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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.

22 resources found.

Good Practice Report: Assuring Graduate Outcomes

Beverley Oliver
Australian Learning and Teaching Council Limited
2011
Australian Learning and Teaching Council Limited

This good practice report, commissioned by the ALTC, provides a summative evaluation of useful outcomes and good practices from ALTC projects and fellowships on assuring graduate outcomes. The report contains:

  • a summative evaluation of the good practices and key outcomes for teaching and learning from completed ALTC projects and fellowships
  • a literature review of the good practices and key outcomes for teaching and learning from national and international research
  • the proposed outcomes and resources for teaching and learning which will be produced by current incomplete ALTC projects and fellowships
  • identifies areas in which further work or development are appropriate.
ALTC Good Practice Report Download Document (680.59 KB)

History Learning and Teaching Academic Standards Statement

I.M. Hay
Australian Learning and Teaching Council Limited
2010
Australian Learning and Teaching Council Limited

Academic standards covering programs of study for a bachelor degree with a major in history. These standards were developed as part of a demonstration project funded by the Australian Government in 2010 and facilitated by the Australian Learning and Teaching Council. Academic institutions and teachers, professional bodies, accreditation bodies, employers and graduates participated in the development of minimum threshold learning outcomes for the discipline.

ISBN: 978-1-921856-31-0

History LTAS Statement Download Document (788.99 KB)

Geography Learning and Teaching Academic Standards Statement

I.M. Hay
Australian Learning and Teaching Council Limited
2010
Australian Learning and Teaching Council Limited

Academic standards covering programs of study for a bachelor degree with a major in geography. These standards were developed as part of a demonstration project funded by the Australian Government in 2010 and facilitated by the Australian Learning and Teaching Council. Academic institutions and teachers, professional bodies, accreditation bodies, employers and graduates participated in the development of minimum threshold learning outcomes for the discipline.

ISBN: 978-1-921856-32-7

Geography LTAS Statement Download Document (759.02 KB)

The APP Assessment of Physiotherapy Practice Instrument - Clinical Educator Resource Manual

Megan Dalton, Jennifer Keating, Megan Davidson
Griffith University
2009
Griffith University
La Trobe, Monash
Clinical educator resource manual Download Document (932.16 KB)

Managing educational change in the ICT discipline at the tertiary education level: Final Report

Tony Koppi, Fazel Naghdy
University of Wollongong
2009
University of Wollongong
Monash, QUT
Final Report Download Document (1.17 MB)

goodpractice

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.

30th September 2010

Graduate attributes statements database

Simon Barrie, Clair Hughes, Calvin Smith
The University of Sydney
2009
The University of Sydney
Griffith, UQ
http://www.itl.usyd.edu.au/projects/nationalgap/resources/gamap/introduction.htm

goodpractice

 

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.

30th September 2010

Forging new directions in physics education in Australian Universities

Les Kirkup, Manjula Sharma
University of Technology, Sydney
2009
University of Technology, Sydney
Sydney
http://www.physics.usyd.edu.au/super/ALTC/

goodpractice

The website consists mainly of components of the final project report and some derived resources that address three priorities: service teaching, laboratory work and employment of physics graduates. These form the three strands of the project.

The report on a survey of service teaching identifies three models of service teaching and outlines differences between student expectations and experiences of service-taught units. The survey found that students' experiences are significantly at variance with their expectations. The outcomes provide very strong evidence that university service teaching physics needs to be examined and reformed. Examples of units where students' experiences matched their expectations are described in Appendix 3 of the final report.

There is also a self-efficacy survey which would be of use in unit reviews.

The strand on laboratory work for physics students consists mostly of reports on workshop meetings, from which many issues were raised but few solutions proposed. The most tangible and immediate outcome of this strand is the depository of physics higher year laboratory experiments in use in Australian universities. This resource provides experiment titles, brief outline and the contact details of their designers/authors. It could prove very valuable in the sharing of and, if engaged with critically, improving of laboratory work.

The report on graduates in the workforce outlines graduates' employment types and graduates' preparedness for work in terms of knowledge and generic attributes. The report will be of interest to physics program managers. A separate document, outlining employment destinations of physics graduates, could be used to motivate or inform potential or current physics students.

30th September 2010

The National Graduate Attributes Project Issues papers

Simon Barrie, Clair Hughes, Calvin Smith
The University of Sydney
2009
The University of Sydney
Griffith, UQ
http://www.itl.usyd.edu.au/projects/nationalgap/resources/discussionpapers.htm

goodpractice

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.

30th September 2010

Role of Graduate Attributes in Emerging Institutional Quality Assurance Processes video

Simon Barrie, Clair Hughes, Calvin Smith
The University of Sydney
2009
The University of Sydney
Griffith, UQ
http://www.itl.usyd.edu.au/projects/nationalgap/resources/videos.htm

goodpractice

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.

30th September 2010

Facilitating staff and student engagement with graduate attribute development, assessment and standards in Business faculties

Tracy Taylor, Darrall Thompson, Lucille Clements, Lynette Simpson, Andrew Paltridge, Marty Fletcher, Mark Freeman, Lesley Treleaven, Romy Lawson, Fiona Rohde
University of Technology, Sydney
2009
University of Technology, Sydney
QUT, Sydney, UQ
Final report Download Document (1.54 MB)
http://www.altcexchange.edu.au/book/supporting-engagement-graduate-attributes-using-assessment-alignment-self-assessment-relevant-f

Teaching and Assessing Meta-attributes in Engineering: identifying, developing and disseminating good practice

Anna Carew, Sandrine Therese, Simon Barrie, Alan Bradley, Paul Cooper, John Currie, Roger Hadgraft, Timothy McCarthy, Sharon Nightingale, David Radcliffe
University of Wollongong
2009
University of Wollongong
Melbourne, Sydney, UQ, UTAS
Final report Download Document (818.98 KB)

The National Graduate Attributes Project: integration and assessment of graduate attributes in curriculum

Simon Barrie, Clair Hughes, Calvin Smith
The University of Sydney
2009
The University of Sydney
Griffith, UQ
Final Report Download Document (818.73 KB)

The B factor project: understanding academic staff beliefs about graduate attributes

Barbara de la Harpe, Alex Radloff, Michele Scoufis, Helen Dalton, Jan Thomas, Anne Lawson, Christina David, Antonia Girardi
RMIT University
2009
RMIT University
Murdoch, UNSW
Final Report Download Document (6.35 MB)
Appendix 1: Project Methodology Download Document (2.7 MB)
Appendix 2: Staff Surveying Instrument Download Document (5.12 MB)
Appendix 3: Preliminary Survey Report Download Document (3.58 MB)
Appendix 4: Data Analysis Download Document (2.7 MB)

Forging new directions in physics education in Australian Universities: Report

Les Kirkup, Manjula Sharma
University of Technology, Sydney
2009
University of Technology, Sydney
Sydney
Report Download Document (2.42 MB)

Historical thinking in higher education

Marnie Hughes-Warrington, Jill Roe, Adele Nye, Matthew Bailey, Mark Peel, Penny Russell, Amanda Laugeson, Desley Deacon, Paul Kiem, Faith Trent
Macquarie University
2009
Macquarie University
Flinders, Monash, Sydney
Final Report Download Document (359.31 KB)

goodpractice

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.

30th September 2010

The academic’s and policy-maker’s guides to the teaching-research nexus

Profesor Kerri-Lee Krause, Dr Sophie Arkoudis, Professor Richard James, Ms Ros McCulloch, Ms Claire Jennings, Dr Alison Green
Griffith University
2008
Griffith University
http://trnexus.edu.au/

goodpractice

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.

1st December 2010

Business as usual: A collaborative investigation of existing resources, strengths, gaps and challenges to be addressed for sustainability in teaching and learning in Australian university business faculties

Mark Freeman, Phil Hancock, Lyn Simpson, Chris Sykes
The University of Sydney
2008
The University of Sydney
Report Download Document (365.01 KB)
http://www.altcexchange.edu.au/book/altc-business-management-and-economics-discipline-network

Designing a diverse, future-orientated vision for undergraduate psychology in Australia

Jacquelyn Cranney, Stephen Provost, Mary Katsikitis, Frances Martin, Fiona White, Lynne Cohen
The University of New South Wales
2008
The University of New South Wales
ECU, Sydney
Final Report Download Document (708.26 KB)

goodpractice

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.

30th September 2010

Experiential Placements in Pharmacy - Final Report

Dr Susanne Owen, Professor Ieva Stupans
University of South Australia
2008
University of South Australia

Outcomes from the project include: seventeen experiential learning and assessment tasks published within an online central repository website; the development and trialling of a competency graduated descriptors tool; and a quality indicators framework indicating stakeholder responsibilities and pre-placement, during placement and post placement aspects. The online repository is available at http://peld.altc.edu.au/. 

Sydney
Final Report Download Document (1.14 MB)

Experiential Placements in Pharmacy - Report Appendices

Dr Susanne Owen, Professor Ieva Stupans
University of South Australia
2008
University of South Australia

Outcomes from the project include: seventeen experiential learning and assessment tasks published within an online central repository website; the development and trialling of a competency graduated descriptors tool; and a quality indicators framework indicating stakeholder responsibilities and pre-placement, during placement and post placement aspects. The online repository is available at http://peld.altc.edu.au/. 

Sydney
Appendices Download Document (1.41 MB)

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