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.
Resource Library
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...
Results may be sorted filtered by keywords.
32 resources found for ‘arts’.
Studio Teaching Project: Four Reports
The University of New South Wales
2010
RMIT, UQ, UTAS
Benchmarking archaeology degrees at Australian universities: Final Report
Historical thinking in higher education
Macquarie University
2009
Flinders, Monash, Sydney
This is a well-researched, lucidly and frank report on the similarities and contrasts in attitudes between academics and students involved in university-level study of history. It is a most valuable report and deserves wide discussion among staff and students about the 'why' and 'how' of historical study.
In general, it highlights (although does not identify) the contrasts between academics who would like all students to be like those they eventually teach in Honours, and the majority of students who simple find history 'interesting'. Few students understand an undergraduate 'major' in history as more than a collection of subjects chosen from interest.
The report highlights the importance of the sharing of good practice. It does not provide practical examples of how better to engage students, particularly in introducing them to research methodologies, but has an extensive bibliography.
There are perplexing contrasts revealed between student responses at different universities, suggesting that heads of departments should find this a most useful starting-point for curriculum discussion. This is all the more important because of the worrying evidence adduced that some academics respond to student 'disengagement' by expressing despair about current student and cultural behaviours rather than by seeking innovative ways to re-engage students with sustained historical study.
The report suggests that individual heads of history programs should take the initiative in working with professional bodies to make improvements. For the recommendations to be more effective, those bodies (particularly the Australian Historical Association) should also be responsible for ensuring that this happens: they were established to provide national leadership.
Designing a diverse, future-orientated vision for undergraduate psychology in Australia
The University of New South Wales
2008
ECU, Sydney
This impressive resource, developed following extensive consultations with key stakeholders, presents a comprehensive list of key attributes psychology students can develop during their undergraduate studies. By extending the principles of the scientist-practitioner model, there is no doubt that it will become a valuable research-led resource for both students and teachers of psychology.
This resource clearly delineates what will be learned, how it will be learned, what the learning outcomes will be, and how these apply in both the traditional psychology laboratory and in real world settings. This juxtaposition of laboratory and real world learning applications provides added value by challenging students to think more widely. In doing so, it enhances the identity of psychology. Accordingly, the resource is also relevant to students and teachers in Psychiatry and the allied health disciplines.
It may be necessary, however, to make explicit the academic background required for using this resource. For example, it may be essential to flag that empirical skills are a pre-requisite given that Research Methods in Psychology (Attribute 2) are traditionally quantitative. That undergraduate students are becoming interested in qualitative research approaches raises the question of why this is not included in Attribute 2. This is even more questionable given the learning outcome of describing and applying the different research methods used by psychologists and demonstrating practical skills in laboratory-based and other psychological research.
The theoretical orientation and attributes reflect the resource's orientation to a specific cohort of students, which in this discipline is not necessarily a bad thing.
Employability of Bachelor of Arts graduates
The University of Adelaide
2013
Flinders University, James Cook University, The University of Sydney, University of Otago (NZ)
Future-Proofing the Creative Arts in Higher Education
The University of Melbourne
2009
Evaluation of Teaching and Learning Delivery Modes in Arts
Monash University
2009
Scoping study for a national new media/electronic arts network
Curtin University of Technology
2009
Monash, UoW
Learning Outcomes and Curriculum Development in Psychology
The University of Queensland
2006
Australian Writing Programs Network
University of Canberra
2008
QUT, UNE
Exploring problem-based learning pedagogy as transformative education in Indigenous Australian studies
The University of Queensland
2012
Charles Darwin University, Monash University, The University of New South Wales, The University of Newcastle, University of Technology, Sydney
Learning environments that work for tertiary music performance students and staff
University of Tasmania
2010
Forward thinking: teaching and learning philosophy in Australia
Flinders University
2010
Macquarie, UoW
Nature and roles of arts degrees in contemporary society (DASSH)
Flinders University
2008
Six summary reports accompany the Final Report for the Bachelor of Arts Scoping Project
1 Executive summary
2 What is the Australian BA?
Defining and describing the nature and role of the Arts in contemporary Australia.
This summary report presents definitions and program models developed through the BA scoping project.
3 Mapping the terrain: Trends and shared features in BA programs across Australia 2001–2008
This report summarises the key trends and commonalities evident between Bachelor of Arts programs and programs within the fi eld of Arts currently offered across Australia.
4 Who is enrolled in the Australian BA?
Student uptake of the Australian BA 2001–2006
This summary report presents the key findings from the BA scoping project that document the trends in student uptake of programs within the field of Arts offered across Australia.
5 Who is delivering the Australian BA?
Trends in staff profiles in the BA 2001–2006
This summary report presents national staffing trends within BA programs across Australia. The project drew upon demographic data collected for DEST/DEEWR gathered during 2001 – 2006.
6 Future studies emerging from the BA scoping project
This summary report presents an outcome of the BA scoping project: the identification of areas requiring further investigation and the development of interventions to enhance the experience of Bachelor of Arts students.
Peer Instruction in the humanities
Monash University
2007
Quality assessment: linking assessment tasks and teaching outcomes in the social sciences: Final Report
The University of Newcastle
2009
The report uses the concept of ‘authentic pedagogy’, which has been developed from earlier work. This purports to measure demonstration of disciplinary depth, depth of analysis, richness of communication and the extent to which problematic nature of knowledge is recognised. The report is dense but well referenced and examines correlation between assessment tasks and standards, as well as providing an ‘audit’ of the quality of assessment tasks. It suggests that it provides explicit criteria which lecturers can use to measure specific achievement in their subject area. The sample size is small and self selected; all are in social sciences, except for the odd inclusion of languages. The results are statistically analysed to ensure validity, although the variance may be questionable.
The assessment task quality descriptors provide a useful framework for those designing assessment tasks although the meta-language criterion is, in the reviewers view, tied to the philosophical underpinnings and may confuse those unfamiliar with it or provide an issue for those who do not accept this stance. The strength of the report lies in the clarity with which the descriptors and the authentic achievement scales are described and in the examples which are included in the report. The results of the study usefully show that tasks which are intellectually challenging and engaging produce work which is consistent with broad academic standards (although these are not defined). The approach using a variety of inputs, including workshops, development of a tertiary assessment practice guide and scoring manual make this a much needed additional resource which could assist in improving assessment in universities in the Social Sciences. Its complexity and less obvious applicability for assessment in the humanities may make it less accessible for some academics.
Teaching sociology in Australia
RMIT University
2009
La Trobe, UoN
Assessing creativity: strategies and tools to support teaching and learning in architecture and design
The University of Newcastle
2012
Deakin University, Monash University, Queensland University of Technology, RMIT University, University of Tasmania
Assessing graduate screen production outputs in nineteen Australian film schools
Murdoch University
2011
Flinders University, Griffith University, RMIT University, The University of Melbourne, University of Technology, Sydney
Promoting the Sharing and Reuse of Technology-Supported Learning Designs. ALTC Associate Fellowship Report
Edith Cowan University
2008
The Technology-Supported Learning Database is designed to make effective technology-facilitated teaching ideas, reusable and sharable. The database seeks to share good teaching ideas. The learning activities in this database have been supplied by teachers who are keen to see them used freely by others.
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