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 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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3 resources found.
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.
The APP Assessment of Physiotherapy Practice Instrument - Clinical Educator Resource Manual
Teaching scientific inquiry skills: a handbook for bioscience educators in Australian universities
Twenty-six cases of current teaching practices are identified and described using a framework based on the degree of inquiry inherent in student tasks; the independence expected of students in performing tasks; the tasks’ learning objectives; and the learning environment. Six innovative learning designs incorporating educational technologies are presented in the Hand book. Recommendations are made about evaluating student learning of scientific inquiry skills. A website presents project findings.