Embed Size (px)
Citation preview
SENATE LEARNING AND TEACHING COMMITTEE A meeting of the Senate Learning and Teaching Committee will be held at 10:00 am on Monday 6 June 2016 in the Senate Room, Level 3, Lincoln Building (C8A), 16 Wally’s Walk.
This symbol indicates items that have been starred for discussion at the meeting. Members are requested to notify the Chair, Dr Mitch Parsell, of any additional items which they wish to have starred and the reason for seeking discussion of those items.
Members who are unable to attend the meeting are requested to send their apologies to Kerri Mackenzie (Governance Services) by email [email protected].
AGENDA Page Numbers 1. ACKNOWLEDGEMENT OF COUNTRY
2. WELCOME AND APOLOGIES
3. ARRANGEMENT OF AGENDA
3.1 Disclosure of conflicts of interest
3.2 Adoption of unstarred items
4. MINUTES OF THE PREVIOUS MEETING
Pages 3 to 10 4.1 The Minutes of the meeting held 9 May 2016 are provided. (For approval)
5. BUSINESS ARISING FROM THE MINUTES(not dealt with elsewhere in the Agenda)
Pages 11 to 12 5.1 Items requiring action (For noting)
Oral 6. REPORT FROM THE CHAIR
Oral 7. REPORT FROM THE DEPUTY VICE-CHANCELLOR (ACADEMIC)
8. STRATEGY AND POLICY
Pages 13 to 16 8.1 Inherent Requirements Framework (For discussion and endorsement)
Pages 17 to 30 8.2 Progress Report: Academic Progression (For discussion)
Oral 8.3 Progress Report: Learning and Teaching Strategic Framework (Report by the Pro Vice-Chancellor Learning and Teaching)
9. GENERAL BUSINESS
Pages 31 to 36 9.1 Senate Learning and Teaching Committee Terms of Reference (For discussion and recommendation)
To be circulated 9.2 Big Ideas Units: Establishment of a Working Party (For approval)
10. THEMED DISCUSSION
10.1 Curriculum Development (Presentation by Dr Panos Vlachopolous)
11. REPORTS FROM THE OFFICES(For information)
1
Pages 37 to 40 11.1 Library
Pages 41 to 44 11.2 PACE
12. OTHER BUSINESS
13. NEXT MEETING
The next meeting of the Senate Learning and Teaching Committee will be held onMonday 4 July 2016.
Agenda Items are due by Monday 20 June 2016.
2
Senate Learning and Teaching Committee Agenda
6 June 2016 Item 4.1
ITEM 4.1 MINUTES OF THE PREVIOUS MEETING
The Minutes of the meeting held 9 May 2016 are provided.
For approval.
Recommended resolution The Senate Learning and Teaching Committee resolve to approve the Minutes of the meeting held 9 May 2016 as a true and accurate record.
3
SENATE LEARNING AND TEACHING COMMITTEE Minutes of the meeting of the Senate Learning and Teaching Committee held on Monday 9 May 2016 in the Senate Room, Level 3, Lincoln Building (C8A), 16 Wally’s Walk from 10:03 to 11:57am.
MINUTES
PRESENT Professor Sherman Young (Chair) Associate Professor Ayse Bilgin Associate Professor Steve Cassidy Lindie Clark Associate Professor Jenny Donald Associate Professor Mark Hancock Dr Peter Keegan Dr Jane Messer Dr Kerry-Ann O’Sullivan Darren Peters Professor Jacqueline Phillips Simon Populin Professor John Simons Helen Slatyer Susan Vickery Dr Panos Vlachopoulos Professor Leigh Wood
APOLOGIES Deidre Anderson Dr Wylie Bradford Dr Yvonne Breyer Professor Mariella Herberstein Dr Mitch Parsell
IN ATTENDANCE Ellen Carlson Dr Mary Davies Julie Doherty Dr James Downes Ainslee Harvey Mirjana Jovancevic Kerri Mackenzie (Secretary) Dr Tanya Rose Jonathan Wylie
1. ACKNOWLEDGEMENT OF COUNTRY
A meeting of the Senate Learning and Teaching Committee commenced at 10.03am. Professor ShermanYoung, Pro Vice-Chancellor (Learning and Teaching) acknowledged the traditional custodians of theland.
2. WELCOME AND APOLOGIES
Professor Young welcomed all members and guests to the meeting and noted apologies had beenreceived from Deidre Anderson, Dr Wylie Bradford, Dr Yvonne Breyer, Professor Mariella Herbersteinand Dr Mitch Parsell.
Noting the apology from Dr Parsell, Professor Young asked the Committee to nominate a member topreside as Chair in accordance with the Standing Order 14 of the Standing Orders of Committees ofAcademic Senate. Associate Professor Jenny Donald and Professor Leigh Wood proposed and secondedProfessor Young as the Chair of the meeting.
4
3. ARRANGEMENT OF AGENDA
The Chair determined to consider Item 8.1, Student Systems Themed Discussion before Items 6 and 7. All items in the Minutes are recorded in the order of the Agenda.
3.1 Disclosure of conflicts of interest
The Chair requested that members declare any conflict of interest. No conflicts were declared.
3.2 Adoption of unstarred items
The following items were starred for discussion: • Item 5.1 Items requiring action • Item 11.5 Faculty of Science and Engineering Report
Resolution SLTC 16/26 The Senate Learning and Teaching Committee resolved that the items not starred for discussion (Items 5.2, 10.3, 11.1, 11.2, 11.3, 11.4 and 11.6) be noted, and where appropriate, adopted as recommended.
4. MINUTES OF THE PREVIOUS MEETING
4.1 The minutes of the Senate Learning and Teaching Committee meeting of 18 April 2016 were provided for approval. The Chair confirmed that ‘Attachment 1’ was omitted from the Minutes provided, this will be appended to the published Minutes.
Resolution SLTC 16/27 The Senate Learning and Teaching Committee resolved to approve the minutes of the meeting held on 18 April 2016 as a true and accurate record subject to ‘Attachment 1’ being appended to the Minutes.
5. BUSINESS ARISING FROM THE MINUTES
5.1 Items requiring action
2. Professional Authority Forms (PAF) Associate Professor Jenny Donald, Executive Dean nominee from the Faculty of Science and Engineering, requested that the Committee revisit the concerns raised regarding the management and review of the PAF forms within the Faculties. Darren Peters, Director Campus Wellbeing and Support Services, confirmed that Campus Wellbeing is available to assist the Faculties in assessing Disruption to Studies notifications when required. The Committee noted that the Policy is scheduled for review in December 2016 which will allow for wider discussion to take place. Action It was identified that Professional Development for Student Administration staff within each Faculty is required to provide them with the skills required to assess Disruption to Studies applications. This matter is to be further considered in consultation with the Director, Campus Wellbeing and Support Services. The Committee noted the other items requiring action.
5.2 Matters considered by Flying Minutes
Resolution SLTC 16/28 The Senate Learning and Teaching Committee resolved to ratify the establishment of a working group to review the Grade Appeal Policy and provide feedback into the development of the Academic Appeal Policy. Resolution SLTC 16/29
Senate Learning and Teaching Committee - Minutes – 9 May 2016 Page 2 of 7
5
The Senate Learning and Teaching Committee resolved to ratify the endorsement of open staff access to iLearn.
6. REPORT FROM THE CHAIR
Lynda.com The Chair reported that the Learning Innovation Hub is collaborating with Lynda.com which will be launched in the coming months. All staff are encouraged to review Lynda.com for professional development purposes and potentially for academic uses. Assessment Policy The Chair confirmed that the development of Schedule 3: Higher Degree Research Assessment Requirements is continuing. The faculty representatives provided an update on the implementation of the Assessment Policy and the development of local Procedures. All representatives confirmed that the implementation is progressing well. The Chair asked members if additional support from the PVC’s Office is required to assist in informing staff about the new Policy. The Committee formed the view that implementation was proceeding well and that each Faculty was equipped to manage this process locally. Discussions were held in relation to informing students about the Policy. Simon Populin, student representative member, indicated that he is happy to engage in this process. Dr Tanya Rose, Strategic and Innovation Lead confirmed that the resources page remains under development and asked all members to submit any web content ideas directly to her. The Committee formed the view that an information sharing platform would be beneficial to each of the Faculties and Macquarie University International College so that progress can be shared amongst staff. Action Ainslee Harvey, Project Officer to coordinate an information sharing site. Action Ainslee Harvey, Project Officer and Dr Tanya Rose, Strategic and Innovation Lead to review available resources on the website.
7. REPORT FROM THE DEPUTY VICE-CHANCELLOR (ACADEMIC)
The Deputy Vice-Chancellor (Academic) provided an oral update on the following matters: Academic Quality Assurance and Course Planning The emerging standards paper arising from the TEQSA registration process is progressing. Working Group for Widening Participation Policy/Strategy The Widening Participation Working Group has been established to review and develop initiatives designed to attract more students from backgrounds traditionally underrepresented in higher education into Macquarie. Interesting comment The University of Illinois has started to give students a high distinction grade at the beginning of a unit and instructured to try to maintain this. Indicators have shown that student performance has improved as a result.
8. THEMED DISCUSSION
8.1 Student Systems
Jonathan Wylie, Deputy Registrar, and Dr Mary Davies, Chief Information Officer, facilitated the Themed Discussion on Student Systems. The Committee noted that following the 2015 IT Infrastructure and Systems Review, the Executive Group has approved the replacement of the existing Student Management System (AMIS) in recognition that the current systems and infrastructure are not sufficiently agile to support a growing institution. The replacement is intended to align with the University’s academic mission, its strategic plan A Framing of Futures and the Learning and Teaching Strategic Framework.
Senate Learning and Teaching Committee - Minutes – 9 May 2016 Page 3 of 7
6
The Deputy Registrar asked the Committee to consider the provided paper and to discuss this topic openly. Dr Davies informed the Committee that the Student Management System, Finance System and Research Management System are all recommended for replacement. As a direct impact the Human Resources systems will also require review. The following points were reported in relation to the project and its timeframe:
• The Deputy Registrar is compiling stakeholder groups to discuss project requirements with focus groups established in each Faculty.
• Draft requirements will be circulated for consultation • The replacement of the Student Management System will be a phased approach. • There are areas that require immediate attention and the approach will attempt to mitigate these
concerns in the interim. • It is possible that there will be a strategy group established to review all systems.
The Committee noted the need to be more agile in response to student requirements. The need to keep up with the fast paced changes in technology was recorded as was the possibility of moving to a cloud based system. The following issues were discussed in detail: Ask.mq.edu Including ask.mq.edu, there are 44 key business processes that are separate from the current Student Management System. The possibility of combining these processes with the new system is yet to be determined and will require consultation. It was confirmed that ask.mq.edu / Tracker will not be reviewed this year. e-Portfolios and the Student Journey The request to record the student entire academic portfolio, including extra-curricular activities in one central location was discussed. This approach would reduce the necessity for multiple processes and would allow better understanding of the student journey. PACE and Capstone Units PACE and Capstone units do not require 13 weeks units. However, the exam system mandates the unit duration. The request for flexibility with the exam system was noted. Placement Coordination The Committee reported of the work of the Placement Coordination Task Force and queried how best to ensure the user needs of that group are captured. Dr Davies confirmed that placements have been identified as an area for consideration and that better integration is required.
The themed discussion concluded with the Committee requesting consistency in all systems where possible, for both staff and students. Where this isn’t possible, it would be necessary to have accessible data that is able to be transferred across different systems. Enabling communication across systems will enhance the student experience. The Deputy Registrar stressed the need to recognise and maintain focus on the shared goal of improving the student experience and for all members of staff to consciously remember that compromise will be required to achieve these deliverables for both staff and students. Dr Mary Davies departed the meeting at 10:43am.
9. STRATEGY AND POLICY
9.1 Learning and Teaching Strategic Framework
The Chair in his capacity as the Pro Vice-Chancellor (Learning and Teaching) provided an oral update on the implementation of the Learning and Teaching Strategic Framework: Webpage The development of the supporting webpage continues. Program based approach Consultation with the Associate Deans (Learning and Teaching) has commenced to identify pilot
Senate Learning and Teaching Committee - Minutes – 9 May 2016 Page 4 of 7
7
programs to implement the program-based approach. Professional Development The Pro Vice-Chancellor (Learning and Teaching) and the Deputy Vice-Chancellor (Academic) have engaged with the development of the Academic Promotions Policy.
10. GENERAL BUSINESS
10.1 iTeach Program Dashboard
The Chair spoke to the provided paper. iTeach has been identified as having potential to assist the cultural change to a program-based approach to curriculum design by providing better information to support Faculties, Departments and individuals involved in the program design process.
It was confirmed that iTeach would enable integration between unit development, program mapping and iLearn and that there will be design work carried out to ensure the program presentation is appropriate. The Committee agreed that iTeach is an appropriate platform for storing this data. The Committee supported the establishment of a Working Group to guide the project and to scope the requirements for program mapping noting the connections to the development of the Student Management System. Action Associate Deans to consult with the Pro Vice-Chancellor (Learning and Teaching) to determine the appropriate data and information to be incorporated within the iTeach program dashboard.
10.2 Learning Technologies and Spaces Subcommittee: Terms of Reference
The Chair spoke to the revised Terms of Reference for the Learning Technologies and Spaces Subcommittee confirming that minor amendments have been made following institutional changes. Lindie Clark, Academic and Program Director (PACE), noted the synergies between the remit of the Subcommittee and the work being conducted by the Placement Coordination Taskforce. It was confirmed that the Pro Vice-Chancellor, as a member of both bodies, can provide the Taskforce views at the Subcommittee meetings. Alternatively, if required a member can be co-opted from the Taskforce as provided for within the Terms of Reference. Jonathan Wylie, Deputy Registrar, requested that a nominee of the Deputy Registrar be included as a member.
Resolution SLTC 16/30 The Senate Learning and Teaching Committee resolved to approve the revised Learning Technologies and Space Subcommittee Terms of Reference subject to the inclusion of a Deputy Registrar nominee as a member.
10.3 Academic Exclusion and Appeal Data: Session 2 and 3, 2015
The Committee noted the Academic Exclusion and Appeal Data report.
11. REPORTS FROM THE FACULTIES AND MUIC
11.1 Faculty of Arts
The Committee noted the report from the Faculty of Arts.
11.2 Faculty of Business and Economics
The Committee noted the report from the Faculty of Business and Economics.
11.3 Faculty of Human Sciences
The Committee noted the report from the Faculty of Human Sciences.
11.4 Faculty of Medicine and Health Sciences
The Committee noted the report from the Faculty of Medicine and Health Sciences.
Senate Learning and Teaching Committee - Minutes – 9 May 2016 Page 5 of 7
8
11.5 Faculty of Science and Engineering
Associate Professor Jenny Donald spoke to the issues with the Grade Appeal Policy as identified within the report. Specifically, the Faculty has faced issues with the application of the following ground for appeal:
• the assessor’s judgement was not objectively applied The Committee noted the following issues with regard to its application:
i. this ground does not clearly align with the procedural fairness emphasis of the Policy; ii. determining the outcome of an appeal lodged on this ground is difficult to objectively assess;
iii. this ground is available to students in the event no other ground is applicable; iv. the draft Academic Appeals Policy has removed this particular ground for appeal; and v. a more appropriate mechanism for determining whether a judgement was objective is available
through the Complaints Management Procedure. Professor John Simons, Deputy Vice-Chancellor (Academic), supported the comments raised noting that similar issues are faced in the management of the Withdrawal without Academic Penalty process. The Committee noted that the Grade Appeal Policy Review Working Group has recently been established and consideration was given to the timeframe of the review. The Committee discussed whether the matter should wait until the issue was considered by the review. Concerns were raised about the time required before the implementation of any changes recommended by the working group. A number of members agreed that this particular ground was sufficiently problematic that it should be addressed in a timely manner. A vote was taken with two members of the Committee voting against the motion to remove the clause at this time, preferring to wait for the full review of the Policy. The Committee determined that Academic Senate, as the approving authority, can consider this matter and determine whether the amendment is both timely and appropriate.
Resolution SLTC 16/31 The Senate Learning and Teaching Committee resolved to endorse and recommend to Academic Senate that the following ground for appeal be removed from the Grade Appeal Policy and Procedure effective immediately:
• the assessor’s judgement was not objectively applied
11.6 Macquarie University International College
The Committee noted the report from the Macquarie University International College.
12. OTHER BUSINESS
Learning and Teaching Funding Associate Professor Ayse Bilgin, Academic Senate Representative queried the availability of funding for learning and teaching grants. The Chair confirmed that there are funds available that specifically support the Learning and Teaching Strategic Framework through the Grants and Awards Scheme. Academic Progression In connection with Item 10.3, Academic Exclusion and Appeal Data, Jonathan Wylie, Deputy Registrar, reported that the development of an Academic Progression Policy is continuing. The Working Group has developed initial principles which will form the basis of consultation with on with the Director, Campus Wellbeing and Support Services, the Associate Deans and Faculty Boards. Committee Membership The Chair reported that this was the final meeting for Associate Professor Jenny Donald as the Executive Dean nominated Representative from the Faculty of Science and Engineering. The Chair thanked Associate Professor Donald for her contributions to Learning and Teaching and her service on the Senate Learning and Teaching Committee. The Chair acknowledged his admiration for Associate Professor Donald’s passion towards all Learning and Teaching matters. The Senate Learning and Teaching Committee applauded Associate Professor Donald and joined the Chair in wishing her all the best for the future.
Senate Learning and Teaching Committee - Minutes – 9 May 2016 Page 6 of 7
9
Professor Jacqueline Phillips departed the meeting at 11:55am.
13. NEXT MEETING
The next meeting of the Senate Learning and Teaching Committee will be held on Monday 6 June 2016. Written reports from the Offices are to be considered at the next meeting. Agenda items are due by Monday 23 May 2016. There being no further business, the meeting concluded at 11:57am.
Professor Sherman Young CHAIR
Senate Learning and Teaching Committee - Minutes – 9 May 2016 Page 7 of 7
10
Senate Learning and Teaching Committee Agenda
6 June 2016 Item 5.1
ITEM 5.1 ITEMS REQUIRING ACTION
BUSINESS ARISING FROM THE MINUTES OF 9 MAY 2016
Matter Responsibility Comments/Status
Disruption to Studies/PAFs 1. Professional Development for Student
Administration staff within each Faculty is required to provide them with the skills required to assess Disruption to Studies applications.
Associate Deans Learning and Teaching & Campus
Wellbeing
To be commenced.
Assessment Policy 2. Coordinate an information sharing
site. 3. Review available resources on the
website.
Academic Senate Project Officer & Strategic and
Innovation Lead
In progress.Development of a curriculum resources page is continuing.
iTeach Program Dashboard 4. Consult with the Pro Vice-Chancellor
(Learning and Teaching) to determine the appropriate data and information to be incorporated within the iTeach program dashboard.
Associate Deans Learning and Teaching
In progress.
ITEMS IN PROGRESS/PENDING FROM PREVIOUS MEETINGS Matter Responsibility Comments/Status
Peer Assisted Learning (PAL) Policy 5. Review of the PAL Policy to include:
i. a schedule that outlines student support roles; and
ii. the standards for student recruitment, training, support and either remuneration, reward or recognition.
Pro Vice-Chancellor (Learning and Teaching)
In progress. Update to be provided at the 4 July 2016 Senate Learning and Teaching Committee.
Grade Appeal Policy 6. Establish a Working Group to review
the Grade Appeal Policy and provide feedback into the development of the Academic Appeal Policy.
Chair of Senate Learning and Teaching Committee
In progress.
Entry Pathways 7. (February) Investigate the reporting
possibilities in relation to student success following enrolment through aUniversity entry pathway.
8. (March) Determine if the dataproviding the ATAR of entering students and their GPA performance can be refined to include the distribution of figures.
Pro Vice-Chancellor (Learning and Teaching)
and Deputy Registrar
In progress.
Faculty level awards 9. Consult regarding the Faculty of
Medicine and Health Sciences Facultylevel awards.
Associate Deans Learning and Teaching (Arts and
Human Sciences)
In progress.
11
Session Offerings Working Group 10. Review current Academic Year session
dates to overcome the issues of overlap between Session 2 and 3.
11. A.D’s L&T to revisit the proposal following receipt of additional datafrom the FMHS and MUIC.
AD’s Learning and Teaching & Pro-Vice Chancellor (L&T)
Verbal update to be provided.
12. Academic Progression and Student at Risk Policy
Deputy Vice-Chancellor (Students & Registrar) and Chair of Academic Senate
Refer to Item 8.2
13. Continuing Access Guidelines. Continued Access Guideline to be provided as a schedule to an existing policy.
Policy Unit & Manager Student Connect
In progress.
Delegations of Authority 14. Review of Non-award Courses
delegation Pro-Vice Chancellor (L&T)
and Chair of Academic Senate
In progress.
For noting.
12
Senate Learning and Teaching Committee Agenda
6 June 2016 Item 8.1
ITEM 8.1 INHERENT REQUIREMENTS FRAMEWORK
At the Senate Learning and Teaching Committee meeting held 1 February 2016, the Committee considered the Inherent Requirements Framework and its proposed implementation plan and resolved the following:
Resolution SLTC 16/8 Senate Learning Teaching Committee resolved to endorse the phased rollout of Inherent Requirements for Macquarie University programs, prioritising ‘high risk’ programs and aligning implementation for other programs with the Program Review Framework being developed by ASQC.
The attached paper recommends minor amendments to the Inherent Requirements Framework and its implementation as previously endorsed.
For discussion.
Recommended resolution The Senate Learning and Teaching Committee endorse:
i. the amendments to the Inherent Requirements Framework; andii. the amendments to its implementation plan.
13
Senate Learning and Teaching Committee Agenda
6 June 2016 Item 8.1
ITEM 8.1 INHERENT REQUIREMENTS FRAMEWORK
ISSUE
This paper recommends minor amendments to the inherent requirements framework and its planned implementation endorsed at SLTC February 2016.
DISCUSSION
At its February meeting the Senate Learning and Teaching Committee endorsed the phased rollout of an inherent requirements framework for Macquarie University programs prioritising the development of program specific inherent requirements for ‘high risk’ programs and dovetailing development for other programs into the established Program Review Schedule.
Macquarie University defines inherent requirements as ‘The essential activities, components and academic requirements that are necessary for a student to successfully achieve the core learning outcomes of a Macquarie University course or program’. Clearly defined inherent requirements provide:
- students with a greater understanding of the essential activities, capacities and academic requirements that are required to successfully complete their degree, program or unit and
- guidelines for determining reasonable adjustments while maintaining the academic integrity of the program. (In the case of students with a disability, this process of making reasonable adjustment is legislated by the Disability Discrimination Act 1992 and the Disability Standards for Education 2005).
Amendments to the Framework The framework endorsed by SLTC defined inherent requirements broadly to include non-disability issues. While the University may consider adjustments for non-disability concerns (e.g. cultural or religious requests), after taking advice from the office of general council, it is recommended in this paper that inherent requirements are understood within the University’s legislative obligation to the Disability Discrimination Act 1992 and the Disability Standards for Education 2005). Narrowing the scope of inherent requirements in this way provides greater clarity and simplicity within a suite of course information for students and staff understood in the following way:
Admission requirements minimum academic standards for entry
Course requirements and information
Include - general and specific unit requirements to qualify for the course, - additional information about what participating in the course
will involve, - reference to University learning and teaching policies and
procedures, - relevant accreditation information
Course requirements may be compulsory but may also be waived without undermining the academic integrity of the program (e.g. attendance at some learning activities).
Inherent requirements
Essential activities, components and academic requirements, that being inherent must be met by all students. Reasonable adjustments must not fundamentally change the inherent requirement.
Furthermore, it is recommended that the framework which initially included 5 domains: Ethical, Physical, Cognition, Communication, Behavioural is modified so that the ethical domain is managed within course requirements. This is because ethical adjustments made would issue from non-disability needs.
Planned implementation Implementation of the inherent requirements framework is planned in 2 broad stages.
14
Stage 1 - Framework (July 2016) 1. Establish, approve, and publish the inherent requirements framework 2. Establish a sustainable process for the approval and publication of program specific requirements Stage 2 - Publication of inherent requirements for priority programs (December 2016) 1. Build relevant enabling technologies to effectively collect and communicate inherent requirements to students and staff 2. Facilitate the collection and publication of program specific inherent requirements for priority programs
Priority programs Priority programs have been identified as those which have placement activities and/ or lead to accreditation, along with higher degree research programs. There are ~400 placement units in:
~100 programs and ~40 majors and specialisations
There are ~160 programs that have a relationship to ~30 external bodies Governance This paper recommends the following areas of responsibilities:
1. Program specific inherent requirements will be approved by faculty boards with advice from office of general council. Approved inherent requirements will be reported to ASQC. Assistance drafting inherent requirements for priority program will be provided by Deputy Vice-Chancellor, Students and Registrar as part of the initial project. Future inherent requirements will be drafted as part of a proposal of new award, or as part of the course reaccreditation process.
2. The Macquarie University Inherent Requirements Framework will be published on the public web site. The Communications team in Group Marketing will make recommendations about the exact online location(s) of the Framework. This paper recommends that program specific requirements are recorded in handbook and published through to course finder allowing prospecting students and their families to access course related inherent requirement information.
3. Students with a disability or chronic health condition will be encouraged to contact Campus Wellbeing to seek advice on what reasonable adjustments may be made to enable them to meet these requirements. Campus Wellbeing will make recommendations that are outside of current practice to the Deputy Vice-Chancellor Academic and Deputy Vice-Chancellor Students and Registrar who approve final provisioning or alternative course of action.
4. Students (non-disability / non-chronic health) who require additional advice on course specific learning and teaching related queries will also be able to seek advice from Program Directors / Conveners, Associate Deans Learning and Teaching and Quality and Standards. Where cases arise for accommodations, Faculties will make recommendations to respective Executive Deans, the Deputy Vice-Chancellor Academic and the Deputy Vice-Chancellor Students and Registrar (or delegate) for consideration and action. This executive group may also call on other expert advice they deem necessary.
Terms of Reference: Inherent requirements executive governance Executive Deans, the Deputy Vice-Chancellor Academic and the Deputy Vice-Chancellor Students and Registrar will: - Note decisions relating to reasonable adjustments that occur within existing university policy and
operational frameworks1, for example routine adjustments for students with a disability or chronic health condition;
- Rule on expert recommendations for reasonable adjustment for cases that will incur a high cost per individual, or cases that are not health-related in nature, and not resolved locally;
1 Fitness to Practice Framework, Disruption to Studies Policy, Student Code of Conduct. 2
15
- Provide institutional oversight of the implementation and maintenance of the Inherent Requirements Framework.
- Provide executive input into an annual review of the framework or when case-law compels necessary revisions to the framework.
FINANCIAL IMPLICATIONS
Project support - HEW5 for 12weeks = 15K to assist OGC and DVC S&R to draft priority program requirements for endorsement. Enabling technologies - Handbook and Couserfinder development = 15K
CONSULTATION PROCESS
The following office(s) have been consulted prior to the submission of this paper: - DVC-A, DVC-SR, Office of the General Counsel, Risk and Assurance, Campus Wellbeing and support,
Policy unit.
RECOMMENDATION
That SLTC endorses the amendments to the inherent requirements framework and its planned implementation.
John Simons Deputy Vice-Chancellor (Academic) Deidre Anderson Deputy Vice-Chancellor (Students & Registrar)
Prepared by:
• Laura Heron, Project Manager; and
• Brad Windon, Executive Officer DVC S&R
3 16
Senate Learning and Teaching Committee Agenda
6 June 2016 Item 8.2
ITEM 8.2 PROGRESS REPORT: ACADEMIC PROGRESSION
For discussion.
17
Senate Learning and Teaching Committee Agenda
6 June 2016 Item 8.2
ITEM 8.2 PROGRESS REPORT: ACADEMIC PROGRESSION
Issue
At its meetings held on 21 April 2015 and 16 February 2016 Academic Senate considered and endorsed a model for the early identification and support of students experiencing difficulties with their academic performance.
Academic Senate resolved (21 April 2015, Resolution 15/41) to introduce an Academic Progression Policy and associated procedures which detail:
• The structure of a graduated system of academic progression interventions;• the methodology underpinning the computation of the academic standing measure;• the conditions under which probation, suspension, and exclusion will apply; and• the standards to apply to the timely communication of academic standing information to students.
An initial working group led by the former Chair of Academic Senate developed key overarching principles to guide the development of a policy framework. An implementation working group formed by the Deputy Registrar has commenced scoping requirements to inform a draft policy and procedure for consideration by the University community. An initial draft of the policy and procedure is attached for discussion and feedback. The intention is for the Policy to become effective at the end of Session 2 2016 when students who reach the threshold of not passing 51% will be identified and placed, initially, on Academic Caution.
The project plan includes the following streams:
• Amendments to the General Coursework Rules;• Policy and Procedures;• Business Processes;• Identification of Existing and Required Support Resources;• Systems;• Communication; and• Training and Development.
The following review and approval timeline has been established:
Consultation Process
The following offices have been consulted in relation to this project:
Implementation Working Group Meetings f/nightly
Update to Senate 5th
Progress Report to Senate 16th 24th
Focused discussion at SLTC 6th 14th 15th
Focused discussion at Senate
26th
Approval by Senate
13th Approval of amendments to Rules by Council
27th
Socialisation of Policy and Procedures
18
• Members of Academic Senate • Chair of Academic Senate • Chair of Senate Learning and Teaching Committee • Associate Deans Learning and Teaching • Head, Learning Technologies & Services • Student Administration Manager, Business and Economics • Offices across the division of the Deputy Vice-Chancellor (Students and Registrar) • An initial working group, led by the former Chair of Academic Senate
Consultation is planned to take place with Faculty Boards, Learning Skills, Faculty Student Centre Managers and MUIC.
Recommendation
That SLTC discuss the draft Academic Progression Policy and Procedure.
Operational Impact
• Faculties
• MUIC
• Campus Wellbeing
• Office of the Deputy Registrar
• Office of the Pro Vice-Chancellor Learning and Teaching
Submitted by:
Professor Sherman Young, Pro Vice-Chancellor Learning and Teaching
For enquiries contact:
Jonathan Wylie, Deputy Registrar E: [email protected] T: 9850 1143
19
ACADEMIC PROGRESSION POLICY 1 PURPOSE To outline the principles that govern the academic progress of students towards the successful completion of their coursework award. 2 BACKGROUND The University nurtures students’ growth and development by assisting them to take responsibility for their own actions, and provides services, both academic and pastoral, for them to improve their academic progress. The University also exercises a duty of care to students who are not well suited to tertiary study to explore other options that might be appropriate, and to ensure that students with poor academic performance do not continue to fail indefinitely. The University recognises its specific obligations for monitoring students enrolled in accredited, practical, professional and clinical programs. Students will be informed of their Academic Standing to assist them to achieve the requirements of their program of study. The University can provide support services, including counselling and learning support. Where students do not achieve satisfactory progress, sanctions, including suspension or exclusion from the University, may apply. It is recognised that there can be extenuating circumstances for poor academic performance, and students who are sanctioned have a right of appeal that may lead to the sanctions being removed or modified. The academic progress of all enrolled students will be actively monitored, and those at risk of unsatisfactory progress will be supported. The University’s approach satisfies the obligations for monitoring course progress for international students under the Educational Services for Overseas Students (ESOS) Act 2000. Academic progress and any intervention measures will be recorded on individual student files. In accordance with the University’s privacy obligations, only relevant University staff will be involved in the processes of identification, monitoring, notification, and intervention strategies. 3 SCOPE All enrolled domestic and international undergraduate and postgraduate coursework students of the University including MGSM, MUIC and the AFC, and staff involved in the administration, assessment, and support of students in their coursework studies. It excludes Higher Degree Research candidates and non-award students. 4 DEFINITIONS Accredited Program
Version 1.6 revised after meeting 26 May 2016 20
A program accredited by an external agency. Accredited programs are listed in Schedule 1. Academic Standing The status of a student’s progress towards meeting the requirements for their program of study as assigned at the end of each Study Period. Academic Standing is determined at the course level. Academic Standing is calculated on the basis of the credit load passed in the current study period, together with the Academic Standing at the end of the previous study period. The levels of Academic Standing are: Good Standing A student who has passed 51% or more of the attempted load in the Study Period under consideration. Pending: Academic Standing cannot be calculated because of incomplete grades. Academic Caution: A student, previously on Good Standing, who does not pass 51% of the attempted load in the Study Period under consideration, or someone previously on Conditional Enrolment who passes 51% or more in the subsequent Study Period. Conditional Enrolment: A student on Academic Caution who does not pass 51% of the attempted load in the Study Period under consideration. A student must seek advice and may be required to enrol in a reduced load for the following Study Period. Suspension: A student on Conditional Enrolment who does not pass 51% of the attempted load in the Study Period under consideration. These students are not permitted to re-enrol for a period of one academic year, nor to apply to study in another program of study. Following the period of Suspension, students have an automatic right of re-admission to the current version of their program of study, or can apply for an alternative program of study under the Course Transfer Policy. Probation: A student who has returned to study following a period of Suspension. A student on Probation must seek academic advice and may be required to enrol in a reduced load for the following study period. Exclusion: A student who has returned after Suspension is placed on Probation. A student who is on Probation and who does not pass 51% of the attempted load in the Study Period under consideration will be excluded from the University for a period of not less than 2 academic years, and must formally re-apply for admission, in the proscribed manner, at the end of the Exclusion period. In addition, a student who has exceeded the currency requirements for an accredited program of study listed in Schedule 1 or who has not met the requirements for a professional program listed in Schedule 2 may be permanently excluded from their program of study. Currency Incomplete grades
Version 1.6 revised after meeting 26 May 2016 21
Professional Program: A practical, clinical or professional program listed in Schedule 2. Satisfactory Progress Study period Each Session is comprised of one or more Study Periods. A course of study in Session 1 or 2 may run over 12 weeks, or in one of two or more shorter periods, which includes assessment and the award of a final grade 5 POLICY STATEMENT The University will provide clear, equitable, consistent and timely:
• Procedures for identifying, notifying, monitoring and supporting students who are not meeting academic progression requirements
• Systems for monitoring the academic progress of all students • Clear requirements for accredited and professional programs • Support services to assist students meet academic progression requirements.
The University’s Academic Appeals Policy enables students to appeal decisions relating to their grades, which underpin the calculation of academic standing or the requirements for accredited and professional programs. PART A: ACADEMIC PROGRESSION REQUIREMENTS In order to be considered to be making satisfactory progress, students should be passing at least 51% of the credit points attempted in the previous study period in units formally enrolled in on the relevant Census Date(s). Academic Standing will be assessed at the end of each Study Period and will result in the application of a level of Academic Standing. Appropriate communication and counselling will follow any change in a particular student’s Academic Standing. Results are finalised and released to all students at the end of every study period. Unit convenors are responsible for assigning a single, final grade to each student who has enrolled in any of their units throughout the semester. Where grades are not available at the time of the relevant Faculty Board, an incomplete grade (I, IS, UD, UJ, UL) will be assigned. An incomplete grade will be converted to a fail at the Census Date in the subsequent study period. Academic Standing will be recalculated on a regular basis up to and including the Census date of the following Study Period. Withdrawals without academic and/or financial penalty by the Census Date will not be included in the calculation of Academic Standing. Withdrawals after the Census Date shall be included in the calculation of Academic Standing as a Fail. PART B: CURRENCY REQUIREMENTS FOR ACCREDITED PROGRAMS The currency requirements against which students are assessed for programs of study, which are accredited by an external registration body are outlined in Schedule 1. A student
Version 1.6 revised after meeting 26 May 2016 22
will be permanently excluded from their program of study if they fail to meet the currency requirements listed in Schedule 1. PART C: REQUIREMENTS FOR STUDENTS ENROLLED IN PROFESSIONAL PROGRAMS The requirements against which students are assessed for professional programs are outlined in Schedule 2. A student will be permanently excluded from their program of study if they fail to meet the currency requirements listed in Schedule 2. PART D: APPEALS A student who has been excluded under the Academic Progression requirements or for failing to meet the currency or professional requirements outlined in Schedules 1 and 2 can appeal this decision. Academic Appeals are governed by the Academic Appeals Policy. 6 RELEVANT LEGISLATION Education Support for Overseas Students Act 2000 National Standards for Higher Education Providers 7 KEY RELATED DOCUMENTS General Coursework Rules Grade Review Policy Academic Appeals Policy Disruption to Studies Policy Include only those documents that are key for interpretation of the Policy. 8 NOTES
8.1 Contact Officer The Contact Officer is the primary point of contact for any queries relating to the Policy.
8.2 Implementation Officer
The Implementation Officer must be nominated and authorised by the Approval Authority. It is the role with responsibility for the promulgation and implementation of the Policy. Provide the position title per the Organisational Structure, rather than the name of a person
8.3 Approval Authority / Authorities
The authority/ies who can approve the new policy and / or authorise substantial amendments to the policy in accordance with the Delegations of Authority Register.
8.4 Date Approved
8.5 Date of Commencement
8.6 Date for Review The standard review period is 3 years. Indicate a shorter review period if required.
Version 1.6 revised after meeting 26 May 2016 23
8.7 Documents Superseded by this Policy
List any policy documents or previous authority superseded by this policy.
8.8 Amendment History The Policy Unit will complete this section as required. Please complete the following:
REQUIREMENTS FOR PUBLISHING TO POLICY CENTRAL
Category [select ONE only]
Academic (including Learning and Teaching; Academic Quality; Library) Corporate Engagement and Advancement (including Marketing) Governance (including Legal; Risk, Compliance and Insurance) International Operations (including Equity and Diversity; Finance; Health and Safety; Human
Resources; Information Technology; Property; Sustainability) Research (including Higher Degree Research Administration) Students (including Academic Administration; Student Support; Sports and
Recreation)
Audience [select ALL that apply]
Academic staff Professional staff Researchers & HDR Candidates Students Visitors to Macquarie Other – specify
Version 1.6 revised after meeting 26 May 2016 24
ACADEMIC PROGRESSION PROCEDURE 1 PURPOSE To outline the procedures relating to the progression of students on an approved course of study, leading to qualification for a coursework award. 2 SCOPE All enrolled domestic and international undergraduate and postgraduate coursework students of the University, including MGSM, MUIC, and the AFC, and staff involved in the administration, assessment and support of students in their coursework studies. This procedure excludes Higher Degree Research candidates and non-award students. Academic Progression is calculated at the end of each study period. 3 DEFINITIONS Accredited Program A program accredited by an external agency. Accredited programs are listed in Schedule 1. Academic Standing The status of a student’s progress towards meeting the requirements for their program of study as assigned at the end of each Study Period. Academic Standing is determined at the course level. Academic Standing is calculated on the basis of the credit load passed in the current study period, together with the Academic Standing at the end of the previous study period. The levels of Academic Standing are: Good Standing A student who has passed 51% or more of the attempted load in the Study Period under consideration. Pending: Academic Standing cannot be calculated because of incomplete grades. Academic Caution: A student, previously on Good Standing, who does not pass 51% of the attempted load in the Study Period under consideration, or someone previously on Conditional Enrolment who passes 51% or more in the subsequent Study Period. Conditional Enrolment:
1
25
A student on Academic Caution who does not pass 51% of the attempted load in the Study Period under consideration. A student must seek advice and may be required to enrol in a reduced load for the following study period. Suspension: A student on Conditional Enrolment who does not pass 51% of the attempted load in the Study Period under consideration. These students are not permitted to re-enrol for a period of one academic year, nor to apply to study in another program of study. Following the period of Suspension, students have an automatic right of re-admission to the current version of their program of study, or can apply for an alternative program of study under the Course Transfer Policy. Probation: A student who has returned to study following a period of Suspension. A student on Probation must seek academic advice and may be required to enrol in a reduced load for the following study period. Exclusion: A student who has returned after Suspension is placed on Probation. A student who is on Probation and who does not pass 51% of the attempted load in the Study Period under consideration will be excluded from the University for a period of not less than 2 academic years, and must formally re-apply for admission, in the proscribed manner, at the end of the Exclusion period. In addition, a student who has exceeded the currency requirements for an accredited program of study listed in Schedule 1, or who has not met the requirements for a professional program listed in Schedule 2 may be permanently excluded from their program of study. Currency Incomplete grades Study period Each Session is comprised of one or more Study Periods. A course of study in Session 1 or 2 may run over 12 weeks, or in one of two or more shorter periods, which includes assessment and the award of a final grade
4 RESPONSIBILITIES AND REQUIRED ACTIONS
DETERMINATION OF RESULTS Academic Standing is determined as part of the process of Ratification of Results and is determined on final grades awarded at the end of each study period. Academic Standing is calculated automatically following ratification of results and students are advised of their status in accordance with the agreed timetable. Academic Standing is determined based on results awarded in the previous study period determine and results awarded in the current study period of enrolment. All students will receive advice regarding their Academic Standing status.
2
26
The communication will include an outline of successive stages of academic progression, the support available to help ensure future success, and the consequences of not meeting progression requirements at each stage (including any requirements specific to their course). International students are also advised of implications for their student visa status. PROGRESSION RULES Academic Standing is calculated by two factors:
• A student’s Academic Standing at the end of the previous study period, and • A student’s achievement in the current study period
Academic Standing is finalised no later than at the Census Date of the subsequent study period, following resolution of late/withheld results.
Previous Academic Standing status
Poor progress: 50% or less of load passed
Satisfactory progress: more than 51% of load passed
Good Academic Caution Good
Academic Caution Conditional Enrolment Good
Conditional Enrolment
Suspension Academic Caution
Suspension/Probation Exclusion Conditional Enrolment
Exclusion Academic Caution1 Good
SUPPORT Faculty staff are responsible for providing appropriate interventions to students in accordance with their Academic Standing status. In addition to support from Faculty staff, Campus Wellbeing will assist students experiencing difficulties. Agreed intervention/action plans will be stored against a student’s record, and updated following each engagement. Reports will be provided to Academic Advisers and others on a periodic basis to monitor students with the status of Academic Caution etc., and to facilitate proactive intervention where necessary.
Status Meaning Support/requirements
Good The student is making good progress, and has passed more than 51% of load
As required by the student
1 Assuming a student applies successfully for re-admission following a period of Exclusion, s/he will be placed on Good Standing for the initial Study Period
3
27
Academic Caution The University is concerned about a student’s progress, as s/he has attempted more than 3cp, but has passed 50% or less of load
The student is recommended to consult an Academic Adviser for advice on their study plan and subsequent enrolment. The student is encouraged to seek support from Campus Wellbeing
Conditional Enrolment
The student is not making satisfactory progress and is in danger of being suspended; s/he has passed 50% or less of load following a status of Academic Caution
The student is required to consult an Academic Adviser for approval in relation to their study plan and subsequent enrolment. The student is strongly encouraged to seek support from Campus Wellbeing
Suspension The student continues to make poor academic progress and is required to take a break from studies; s/he has passed 50% or less of load following a status of Conditional Enrolment
The student is required to take a break in their studies for a period of not less than one academic year, but has an automatic right of re-admission to the current version of same course (subject to availability). The student is recommended to seek support from Campus Wellbeing whilst on Suspension Upon return from Suspension, a student is on Probation for the first study period.
Exclusion The student’s progress is such that they are unlikely to complete their course and is required to seek re-admission at the end of the exclusion period
The student is excluded from the University for a period of not less than 2 academic years and must re-apply for admission if they wish to complete their studies. The student is encouraged to seek appropriate support to
4
28
develop an action plan to help them get back on track. If they wish to return to the University following a period of Exclusion, the student must lodge an application for re-admission with the appropriate Admissions Office by the deadline advertised, and in the manner proscribed. A student may not apply to study another course at the University during the period of Exclusion.
Pending A student’s academic progress cannot be calculated due to late or withheld results.
Academic progress will be calculated as soon as the results are finalised Academic Standing is finalised no later than at the Census Date of the subsequent study period, following resolution of late/withheld results.
5 RELEVANT LEGISLATION Academic Progression Policy Assessment Policy Course Transfer Policy Educational Support for Overseas Students (ESOS) Act, 2000 Ethics Statement Grade Appeal Policy Intervention Strategy (international students) Learning & Teaching Strategy (in progress) Ratification of Results 6 KEY RELATED DOCUMENTS Documentation from the following universities was reviewed in developing this policy, and is gratefully acknowledged: University of New South Wales
5
29
University of Queensland University of Sydney University of Technology, Sydney 7 NOTES 7.1 Contact Officer Head of Student Administration
7.2 Implementation Officer DVC Students and Registrar
7.3 Approval Authority / Authorities Academic Senate
7.4 Date Approved
7.5 Date of Commencement
7.6 Date for Review 2018
7.7 Documents Superseded by this Procedure
List any policy documents or previous authority superseded by this procedure.
7.8 Amendment History The Policy Unit will complete this section as required. Please complete the following:
REQUIREMENTS FOR PUBLISHING TO POLICY CENTRAL
Category [select ONE only]
Students on coursework programs
Audience [select ALL that apply]
Academic staff Professional staff Students
6
30
Senate Learning and Teaching Committee Agenda
6 June 2016 Item 9.1
ITEM 9.1 SENATE LEARNING AND TEACHING COMMITTEE TERMS OF REFERENCE
For discussion and recommendation.
31
Senate Learning and Teaching Committee Agenda
6 June 2016 Item 9.1
ITEM 9.1 SENATE LEARNING AND TEACHING COMMITTEE TERMS OF REFERENCE
Issue The Senate Learning and Teaching Committee (SLTC) Terms of Reference were approved by Academic Senate on 2 June 2015. As it is one year since the Terms of Reference have been established, a review has identified the following amendments:
1. Introduction of a Deputy ChairA requirement to appoint a Deputy Chair has been identified to ensure that, in the absence of aChair, the business of SLTC is managed in an appropriate timeframe. The proposed change alignswith the Terms of Reference for other Academic Senate Committees.
2. Organisational ChangesThe proposed amendments to the membership composition within ‘Members appointed in aspecialist capacity’ have been incorporated to reflect a series of organisational changes across theinstitution.
3. TenureTo align with the recent amendment of the Academic Senate Rules increasing Academic SenateStudent representative terms, it is proposed to increase the student representative tenure from oneyear to two years. Furthermore for continuity and consistency, all appointed positions have beenextended to a two year term.
The proposed changes are reflected in the attached draft Terms of Reference with changed marked in tracked changes for discussion.
Recommendation For discussion and for recommendation to the Academic Senate Standing Committee as appropriate.
Submitted by: Dr Mitch Parsell, Chair of Senate Learning and Teaching Committee
For enquiries contact: Zoe Williams, Head of Governance Services Ext: 4322 Email: [email protected]
32
Senate Learning and Teaching Committee Terms of Reference
The Senate Learning and Teaching Committee (SLTC – the Committee) was established by the Academic Senate of Macquarie University (the University) in May 2007 under Rule 1(3) of the Academic Senate Rules 2007, and is directly responsible and accountable to Academic Senate for the exercise of its responsibilities.
This Terms of Reference sets out the objective, role and responsibilities, tenure, authorisations and rules of operation of the Committee.
1. Objective
The Committee is responsible for advising and assisting Academic Senate in regard to the University's strategic directions, priorities, policies, and quality assurance processes for learning and teaching. The Committee is tasked with promoting an academic culture of excellence in which teaching matters and students are actively engaged in their learning. This includes establishing principles of student selection and admission, progression, retention, assessment, academic integrity, the learning and teaching environment, and academic aspects of the student experience. Its activities serve to foster and evaluate the development and implementation of research-inspired, evidence-based and student-focused learning and teaching practices throughout the University.
2. Role and responsibilities
The Committee is to:
(1) Advise Academic Senate and the Deputy Vice-Chancellor (Academic) on:
(a) Matters relating to the University's educational programs and activities; (b) Activities of bodies established within the University to support learning and
teaching; (c) Strategic planning and quality enhancement in learning and teaching, most
particularly by providing input into the University's strategic plans as they relate to learning and teaching;
(d) Developments in learning and teaching, including the implications of changes in educational technology, and on emerging educational challenges (both internal and external);
(e) External regulatory requirements, such as the Higher Education Standards Framework, and on their alignment with the University’s policies and procedures in learning and teaching.
(2) Regularly review the University's policies, procedures and frameworks governing learning and teaching and recommend any necessary amendments to Academic Senate for approval1;
1 under Academic Senate rule 11(1)
Approved by Academic Senate 2 June 2015 1 33
(3) Identify the need for the development of new policies, procedures and frameworks to govern learning and teaching, oversee their development, and recommend their introduction to Academic Senate for approval1;
(4) Monitor and review key performance indicators in learning and teaching, with reference to both internal and external benchmarks;
(5) Monitor, provide advice, and make recommendations to Academic Senate on the implementation and effectiveness of policies and procedures in learning and teaching, and ensure alignment with external regulatory requirements;
(6) Receive regular reports from, and provide advice to, the Faculties, Learning and Teaching Centre, University Library, Centre for Open Education, Macquarie University International College, and the PACE unit in regard to learning and teaching matters;
(7) Promote pedagogical excellence and adoption of good practice in scholarly learning and teaching across the University;
(8) Receive, consider, and decide upon matters referred to it by its Learning Technologies Subcommittee;
(9) Contribute to the development and maintenance of those aspects of the University’s academic risk register that relate to learning and teaching;
(10) Request the Faculties or Offices of the University to report on their activities as they relate to the responsibilities of the Committee;
(11) Consider and report on any matters referred to it by Academic Senate, from time to time, as required.
3. Membership
In accordance with Clause 22 of the Standing Orders for Committees of Academic Senate, the Committee shall have a membership which is appointed by the Chair of Academic Senate in consultation with the Academic Senate Standing Committee, which comprises:
(a) The Chair of the Committee - Dr Mitch Parsell
(b) The Chair or Deputy Chair of Academic Senate - Professor Dominic VerityTo be confirmed
(c) The Deputy Chair of the Committee; - To be confirmed (to be drawn from the membership of the Committee)
(c)(d) Up to five (5) ex-officio members - Deputy Vice-Chancellor (Academic) - Professor John Simons - Deputy Vice-Chancellor (International) - Professor Jim Lee - Deputy Vice-Chancellor (Students & Registrar) - Deidre Anderson - Pro-Vice Chancellor (Learning and Teaching) - Professor Sherman Young
(d)(e) One (1) member nominated by the Executive Dean of each Faculty
Approved by Academic Senate 2 June 2015 2 34
- Dr Peter Keegan – Faculty of Arts - Professor Leigh Wood – Faculty of Business & Economics - VACANT - Faculty of Human Sciences - Dr Panos Vlachopolous– Faculty of Medicine & Health Sciences - VACANT – Faculty of Science & Engineering
(e)(f) One (1) member nominated by the Faculty Board of each Faculty - Dr Jane Messer – Faculty of Arts - Dr Shane Magee – Faculty of Business & Economics - Helen Slatyer – Faculty of Human Sciences - Associate Professor Mark Hancock – Faculty of Medicine & Health
Sciences - Associate Professor Steve Cassidy – Faculty of Science and Engineering
(f)(g) Members of Academic Senate - Dr Wylie Bradford - Dr Kerry-Ann O’Sullivan - Dr Yvonne Breyer - Associate Professor Ayse Bilgin
(g)(h) Members in a specialist capacity - Director of Learning and Teaching Centre – Associate Professor Ian
Solomonides - Director of the Centre for Open Education – Andrew Burrell - Nominee of the University Librarian – Susan Vickery - Director of PACE – Lindie Clark - Director of Campus Wellbeing & Support Services – Darren Peters
(h)(i) At least one (1) student member - Simon Populin, Academic Senate Student Representative
(i)(j) Up to three (3) co-opted members as required - Director of the Macquarie University International College – Jake Garman
4. Tenure
(1) The term of appointment of all members, excluding student representative and co-opted members, shall be two (2) years, unless otherwise stated by the Chair of Academic Senate.
(2) The term of appointment of all student representative and co-opted members shall be one (1) year.
(3)(2) The Chair of Academic Senate may renew any such term of appointment, in consultation with the Academic Senate Standing Committee.
5. Authorisations
The Academic Senate shall, from time to time, resolve to grant the Committee specific authorisations to discharge its delegated responsibilities. The Committee may request the granting of such authorisations as it sees fit. All such authorisations shall be documented here.
Approved by Academic Senate 2 June 2015 3 35
6. Rules of operation
The Committee shall conduct its business subject to the Standing Orders for Committees of Academic Senate.
Document History Approved 2 June 15 Academic Senate, Terms of Reference Amended 4 August 15 Academic Senate Standing Committee Amended 30 October 2015 Academic Senate Standing Committee, appointment of new member
nominated by Faculty of Medicine and Health Sciences Executive Dean Amended 1 February 2016 Academic Senate Standing Committee, appointment of new Chair Amended 24 May 2016 Academic Senate Standing Committee, appointment of new member
nominated by the Faculty of Business and Economic Faculty Board
Approved by Academic Senate 2 June 2015 4 36
Senate Learning and Teaching Committee Agenda
6 June 2016 Item 11
ITEM 11 REPORTS FROM THE OFFICES
Reports from the following are provided:
11.1 Library 11.2 PACE
For information.
37
Senate Learning and Teaching Committee Agenda
6 June 2016 Item 11.1
ITEM 11.1 REPORT TO SENATE LEARNING AND TEACHING COMMITTEE LIBRARY
1. Student Engagement
a. Library Survey
The Library conducted its biannual user survey in May. The Library uses the Association of Research Libraries’ LibQUAL+ tool to measure library service quality and benchmark internationally with more than 1100 university and college libraries.
2. Strategic Innovations
a. Developments in Academic Integrity – The Academic and Workplace Ethics Module(AWE)
Learning Skills continues to work with the Grievance and Disciplinary group to deliver new iterations of its iLearn module 'Academic and Workplace Ethics' (AWE). AWE gives students who have been found guilty of breaching the Academic Honesty policy a chance to reflect on their behaviour and learn more about the values that underpin academic integrity. Taking an educative rather than a punitive approach, this module has been designed to emphasise the links between academic integrity and workplace integrity and the consequences for individuals, universities and society of dishonest practices.
The module has been delivered on three separate occasions: Session 1 2015, Session 2 2015 and Session 3 2015-16. In all three deliveries, an overwhelming majority of those students who completed the module agreed that it helped them to critically reflect and understand the importance of academic integrity, to understand better their own reasons for behaving dishonestly, and to understand the links between academic integrity and workplace integrity. Students also agreed that they were less likely to engage in dishonest practices in the future, whether at work or study.
b. Generating Ideas Module – iLearn
The Library has developed a new module called Generating Ideas that can be integrated into iLearn units. It is designed to help students move from an interest in a topic to a research question. The module includes a range of exercises and ideas to stimulate thinking, taking Library resources as the starting point. For example: Using newspaper databases to mine contemporary issues related to your field.
For further information, contact your Research Librarian.
c. Lynda.com is coming
The Library, in partnership with the Learning Innovation Hub, will be launching Lynda.com in July 2016. Lynda.com is an extensive collection of online videos that teach the business and personal skills including study skills, web design, audio-visual and creative medium skills, and IT software (including Microsoft) skills. It allows playlists to be created, shared or embedded with in an iLearn unit.
38
3. General update/overview
a. Collection Developments
Database – additions:
• Global Health • JSTOR Global Plants • The American Indian experience : the American mosaic • WebCSD (Cambridge Structural Database)
Journal package subscriptions • JAMA Oncology; JAMA Pediatrics • Nature titles: Nature Reviews: Drug Discovery; Nature Immunology; Nature Microbiology; Nature
Plants; Nature Reviews Immunology; Nature Energy; Molecular Psychiatry; Journal of Human Hypertension
• Springer journal archives (Mathematics, Medicine, Physics & Astronomy)
e-book Collections • ASME Press (American Society of Mechanical Engineers) e-books • Encyclopaedia of Social and Behavioural Sciences 2nd ed. • LWW Doody’s 2015 collection (Core medical e-books) • Manchester Medieval Sources Online • Project Muse History & Global and Cultural Studies 2015 e-books • Springer 2015-2016 e-book collections
b. New Referencing Software - Mendeley
The University now has an institutional subscription access to the bibliographic referencing software Mendeley.
Mendeley is a free research management tool that can be used as a reference manager and an academic social network. Mendeley is used for organizing, writing, collaborating and promoting research. A potential teaching application is the facility to share and collaborate with students to create bibliographies and to learn about scholarly communication in a social networking environment. Mendeley access can be obtained by registering an account at www.mendeley.com with username (mq.edu.au institutional email address) and password. On-line help guides, videos, and tutorials are available at: http://resources.mendeley.com/ and on the Library’s Mendeley Page.
4. Systems and Processes
a. InterLibrary Loan Changes June – July 2016
A new improved service for requesting and delivering interlibrary loans commences on the 25th July 2016. The new service is integrated with MultiSearch and staff and postgraduate students will no longer need to use a separate system to receive and view articles.
Benefits of the new system will include:
• Single sign of for request • Simpler request forms • Use MultiSearch MyLibrary features to track and view progress of your requests.
Changes will begin to take place from 6th June 2016
39
Information will be available from the Library’s website as the changeover occurs. If you have any questions contact your Research Librarian or Ask Us
b. MultiSearch Improvements – New Titles link
The Library has added a new feature to MultiSearch that displays the new titles added to the collection. Clicking on the New Titles link in the top right of MultiSearch will display all recent acquisitions for the week. Titles can be filtered by broad subject headings on the left hand side of the page.
Submitted by: JoAnne Sparks University Librarian E: [email protected] Ext.: 7546 For enquiries contact: Susan Vickery Associate University Librarian, E: [email protected] Ext.: 4387
40
Senate Learning and Teaching Committee Agenda
6 June 2016 Item 11.2
ITEM 11.2 REPORT TO SENATE LEARNING AND TEACHING COMMITTEE
PACE 1. Student Engagement
PACE International (PI) • Winter Vacation: The PI team is preparing 113 students to undertake PACE International
activities, which will include: o Fiji – Six anthropology students for a field school activity with the University of South Pacific, Fiji
(ANTH225). PACE travel grants supported by New Colombo Plan funding. o Vietnam - Six students for KOTO in Vietnam, with activities focused on teaching, marketing and
event management (PACE360, PSY399, CoCurricular) o Philippines - Five students for Bahay Tuluyan in the Philippines, with activities focusing on
education, administration and social research (ECHP424, SSCI301, CoCurricular) and with PACE travel grants supported by New Colombo Plan funding.
o Malaysian Borneo – Four law students will conduct research in villages, regarding violations of native customary rights. Two social science students conducting a high level impact assessment on the building of a large scale dam (LAWS452, SSCI301)
o India- Four students from PSY399 and PACE360 will be placed with Restless Development; 4 students in PSY399 and PACE360 will be placed with Pravah; and 6 Law students will be placed with HLRN and HAQ. PACE travel grants supported by New Colombo Plan funding.
o Peru - 12 students from education, health and PACE360 to be placed with Peru’s Challenge (ECHP424, HLTH300, PACE360, INTS305)
o Singapore - Nine students in ECHP424 will undertake a teaching practicum at Singapore's Temasek Polytechnic on-campus childcare centre. This builds on an existing partnership between MQ's Institute of Early Childhood and Temasek Polytechnic and is funded through the New Colombo Plan
o Israel - 24 students are expected to undertake an archaeological dig at Tel Azekah. 12 students will participate through AHIS346 and a further 12 students will not enrol in a PACE unit but will be supported through PACE International's mobilisation, pre-departure and risk management support systems. This activity is currently undergoing a thorough risk assessment prior to approval to proceed.
o Italy - Six AHIS346 students will undertake archaeology fieldwork in Carsulae, Italy o Spain - It is anticipated that five students will undertake archaeology fieldwork in Spain for
AHIS346 credit. This activity is currently undergoing a partner and risk assessment. o Various destinations - we are anticipating approximately 16 - 20 students to undertake student-
identified activities in a variety of international locations through the final weeks of Session 1 and through Winter Vacation.
• Planned PI activities for S2: The process of shortlisting and interviewing for Session 2 activities is underway. Activities will include: o Fiji – Up to five students to work with Save the Children (SSCI301) and Empower Pacific
(PSY399). PACE travel grants supported by New Colombo Plan funding. o Philippines – Up to three students to work with Bahay Tuluyan on a new project funded by
UNICEF, mapping services for children living on the streets in the Philippines (PSY399, HLTH300)
o Malaysian Borneo – Up to 6 students to work with PACOS on their community mapping project (GEOP380)
o Vanuatu – Up to 6 students to work on a research project with QUT and USP Vanuatu (LAWS452, LAWS400). PACE travel grants supported by New Colombo Plan funding.
o Indonesia – Postponed, due to low applications. o Hawaii – 1 ASTR310 student will undertake an activity with Gemini Observatory in Hawaii. o On-campus – setting up activities for three units (LAWS452, STATS399 and COMP355)
1
41
Faculty PACE Teams: FOA • Students enrolling in LAWS 300 in Session 2 have been offered the opportunity to undertake a
PACE activity in the Riverina region. A group of students will travel to Wagga Wagga to commence a research project, working with shire councils, the Aboriginal Legal Service and the District Court.
• ENGL 374 has been accredited as a PACE unit from 2017 but English students will have the opportunity to undertake an activity in FOAR300 in 2016. The students will undertake an editing internship with HDR students in the Department of Linguistics, providing support to non-native English speakers with the practical aspects of writing including grammar, sentence structure and lexicon. While developing their own editing skills, the students will have the opportunity to mentor HDR students in this area. This activity will provide the model for ENGL 374 in 2017.
FBE: • FBE PACE will be piloting a research internship stream in FOBE300 in S2 2016. Merit List
students will be eligible to apply. • In consultation with PACE International the FBE PACE team is developing an international
professional engagement stream in FOBE320, commencing S1 2017 FoHS: • Raise Foundation Mentor Program: PSY399 students were offered the opportunity via an EOI
process to undertake placement in a mentoring program in high schools with Raise Foundation. These are early commencement placements, where students do a one-day training course and commit to the program for two school terms.
• Psychology Department research internships: PACE research internships are being offered to students this year via an EOI and selection process. This program was developed with the Psychology Department to replace its previous funded internships program. 23 internships have been offered to students and the selection process is under way.
• Australian Hearing Hub internship/ research opportunities: Student EoIs in research and placement opportunities with organisations in the Australian Hearing Hub are being captured via a website http://hearinghub.edu.au/education-an-experience/work-experience-at-the-australian-hearing-hub/, a collaboration between PACE and the Audiology and Hearing Research Group. A networking event was held in March and future events are planned.
FSE • Two new PACE units were proposed to FLTC in April: CHIR322 PACE Preclinical Foundation
and PHYS311 - Professional Physics • FOSC300 has seen further positive growth with 45 students enrolled in 2016 (S1 and WV).
Refinements made to the pre-enrolment workshop and accompanying resources via iLearn has led to further enhancement of student experience in FOSC300, while facilitating efficiency and sustainability for staff.
2. Strategic Innovations SLTC Placement Co-ordination Task Force: Development of the SLTC placement procedure and Toolkit is continuing and work flow processes for the different placement programs also continue to be reviewed. The SLTC Placement Task Force will next meet in June with a view to preparing its final report to August SLTC. Partner Engagement Strategy, Local and Regional Programs: Consultation on the second draft of the strategy paper. is currently underway with a number of offices of the University
External Engagement Information sharing forums: Bi-annual information sharing sessions between PACE, Corporate Engagement, the Career and Employment Service and the Research Partnership Managers team are being held to increase collaboration around engagement with external partners. The next forum is planned for 27July
FOHS Strategic Alliances: This project, supported by a PACE Development Grant, is led by the faculty ADP and team, and aims to establish the parameters and evaluate a model of strategic partnering on PACE activities currently being undertaken between the University, the Department of Family & Community Services and its community partners; including schools and service agencies. Working closely with Project Leaders, the study will involve students, researchers and partners undertaking a scoping activity to determine the processes and procedures for developing the model.
2
42
Strategic Opportunities in FSE:
• A report on the Australian Council of Deans of Science Forum held in December, which was focused on WIL, has been submitted to the Deputy Dean, FSE. As requested, this included strategic recommendations to support WIL in STEM and, especially, Macquarie's experience in the area.
• PACE FSE has been successful in applying for a PACE Development Grant to progress Phase 2 of the work for the Modelling Partnerships project with the region of Orange as its case study.
3. General update/overview PACE International (PI) • PI Student referrals to the University Disciplinary Committee: The Discipline Committee found that
two students were responsible for breaching the PACE International Code of Conduct and Conditions of Participation. The students are required to undertake 10 hours of community service prior to graduation and will be on probation for the remainder of their enrolment. Both students have nominated agencies to complete their community service.
• New Colombo Plan applications Six applications for PACE International activities have been submitted for consideration by the
NCP Selection Committee. If successful, the activities will see 116 students undertake PACE activities in 6 Asia-Pacific countries.
• Staffing Jenni Hastings joined the PI team as the Student Liaison Officer in February and in May, Irma Knuistingh Neven also joined the team as the Program Officer (Professional Engagement). Suresh Kumar will come on board at the end of May on a 12-month contract as the Business Improvement Analyst.
PACE Local and Regional (LAR) Programs • PACE Partners: PACE has worked with over 2,066 partners to date, with a sectoral distribution of:
Private - 70%; NFP-18%; and Government - 12% • Prof Judyth Sachs PACE Prizes 2016: Prize recipients have been nominated and a
celebratory event is planned in late August. • PACE Development Grants: From 15 applications for round one, six have been selected to receive
grants. Applications for a PDG round two will be opened shortly. • Insurance Information: The PACE Local and Regional Team has been working with MQ Insurance
Office on the development of a PACE Insurance FAQs document for PACE students and staff. Faculty PACE Teams: FOA: • Selina O’Regan & Liz Smith presented to the Sydney Historical & Archaeological Practioners
(SHAP) workshop on the 13th of May. This workshop included practitioners across the cultural heritage sector and provided the opportunity to develop new relationships for the session 2 offering of AHIS 392 (Cultural Heritage).
• The FOA PACE team is working with all departments in preparation for Session 2 PACE units. This includes new units in the Department of Philosophy, Ancient History and MHPIR.
FBE: • The FBE PACE team have received funding for two PACE Development Grant projects for
2016: Co-creating PACE curriculum for international professional engagement and Student perspectives on building international student employability through internships
FoHS: • Student feedback on PACE units: HLTH300 and PSY399 unit convenors are piloting the new
Student Survey developed for the evaluation framework as part of the Theory of Change projects. • Staffing:
o Faculty PACE Officer, Irma Knuistingh Neven, started a new role with PACE International on 9 May. We hope to have the new FPO on board by mid-June.
o Casual staff are supporting FOHS PACE team with over 600 placements required for Session 2, including new partners and 50+ placements for the new LING288 unit (Communication Disorders), which commences in Session 2 2016.
• PSY399 Partner Workshops: Three partner workshops were held in May. Partners work closely with faculty PACE staff and the unit convenor to develop activities for PSY399. These workshops
3
43
are always well attended and are a great opportunity for partners to network and share their PACE experiences.
FSE: Partnerships update: • Canon and Fujitsu collaboration - new Sustainability internships have been suggested by both
partners via MQ Property. • TAL Insurance – This first time partner in Session 1 for our computing units recently made a
request to advertise graduate positions with us. • Pilbara Ports, Dampier, WA - ENGG400 Student initiated position • Advanced Analytical Australia has been a longstanding partner in CBMS308 but has recently been
making a number of lab orientated placements available for FOSC300 students. • Pepper has requested a meeting to discuss a computing project in Session 2.
4. Systems and Processes PACE Information Systems: • A recruitment module configured for PACE International is ready for deployment and work is
underway to test and implement new functionality in Sonia to support PACE International mobilisation tasks
• A module has been developed to manage grants for both International and Local and Regional student placements
• New functionalities: o new timesheet functionality is being demonstrated to faculty staff o new function to enable the University’s Governance Unit to verify WWC checks submitted by
students o new dashboard design and development to enable campus security to access student
placement information • A number of outstanding issues have been resolved in the new version of the Qualtrics Reporting
Module
Local and Regional Processes: • Disability Support: An updated Disability document for PACE is in preparation to align with the new
MQ Disability Support Policy / Procedure / Guidelines • PACE Reporting Framework: A review of the way that we collect, collate and report on data about
the program is underway, with a view to better utilising that information and streamlining our data collection and reporting processes.
• Business Process Analysis and Review of the Local and Regional Program: This analysis and review is planned to ensure that current business processes and procedures are meeting our operational and strategic reporting needs in an efficient and effective manner.
5. Issues and Concerns • For those students who have PACE as a general requirement (rather than a specific requirement
of their program) there is no designated space in the eStudent planner where students can identify which PACE unit (elective) they will take, as is currently the case for People and Planet units. This represents a risk in that students may near completion of their degree without completing a PACE unit (and being unaware of the requirement to do so). We are working with Curriculum Planning, SBSS and our Faculty teams to scope the size of the problem and canvass possible solutions including (but not limited to) a multi-faceted communications plan to raise awareness of the PACE general requirement.
Submitted by: Lindie Clark, Academic and Programs Director, PACE For enquiries contact: Carolynne Paine, Senior Projects Manager, PACE
4
44
