010, 80% are likely to incorporate eLearning [2].
• The increasing use of online submission of assessment tasks is appreciated by students
but has created some workload and resourcing issues for Faculties, particularly in terms of
the printing of hard copies e.g. for marking of large reports or assignments.
• Staff development and skills maintenance: ULT represents a significant opportunity to
provide substantive training for new UOW staff in good practice in eLearning across a
wide range of tools and platforms, and to ensure that we establish that the quality of UOW
eLearning is as critical as the quality and reputation of our face to face teaching. Given the
very dynamic nature of eLearning developments, UOW could also consider providing
more effective support for staff to to access training and development in new eLearning
applications.
Student expectations: UOW could give greater consideration in its discussion of academic
workloads to the increasing expectation by students of active academic participation in online
discussion, and the preparation of web quality lecture notes, links, podcasts and other learning
objects, not all of which can be outsourced by academics using current systems for service support
in a timely fashion.
15 Key Recommendations
Table 1 below summarises the key recommendations of this review and provides suggested
contacts for follow up actions.
Policy
Teaching and •
Assessment
Policy
Code
of •
Practice
–
Teaching and
Assessment
•
Recommendations
Suggested
Contact
In any future review of this policy, we strongly encourage • EPRS
explicit reference to eLearning and eTeaching.
Consider amending the Code to define what types of
procedures should be used for assessing the quality of
eLearning based formal exams.
Consider amending the consultation hours statement
following completion of the consultation hours review.
We would endorse the inclusion of specific references to
eLearning and eTeaching. E.g. commentary about usual
response times to students engaged with eLearning and
eTeaching activities.
UEC Agenda 190809
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•
•
•
QAS
EPRS
Policy and
Governance
Unit
Dean
of
Students
5
113
•
•
Good Practice •
–Assessment •
Consider amending the Code to provide a definition of
attendance that encompasses accessing eLearning and
eTeaching activities.
Consider amending the Code to provide (or refer to)
procedures for how retention of assessment records should
be achieved in relation to eLearning and eTeaching , with
reference to a new item in the Good Practice –
Assessment policy.
Consider review of this document
•
Consider expanding Table 1 “Comparison of assessment •
methods”to include online options, e.g. online role play.
•
Consider the question of supervision for examinations and
tests conducted online.
Consider providing commentary about methods of
checking authenticity of assessments submitted online
(e.g. stat dec).
Removespecific references to WebCT.
Consider reviewing whether there should be a maximum
weighting defined for assessment conducted online within
a subject that is not defined as wholly online
Include good practice guidelines for subjects delivered
wholly online.Include good practice examples for
designing online assessment tasks
,Include good practice examples relating to eTeaching and
assessment for studentswith a disability. See below for
further recommendations related to disability support.
EPRS
QAS
Policy and
Governance
Unit
Good Practice •
–case studies
Review this documentDevelop a process to encourage •
regular contributions from academic staff of good practice
examples specifically related to eLearning and eTeaching.
This could perhaps require formation of a working party,
project or otherwise to coordinate this activity.
EPRS
•
Consider amending the policy to consider incorporating •
more explicit reference to eLearning and eTeaching.
Consider amending the policy to provide a checklist that
may guide subject coordinators and reviewers regarding
the eLearning and eTeaching potential within subjects and
courses.
CAMG
Consider amending the policy to require new subject •
proposals to indicate if they will have substantial
eLearning and eTeaching components, and to relate these
to Graduate Qualities..
Consider amending the policy to make more explicity
reference to eLearning and eTeaching in relation to the
other relevant sections of the document (teaching and
strategies section, learning outcomes and assessment
method components of Section A as well as the resources
impact statement, CEDIR Resources, Library Resources
CAMG
•
•
•
•
•
•
Curriculum
Review
Procedures
•
Subject
•
Preparation,
Approval and
Development
•
UEC Agenda 190809
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114
•
•
and Information Technology Services Resources of
Section B).
Consider amending the subject proposal forms relating to
disability support in relation to subjects with substantial
eLearning and eTeaching components.
Remove references to WebCT and change these to generic
terms used for eLearning applications.
Graduate
Qualities
Policy
•
Consider amending Clause 5e of the Graduate Qualities •
Policy to read: “implementing learning and teaching •
strategies for face to face and online environments that
foster the development of the Faculty/Discipline Graduate
Qualities;”
Tertiary
Literacies
Policy
•
No recommendations are made in relation to the Tertiary
Literacies Policy, since it is superseded by the Graduate
Qualities policy.
•
Consider whether there needs to be any involvement of •
eLTS in the activities of the Disability Action Plan.
Consider
providing
some
good
practice •
guidelines/examples of how to support students with a
disability for typical eLearning and eTeaching activities
Disability
Policy
students
–
•
Other Issues •
Identified
•
•
•
•
Web
Management
Policy
•
•
We would endorse including the definition of eLearning
as provided in the eLearning strategic plan, in all relevant
UOW policies.
We would endorse the development of more substantive
orientation activities based around eLearning for
commencing students.
We would endorse the inclusion of more sessions relating
to the use of eLearning and eTeaching across a wide range
of tools and platforms within Unit 1 of the ULT course,
and better ongoing support for academics seeking to
maintain their eLearning skills as tools and platforms
change
We would endorse discussion on the impact on units and
faculties of the increasing use of online submission of
assessment tasks
We would encourage consideration of eLearning and
eTeaching in academic workloads
Consider reviewing the current policy to clarify the
position of teaching materials held on externally hosted
websites in relation to the main LMS and personal staff
pages
Consider providing a definition of “content that should be
held within the UOW Learning Management System
(LMS)”and/or referring to relevant University teaching
and learning policy. Consider consultation with e.g. the
UEC as to whether restricting staff from placing course
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EPRS
Policy and
Governance
Unit
Dean
Students
Student
Services
of
•
EPRS
•
ARD,
Student
Services
•
Academic
Development
Unit, ASD
FEC Chairs
•
•
Enterprise
Content
Management
Unit, ARD
7
115
•
•
•
material on UOW personal web pages is appropriate.
Consider providing commentary on the definition of
teaching material in relation to the material that can be
posted on the UOW public website (such as staff
webpages).
Clarify whether the guidelines for externally hosted links
should apply to pages within the UOW Learning
Management System (LMS).
Consider developing Good Practice guidelines for staff
utilising externally hosted webpages within their teaching.
Table 1. Key recommendations to consider. In the suggested contacts EPRS refers to the
Education Policy Review Sub-Committee, QAS refers to the Quality Assurance Sub-Committee,
CAMG refers to the Course Approval Management Group, ARD refers to the Academic
Registrars Division and ASD refers to the Academic Services Division.
16 Conclusion
The eLearning and Teaching Sub-Committee (eLTS) has reviewed nine UOW policies relevant to
eLearning and eTeaching. While there are some references to eLearning and eTeaching in most of
these policies; there is certainly an opportunity to incorporate further relevant commentary when
each of these policies are reviewed. It is important that the UOW Strategic Plan for eLearning &
eTeaching 2008-10 [2] is disseminated widely and that eLearning and eTeaching aspects are
incorporated in key areas as identified in the key recommendations of Table 1 such as:
• orientation for new students
• good practice guidelines to support students with a disability
• documented procedures to review and store online exams and assessments
• documented procedures to review the authenticity of online assessments
• recommendations regarding the amount of online multiple choice short answer
questions contributing assessment in a subject
• recommendations about what constitutes attendance in the online environment
• recommendations about realistic response times by academics to questions in the
online environment
eLearning and eTeaching are key to the statement about best practice in learning and teaching
within the UOW Strategic Plan [2]. It is important that all relevant policy documents embed
eLearning and eTeaching aspects within them. The continued development and collaboration
regarding objective, measurable resources and recommendations pertinent to eLearning and
eTeaching are critical to shape it’s ongoing success.
17 References
[1] UOW Strategic Plan 2008-10, Strategic planning and Quality Office,
www.uow.edu.au/planquality/strategicplan/index.html/
[2] UOW Strategic Plan for eLearning & eTeaching 2008-10,
www.uow.edu.au/planquality/strategicplan/index.html/
[3] UOW Teaching and Assessment Policy, Policy number 108/03,
www.uow.edu.au/about/policy/learning/index.html
[4] Code of Practice –Teaching and Assessment,
www.uow.edu.au/about/policy/learning/index.html
[5] Good Practice –Assessment [5], www.uow.edu.au/about/policy/learning/index.html
[6] Curriculum Review Procedures, www.uow.edu.au/about/policy/learning/index.html
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[7] Subject Preparation, Approval and Development,
www.uow.edu.au/about/policy/learning/index.html
[8] Graduate Qualities Policy, www.uow.edu.au/about/policy/learning/index.html
[9] Tertiary Literacies Policy, www.uow.edu.au/about/policy/learning/index.html
[10] Good Practice –case studies, www.uow.edu.au/about/policy/learning/index.html
[11] Disability Policy –students, www.uow.edu.au/about/policy/learning/index.html
[12] University of Wollongong Disability Action Plan 2007-2010, Employment Equity and
Diversity Unit, www.uow.edu.au/about/policy/UOW058672.html
[13] Web Management Policy, http://www.uow.edu.au/about/policy/it/index.html
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RECENT LIBRARY INITIATIVES TO SUPPORT
TEACHING AND LEARNING
AGENDA ITEM C4
1. SEARCHING SUCCESS
A key element of the Library’
s Vision statement is to structure systems and develop gateways to
provide integrated, convenient and client-friendly access to resources. This aspiration of seamless
access – enabling staff and students to locate, and effectively use, the resources of most value
and relevance to their particular needs, regardless of resource format, medium or location underpins both innovation and continuous improvement initiatives. This paper summarises recent
developments designed to improve access to both print and electronic information resources.
Search Page Enhancements
The Search page http://iii.library.uow.edu.au/ offers the following options:
• Search Guru: Use this search option to locate books, e-books and other materials on a
certain topic. Searches can be refined by selecting a material type, location, publication
year. You can also refine by topic using the tags on the right. Key features of Search Guru
include:
o Tag clouds to provide a pictorial representation of the collection. Searches can be
refined by selecting a ‘
tag’
o Facets used to limit the search, e.g. publication date, location, language or format
o Relevance sorting (which can be changed to sort by date or title)
o Suggestions for spelling variations or commonly misspelled words by asking ‘
did
you mean?’
o Showcasing titles recently added to the collection based on the search criteria used.
• Subject code: Use this tab to find e-readings and Short Loan items.
• Classic catalogue: Use the different options (Title, Author, Call number, Journal title) to
search for specific items; or click Advanced Search for multiple keyword searching and to
apply search limits.
• My Library: Log in to check your loans record, fines, holds, set up reading history or
preferred search tools.
Article Finder
Article Finder is a federated search portal which offers the ability to search for journal articles
across multiple databases simultaneously. Targeting students unsure of which database to search,
this feature should enable them to more easily locate scholarly and relevant journal articles.
Academics and researchers may use this search option to find the most relevant databases for that
term or subject. Some may want to identify useful databases and search in the original interface,
utilising more complex features not available in the federated search engine. It is anticipated that
students will be more successful in locating scholarly journal content and that their awareness of
other databases and services will increase, enriching their learning experience.
Resources for assignments
Students have access to an unprecedented array of diverse information resources. While the
scope of the collections is valued, it is acknowledged that navigating the scholarly information
environment can be challenging. The Resources for Assignments web pages are designed to
provide discipline specific information to assist students with their coursework, for instance,
highlighting relevant databases, journals, websites, as well as providing search tips and more. A
major revamp of these web pages has resulted in improved screen layouts, clear headings and
sections (using tabbed pages) for the organisation and navigation of resources. A new feature is
the use of Show Me tutorials.
The Show Me movies offer brief, visual, step-by-step instructions on how to overcome commonly
experienced problems, e.g. finding the full text of a journal article, and demonstrate time-saving
UEC Agenda 190809
119
search
techniques.
For
more
information
http://www.library.uow.edu.au/eresources/index.html
and
to
try
a
Show
Me
see
2. COLLECTION INITIATIVES
Ebooks
The uptake of electronic books (ebooks) has not yet matched the pace of electronic journals.
Recent developments in ebook technologies are overcoming many of the barriers that were
present in earlier ebook models. The newer models offer a user friendly interface, breadth of titles,
and good practice approaches for the management of Copyright. EBL, a preferred provider of
ebooks has established relationships with the major vendors used by the Library. Other
advantages of EBL ebooks include:
• Resources are purchased in perpetuity
• Support concurrent users
• Online and offline options for viewing content
• Improved print options, e.g. current page, range of pages, or selected chapter
The Library will liaise with faculties to discuss the purchase of ebooks and this information will be
used to inform selection policy. For more details on ebook purchasing, please contact Lisa
McIntosh, Associate Librarian Resources (lisa_mcintosh@uow.edu.au).
Electronic Selection Slips
Publishers’approaches to promoting new information resources have traditionally been based on
the use of print slips; providing a brief description of the resources to aid the selection process.
Over the next 12 months print ‘
blurbs’will be phased out by most suppliers and replaced with
eslips. Faculty profiles will ensure that eslips present relevant items for selection. As well as
reducing waste, eslips will improve turnaround time for orders in a publishing environment that is
producing shorter print runs. The Library will be contacting faculties over the next 6 months to
determine the best process for dissemination of new title information.
Digitisation of publications
Commercial digitisation services allow for the large scale digitisation of original texts, documents
and images; facilitating online, simultaneous access regardless of location. The following criteria
guide the selection of materials for digitisation:
• Collections are in high demand (UOW students and staff, and the broader community)
Students are increasingly expected to use UOW primary and secondary resources to fulfil
assessment requirements. Former students frequently request access to UOW Handbooks for
professional accreditation purposes or for recognition of prior learning when enrolling in other
universities’programs.
• Material that may otherwise be restricted due to its condition, value or location
Access to primary and secondary resources held in the Archives is limited to the opening hours of
the Library (further limited on weekends) and the willingness of students and staff to travel to the
Wollongong Campus.
• Cost and affordability
Costs associated with digitisation have become increasingly competitive through commercial
providers offering high volume and high speed processing. Resources identified for digitisation are
assessed on affordability and perceived return on investment (e.g. access and use)
Initial digitisation projects have focussed on high demand UOW publications. Projects completed to
date include:
• UOW Calendars/Handbooks (1965 to 2003 – complete set)
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•
•
•
UOW Annual Reports (1975 to 2003 – complete set)
UOW Research Reports (1962 to 1993 – most publications)
UOW Statistics (1975 to 1992 – complete set)
Preparation is underway to digitise:
• Graduate Gazette
• Institute Calendars
• Print theses
To view the collections see: http://www.library.uow.edu.au/uowlibraries/digitalarchive/index.html
Draft Resolution
that the University Education Committee notes the presentation and report on Recent Library Initiatives to
Support Teaching and Learning.
Drafted by:
Reviewed by:
Approved by:
Associate Librarian, Planning &
Human Resources
UEC Chair’
s Coordinating
Committee
Chair, UEC
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