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...
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121 resources found for ‘resources’.
The APP Assessment of Physiotherapy Practice Instrument - Clinical Educator Resource Manual
Griffith University
2009
La Trobe, Monash
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.
Role of Graduate Attributes in Emerging Institutional Quality Assurance Processes video
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/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.
The National Graduate Attributes Project Issues papers
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/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.
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.
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.
Building leadership capacity for development and sharing of mathematics learning resources across disciplines and universities
University of Wollongong
2013
Central Queensland University
Building a network of academics who use, contribute to and disseminate, an online, cost-effective histology learning and teaching resource
The University of Western Australia
2011
The Medici project: developing a multi-disciplinary, sustainable resource for blended learning initiatives in tertiary medical education
The University of Adelaide
2012
Flinders University, Monash University, The University of Notre Dame Australia, University of Western Sydney, 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.
Effective teaching and support of students from low socioeconomic backgrounds: resources for Australian higher education
Deakin University
2012
Charles Sturt University, Queensland University of Technology
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.
Learning to teach online: developing high-quality video and text resources to help educators teach online
The University of New South Wales
2011
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.
New Media Resources for Indigenous Researcher Training
Batchelor Institute of Indigenous Tertiary Education
2011
This fellowship stimulates Indigenous research students and their supervisors to consider how new media forms of dissemination, such as image/sound, film, exhibition and digital media, may form culturally appropriate alternatives or adjuncts to the linear, written thesis form. The website explores concepts associated with alternative dissemination and provides resources, exemplars and more ideas.
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.
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