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.
Materials identified as good practice are indentified. Read more...
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22 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.
Facilitating the integration of evidence based practice into speech pathology curricula: a scoping study to examine the congruence between academic curricula and work based needs
This resource profiles two surveys that sought to elicit the views of a representative sample of academic staff and clinical educators in regards to the integration and application of evidence based practice (EBP) in speech pathology education. The gaps and challenges of incorporating EBP into curricula and clinical education and clearly discussed. The survey was undertaken in 2009 as a component of a project funded by the Australian Learning and Teaching Council.
The resource, while focused on speech pathology education, will have broader application for a range of health professions where the challenge of integrating EBP into academic and clinical education is a perennial problem. The results of the survey, while not particularly surprising, are illuminative and identify some of the key issues that educators face in creating a culture where EBP is integral to contemporary practice rather than simply another academic 'subject'.
This resource can be accessed as a pdf document as part of the full report of the ALTC project. The full report also provides an interesting contextual discussion of the issues surrounding speech pathology education and EBP.
The strengths, challenges and recommendations sections of this resource will be valuable to those involved in health professional education.
The resource is succinct (14 pages) and written in plain English. Some of the tables included in the report, although relevant, will take some time to interpret.
The authors correctly identify the limitations of the approach taken in this study, ie potentially valuable student perspectives were not sought, and the surveys were based on self-report rather than observational/behavioural measures. The resource also mentions observation of four case studies but provides only limited discussion or analysis of this aspect of the study. However, the complete case studies are available as part of the full ALTC report, as are the surveys.
Managing educational change in the ICT discipline at the tertiary education level: Final Report
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.
National Standards for Psychological Literacy and Global Citizenship: Outcomes of Undergraduate Psychology Education
Engineering Thresholds: an Approach to Curriculum Renewal
Learning without borders: linking development of transnational leadership roles to international and cross-cultural teaching excellence
Renewing rural and regional teacher education curriculum
Delivering optometric graduates ready for practice beyond the cities and ready to serve an ageing population
Closing the gap in curriculum development leadership
Uncovering theology: the depth, reach and utility of Australian theological education
The teaching and assessment of statistical thinking within and across disciplines
The role of honours in contemporary Australian higher education
Construction education in Australia: a review of learning and teaching challenges and opportunities
Data repository for teacher education scoping study
Paramedic education: developing depth through networks and evidence-based research
Mapping the future of occupational therapy education in the 21st century: review and analysis of existing Australian competency standards for entry-level Occupational Therapists and their impact on Occupational Therapy curricula across Australia
The WIL (Work Integrated Learning) Report
The aim of this large-scale scoping study of work integrated learning in higher education was to identify issues and map a broad and growing picture of WIL across Australia and to identify ways of improving the student learning experience in relation to WIL. Evidence highlighted the importance of strong partnerships between stakeholders (students, university academic and professional staff, employers, professional associations, and government) in facilitating effective learning outcomes for students. A set of recommendations (Chapter 1) and an implementation framework (Chapter 9) are project outcomes. Thirty curriculum vignettes, providing a snapshot of a broad range of practices, are available from the website.
Meeting the challenges of clinical exercise science and practice: a collaborative university-industry approach
Mathematics Education for 21st century engineering students
Shaping a Desired Future for Australian Business Education
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