The Resource Library contains a collection of higher education learning and teaching materials flowing from projects funded by the Commonwealth of Australia including those from the Australian Learning and Teaching Council.
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63 resources found for ‘institution’.
An Institutional Leadership Paradigm: Transforming practices, structures and conditions in indigenous Higher Education
Institutional Leadership Project
Role of Graduate Attributes in Emerging Institutional Quality Assurance Processes video
This resource forms part of a larger collection. It is recommended that readers refer also to:
This 13-minute video is titled "Role of Graduate Attributes in Emerging Institutional Quality Assurance Processes" by Dr Jeanette Baird, Australian Universities Quality Agency, and produced as part of the National Graduate Attributes Project (2007-08) which explores curriculum renewal strategies to achieve graduate attributes in Australian universities.
The video provides a quality assurance perspective on how universities (and higher education institutions, HEIs) implement Graduate Attributes. Dr Baird suggests there are two overall questions that HEIs should ask: "How do you know that graduates achieve the Graduate Attributes?" and "What improvements to students' learning outcomes have resulted from these Graduate Attributes?". Evidence is required to support HEIs' claims about Graduate Attributes.
Dr Baird then goes on to three specific areas: (1) alignment between Graduate Attributes and HEI's institutional objectives; (2) curriculum review and implementation through mapping and contextualisation; and (3) internationalisation. Other topics include (briefly): employer feedback; CEQ Generic Skills results as a proxy for Graduate Attribute achievement; curriculum mapping and the reflection required in relation to assessment; the challenges of internationalisation and Australian HEIs; consistency of the student experience across campus. Underlying this approach is the OADRI framework (Objectives, Approach, Deploy, Review and Improve).
This resource is particularly useful and relevant to those considering a whole of institution approach and deployment of Graduate Attributes implementation in the curriculum, as well as internal and external quality assurance. It is clearly presented and to the point. The video is easily accessible to most users, and plays within the web page and on most browsers.
Strategic leadership for institutional teaching and learning centres: developing a model for the 21st century
Development of distributed institutional leadership capacity in online learning and teaching project:
Good practice for safeguarding student learning engagement in higher education institutions
Establishing a framework for transforming student engagement, success and retention in higher education institutions
Learning and Teaching Guide: A handbook to support institutions in implementing programs for assisting the development of communication and life skills in veterinary students
This 80-page handbook provides seven lesson plans, four assessment tools, fifteen supporting materials such as marking rubrics, and a bibliography to support training in communication for veterinary care. The handbook enables a lecturer to teach skills and insights into empathy – essentially emotional intelligence – for professional veterinary practice, with particular attention to the owner-pet bond.
Teaching a professional skills module for veterinary students? This handbook is meant for you. If you are trying to teach professional skills in any field, such as engineering, this handbook can reveal useful insights, though the examples provided will not be directly applicable.
The handbook’s lesson plans are presented succinctly. They include a one-paragraph review of the literature to justify the need for the lesson as well as a list of steps required to complete the activity. Detailed resources may be found at the back of the handbook. This format keeps the lesson plan to a single page, presenting it as an outline to help selection and stimulate thought.
The lesson plans are not provided with an estimate of how long each activity can take. Nor are there strategies for demonstrating to colleagues why one should include each lesson in the curriculum, though one can follow up with the project principals for these insights.
It will take some effort to integrate these communication activities into science-based subjects, for those who have insufficient ‘space’ in their professional skills modules, or who indeed have no such module. That said, the teaching strategies are well conceived, with lots of student group discussion and background theory to help the lecturer to understand, and relay to the students, key aspects of the nature of humans and their pets.
Those who are familiar with facilitating discussions will find adopting these materials to be easier than those who lack such experience. If you are not yet comfortable with facilitative teaching, then you might want to have a colleague who specialises in communication at your side during development and implementation of lessons (e.g., someone from psychology or doctor-patient communication training). Note that some exercises call for people to role-play clients; so check on resources needed before launching into an element of this curriculum. The bottom line – good stuff, but you may need a coach by your side (or on the phone).
Assuring Learning and Teaching Standards through Inter-Institutional Peer Review and Moderation
Innovation with Quality Assurance: online curriculum development for the University of New England's multi-institutional, collaborative programs in German at New England, James Cook and Newcastle universities, Final Report; Deutsch e-rklärt: a website
Establishing infrastructure and collaborative processes for cross-institutional benchmarking of student clinical performance in speech pathology
Ideas of leadership underpinning proposals to the Carrick Institute
Peer Review of Teaching in Australian Higher Education
While there is growing interest in peer review of teaching in the Australian higher education sector, the level of awareness and expertise is variable. Some institutions have established processes in place. At other institutions involvement is variable in approach and tends to be localised to particular faculties or departments. The team believes the challenge in improving the uptake and effectiveness of peer review of teaching is largely a policy one at the level of individual institutions. This project will create a new, easy-to-use set of resources to assist institutions to effectively implement policies and programs for the peer review of teaching. A key feature of this project will be the development of a distinctive approach to peer review of teaching that embodies an Australian conception of the scholarship of teaching and that aligns with existing national initiatives for enhancing learning and teaching in higher education.
Academic leadership development within the university sector by dissemination of a web-based 360° feedback process and related professional development workshops
The overall goal of this project was to develop the capacity of academic developers to build leadership capacity in their respective universities, in particular at the level of front-line staff, such as academic program directors, who often deal directly with students. This report describes the provision of leadership development opportunities for these groups during two workshops using the Integrated Competing Values Framework leadership model. As part of the action learning approach adopted, participants designed and implemented development programs for academics within their institutions. Recommendations for institutions and other resources form part of the report.
Sustainable leadership of teaching and learning initiatives: lessons from the promoting excellence initiative
The seven insights in this document,and the longer companion report,aim to provide guidance to support leaders in consolidating a systemic approach to improving the quality of learning and teaching within their institution and more broadly.
Aboriginal site specific maths project (ASSMP): problem solving in a culturally defined context
Tracking Student Success: who is falling through the cracks?
‘Can’t be what you can’t see’: The Transition of Aboriginal and Torres Strait Islander Students into higher education
Engineering education for social and environmental justice
Closing the gap in curriculum development leadership
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