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.
40 resources found.
Graduate attributes statements database
The University of Sydney
2009
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.
By degrees: Benchmarking archaeology degrees in Australian universities
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.
Managing educational change in the ICT discipline at the tertiary education level: Final Report
University of Wollongong
2009
Monash, QUT
This is an outstanding, comprehensive analysis of the state of tertiary ICT education in Australia, including the need for some change and how this should be approached. The report includes extensive survey data from the perspectives of academic staff, recent graduates and (to a lesser extent) employers of ICT graduates. It is noteworthy that these surveys have been conducted across a very representative component of the Australian sector, giving confidence about the broad relevance of the findings.
The report is a "must read" for anyone undertaking a serious review of their ICT curriculum or teaching, and indeed is worth the attention of anyone seeking a good example of such a review, irrespective of discipline. It is particularly illuminating to observe the alignment, of lack thereof, between what is taught at University and what students require in the workforce. Of course, there is an ongoing debate about how tightly Universities should aim for work-ready graduates, but the data in this report from recent ICT graduates are relevant to all tertiary programs in this area.
The report is lengthy, with a wealth of (quantitative and qualitative) data and substantial data analysis. There are nine recommendations, of which three focus on the ICT sector and its perceptions by stakeholders, and six address aspects of the curriculum and teaching; these latter recommendations are most relevant for discipline standards. The report is beautifully written and well-organised, and argues its case convincingly. The reader will benefit from either a short reading or a comprehensive analysis.
Turnaround Leadership for Sustainability in Higher Education
University of Western Sydney
2012
ANU, Sustainable Futures Academy (Salzburg)
Using team management systems to identify and build leadership for quality learning in clinical health care teams
The University of Adelaide
2011
Includes resources:
- A guide to using team management systems (tms) for learning and teaching quality improvement in health care teams
-
Flinders University, University of South Australia
Communication for health in emergency contexts
University of Technology, Sydney
2011
The University of Melbourne
Resources to assist discipline communities to define threshold learning outcomes
Australian Learning and Teaching Council Limited
2011
This resource is an outcome of the ALTC's Learning and Teaching Academic Standards Project and has been prepared to assist discipline commuties define threshold learning outcomes.
Building capacity among emerging occupational therapy academic leaders in curriculum renewal and evaluation at UQ and nationally
The University of Queensland
2011
The Good Practice Guides serve as a quick reference guide for those undertaking curriculum design, renewal, review, and evaluation activities. Although developed for use within occupational therapy, the key principles described in the Guides have relevance for other health professions and curriculum development and renewal more broadly. Cases accompany many of these Good Practice Guides.
Delivering optometric graduates ready for practice beyond the cities and ready to serve an ageing population
The University of New South Wales
2011
Assessing and improving spatial ability for design-based disciplines utilising online systems
The University of Newcastle
2011
An online psychometric test of spatial ability (the 3D Ability test) was developed specifically for design-based disciplines. A series of online interactive 3D learning tasks designed to improve spatial skills are also provided. The learning tasks include remediation options for poor performers and purpose-designed gender neutral activities to address the gender bias in spatial performance. The test and 3D learning tasks are available on the project website.
Measuring student experience: relationships between teaching quality instruments (TQI) and course experience questionnaire (CEQ)
The University of Melbourne
2011
Results of course experience questionnaires (CEQ) provide Australian tertiary institutions with valuable information on perceptions of their courses. Institutions also survey their students at subject level. This study aimed to determine the degree to which responses recorded on subject level Teaching Quality Indicators (TQI) are related to the CEQ, and whether TQI responses anticipate subsequent CEQ responses. This study found that TQIs at different institutions are not designed in a consistent manner and that only a small portion of the CEQ responses could be predicted by these TQI. The research established that course characteristics such as: the level of the degree, the Faculty and Department in which the course was taken, the course description, the industry and duties of those who have found employment after completing their course, all strongly influence the CEQ.
Australian Council for Educational Research (ACER), Flinders University, Graduate Careers Australia, University of Tasmania, University of Wollongong
Learning and Teaching Academic Standards Resources for Health, Medicine and Veterinary Science
Australian Learning and Teaching Council Limited
2011
Resources to support the development and use of academic learning and teaching standards for the health, medicine and veterinary science disciplines. These resources were developed during the Learning and Teaching Academic Standards Project.
Learning and Teaching Academic Standards Resources for Geography and History
Australian Learning and Teaching Council Limited
2011
Resources to support the development and use of academic learning and teaching standards for the geography and history disciplines. These resources were developed during the Learning and Teaching Academic Standards Project.
Learning and Teaching Academic Standards Resources for for Accounting
Resources to support the development and use of academic learning and teaching standards for the accounting discipline.
Learning and Teaching Academic Standards Resources for Law
Australian Learning and Teaching Council Limited
2011
Resources to support the development and use of academic learning and teaching standards for law.
Learning and Teaching Academic Standards Resources for Building and Construction
Australian Learning and Teaching Council Limited
2011
Resources to support the development and use of academic learning and teaching standards for the building and construction disciplines.
D-Cubed Dissemination Project InDesign Resources
The University of Queensland
2011
The following InDesign files are provided to allow project teams modify the Quick Guides and other resources produced by the project D-Cubed: A Review of Dissemination Strategies used by Projects Funded by the ALTC Grants Scheme . The InDesign program and expertise in using this application is required. The INDD file and associated Font and Links folders are provided in the .zip file.
Lessons from the PEI Summary Paper
Deakin University
2011
Summary of key themes of completed PEI reports
Murdoch University, Queensland University of Technology, Swinburne University of Technology
Pharmacy experiential placements tool
University of South Australia
2011
A competency graduated descriptors tool for self-assessment and feedback in relation to early and late placement students.
The University of Queensland, The University of Sydney
Zen and the art of transdisciplinary postgraduate studies: Workshop Resources
University of Technology, Sydney
2009
This document is one of the outcomes resulting from a project focused on developing high quality outcomes and quality evaluation processes in transdisciplinary/ interdisciplinary research for use by students and supervisors.
The project resulted in several outcomes that can be used together or independently including: a summary report; identification of quality criteria; a toolbox of ideas for practice. This resource provides workshop materials that can be used by supervisors or supervisor trainers (at any level) to develop improved understanding and practices in transdisciplinary/interdisciplinary research supervision. A companion resource provides a PowerPoint presentation that can be used with the workshop material.
This resource includes a number of Word files containing worksheets that can be printed for use. The files include: a Presenter’s outline, including timing and a running sheet, and expected learning outcomes; Discussion Guides/Worksheets for participants; and a Feedback and Evaluation Form.
The workshop requires participants to have undertaken an hour of preparation with the two key outcome documents from the project, the quality criteria document and the ideas for good practice document. These documents therefore also need to be provided to participants prior to a workshop. The workshop template provides guidance on the questions and discussion points that engage participants with the outcomes documents as student supervision. It provides guidance for reflection, group discussions, and effective sharing of ideas.
These materials are very usable and draw on the substantial outcomes of the project. The workshop facilitator needs to be effective at managing the workshop but does not need greater expertise than the other participants. It could be run as a joint professional development session.
The workshop takes 3 hours. This is not an overlong time for supervision training. However, a considerable period at the start revisits the issues of transdisciplinary/ interdisciplinary research and participants spend 20 minutes working individually reflecting on the quality criteria developed in the project. If participants do make themselves familiar with the materials, they could complete the initial individual reflection (20 minutes) prior to the workshop, allowing more focus on shared discussion.
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