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.
Materials identified as good practice are indentified. Read more...
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9 resources found.
The project developed an open-source, web enabled peer review tool (PROTL). The PROTL system incorporates banks of standards-based criteria for use in peer review, explanations of the meaning of these criteria, exemplars, and an underlying database that can record peer review results and make them available for promotion or awards. The project website provides resources such as an online manual, detailed guides, tutorials and features of the PROTL system, case studies and publications.
Introductory Commentary
This resource forms part of a larger collection. It is recommended that readers refer also to:
1. http://www.itl.usyd.edu.au/projects/nationalgap/resources/discussionpapers.htm
and
2. http://www.itl.usyd.edu.au/projects/nationalgap/resources/videos.htm
This is one of the outcomes of the National GAP (Graduate Attributes Project), a national scoping study of Australian universities' recent activities in relation to the development of graduate attributes. It is an aggregation of de-identified university graduate attributes statements, gathered in 2007-08. The statements were sorted into groups describing similar graduate attributes. They are presented as 'Enabling' level attributes (broader dispositions: scholarship, global citizenship, life-long learning) and 'Translation' level (more discrete, discipline-specific attributes: research and enquiry; information literacy; personal and intellectual autonomy; ethical, social and professional understanding and communication).
The boundaries between categories are artificial and some relate to more than one category.
This web resource includes a clickable visual map showing these eight subcategories. Links take the user to an aggregation of university statements of attributes -- for example, when universities include an attribute related to critical thinking, here are examples of how they phrase that statement. Even though these were gathered in 2007-08, they are unlikely to date -- the database shows the similarities and differences in statements.
This is a useful resource for those considering reviewing their attributes. It also shows the broad emphases in attributes across the sector.
Introductory Commentary
This resource forms part of a larger collection. It is recommended that readers refer also to:
1. http://www.itl.usyd.edu.au/projects/nationalgap/resources/gamap/introduction.htm
and
2. http://www.itl.usyd.edu.au/projects/nationalgap/resources/videos.htm
This is a collection of eight issues to consider in the renewal of learning and teaching experiences.
The National Graduate Attributes Project (GAP), a national scoping study of Australian Universities' recent activities in relation to the development of graduate attributes underpins the project.
The papers provide an introduction to each of the key elements identified as being important for universities to consider when engaging in curriculum renewal to achieve graduate attributes. Each paper is short and points to additional references. The eight elements of the institutional framework are not independent and recommended by the authors to be read in sequence. The papers are presented as starting points for reflection.
The eight papers focus on (1) Conceptualisation, (2) Stakeholders, (3) Implementation, (4) Curriculum, (5) Assessment, (6) Quality Assurance, (7) Staff Development, and (8) Student Centred. They are most helpful to those involved in considering whole of institution (or faculty) approaches to Graduate Attributes implementation. They make a good starting point and are easily downloadable separately or as one PDF document.
Introductory Commentary
This resource forms part of a larger collection. It is recommended that readers refer also to:
1. http://www.itl.usyd.edu.au/projects/nationalgap/resources/gamap/introduction.htm
and
2. http://www.itl.usyd.edu.au/projects/nationalgap/resources/discussionpapers.htm
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.
The purpose of the project is to formulate a list of achievement standards for Australian Honours graduates in Archaeology. By project end, a nationally agreed public document, developed collaboratively by all Australian university providers of Archaeology, will be produced and disseminated. The project methodology should be transferable to other disciplines.
The purpose of the resource is to articulate standards of Honours degrees in archaeology at Australian universities. These benchmarks were developed by a working group of teaching academics involved in archaeology.
Driven by apparent shortcomings in archaeological training identified by employers and students, this resource would be of most use to Honours coordinators and undergraduate coordinators generally. Although it is not explicitly intended, the resource is geared primarily for those who wish to pursue a career as a consultant archaeologist (or a cultural resource manager) after four years of undergraduate training.
The most useful section of the resource is the 'Benchmarking Statements', a series of 34 dot points divided into three categories: subject knowledge and understanding; archaeology-specific skills; generic skills. These are the skills that Honours graduates would be expected to have prior to beginning a vocation in archaeology.
The rest of the resource contains fairly generic statements about archaeology, its importance, teaching and learning environments in Australian universities, and career paths.
This excellent resource provides a summary of current thinking on the Teaching-Research Nexus (TRN) for academics, university staff, policy makers and students. The benefits of the TRN for students is presented and is supported with a large number of links to examples of TRN practice by discipline and year levels which should prove to be particularly useful for academics designing or revising existing courses or units. Links to strategy and policy making are also included. The site provides a framework for developing curricula that links teaching and research and is a useful collection of curriculum design ideas for academics. Nineteen concrete examples are presented. The resource may be used to aid the development or review of policies that promote (or hinder) the teaching-research nexus. There are materials supporting all levels of policy makers including government policy makers, those developing university wide policies at Deputy Vice-Chancellor level, and other policy leaders such as heads of departments or schools. In a short commentary the authors give advice to those academics early in their career or wanting to build their career. The main focus is on the advantages of being conscious of the RTN in their work as an academic. This is very much a personal view from the authors and contains only one reference.
goodpractice