Introduction - UNSW Teaching Staff Gateway · Secondary testamur documenting attainment of graduate attributes Improvement in positive responses through instruments such as CATEI,

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UNSW is an international research-intensive university. Our key goal is to enhance the experience of UNSW students. High quality learning and teaching in the context of a vibrant campus life will ensure that we attract students with the highest potential and help them to achieve that potential.

This document outlines the priority goals for UNSW 2008-2012 that will support and enhance learning and teaching at UNSW put forward in the framework of a five year, rolling strategic plan. While these goals will remain priorities over the next five years, the objectives and strategies of the plan will be revisited annually and refined to accommodate changes identified within the UNSW and external environments.

The three key priorities for enhancing our student learning experiences are:• Embedding graduate attributes into programs• Improving program coherence by ensuring individual courses are integrated and;• Improving the quality of both informal and formal learning spaces and the virtual learning environment

The goals outlined in this document place a much stronger emphasis on program quality than in previous Learning and Teaching Plans, demonstrating our commitment to providing academic programs that equip graduates with the attributes needed for their roles in work and society – both local and global. The priority goals 2008-2012 inform the development of strategies by individual faculties, schools and for academic programs. Ongoing improvement to policies processes and systems that support learning and teaching across the University will be required to ensure that these strategies will be effective and sustained.

Introduction

UNSW LEARNING AND TEACHING ENHANCEMENT PLAN 2008-2012

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Our Priority Goals2008-2012

Enhancing programsGoal 1: Provide high quality programs that support graduates in developing skills and attributes necessary for their role in work and society, both local and global

Enhancing spacesGoal 2: Enhance learning and teaching environments - virtual and physical, formal and informal - that will support and encourage learning

Enhancing teachingGoal 3: Develop and support quality teaching through professional developmentGoal 4: Recognise and reward quality in teaching Goal 5: Support research in learning and teaching

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The achievement of these goals will require a coordinated University-wide approach.

If implementation is to be effective, it is vital that the UNSW community is involved in tailoring these goals to their local contexts to ensure their relevance and build ownership. To achieve this, a process will be followed where specific projects and actions will be identified with relevant stakeholders, and more specifically, defined goals and targets developed for the years 2008-2012. This will be supported by provision of:

• a framework and guidelines for project management and evaluation;• integrated specialist advice as requested by the project team;• support for the development of a network of leaders working on the projects which can be used as subsequent professional development resource for each project area; and• necessary resources and administrative support.

Ultimate responsibility for achieving the goals rests with the Deputy Vice-Chancellor (Academic). The assignment of responsibility of each goal, and strategies within each goal, refers to operational responsibility only. In each instance, academic representation is recognised as critical through the engagement of the committees of Academic Board and committees within Faculties.

Accountabilityand Responsibility


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Objective Initiative Responsibility Indicator

1. Embed graduate attributes in programs

Review institutional graduate attributes to assess relevance; consider the inclusion of leadership and the notion of the global citizen

Academic Board; Director, L&T@UNSW; A/Deans (Education)

UNSW Graduate Attributes reviewed, including consideration of incorporating leadership and the global citizen

Faculty graduate attributes articulated and incorporated in program and course documentation including learning outcomes, curriculum, learning activities and assessment

Assessment strategies that measure the development of graduate attributes

Secondary testamur documenting attainment of graduate attributes

Improvement in positive responses through instruments such as CATEI, UNSW Student Survey, CEQ, Graduate Destination Survey

At the Faculty level;

contextualise graduate attributes into disciplines

incorporate graduate attributes into outcome statements of programs and courses

provide for the progressive development of attributes through learning activities and assessment tasks

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Deans; A/Deans (Education); Heads of School; Program Co-ordinators; Course co-ordinators

2. Promote program coherence and curriculum quality across courses

Require undergraduate and postgraduate coursework programs to articulate a framework which outlines:

program aims and learning outcomes, how they align with curriculum content, teaching strategies and assessment tasks, and how courses fit into this framework

assessment practices, including approach, criteria and feedback

graduate attributes, including how they will be progressively embedded, assessed and reported on

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Director, L&T@UNSW; A/Deans (Education); Heads of School; Program Co-ordinators; Course co-ordinators

Program and course review introduced with regular review cycles established

Program framework articulated in program documentation

Network of program co-ordinators established

High quality web and paper based curriculum development resources readily accessible


Professional degrees being accredited by appropriate external agencies

Enhancing programs

Goal 1 Provide high quality programs that support graduates indeveloping skills and attributes necessary for their role in work and society, both local and global.

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cont. Structure curriculum within programs coherently across courses to ensure a natural progression from first to final years, with assessment designed to show this progress

Heads of School; Program Co-ordinators; Course co-ordinators

Ensure that feedback – including from students and other stakeholders such as industry - transparently informs course and program development

Deans; A/Deans (Education); Heads of School; Program Co-ordinators; Course co-ordinators

Strengthen support, build curriculum development and review resources for leadership roles including Associate Deans Education, Heads of Schools, Faculty Learning & Teaching Fellows, Program and Course Coordinators, Committee on Education and Faculty Learning and Teaching Committees

Director, L&T@UNSW; Deans; A/Deans (Education); Heads of School; Program Co-ordinators

At course level: Require courses to show alignment between learning outcomes, learning activities, and assessments and evidence as to how these contribute to building upon the Graduate Attributes developed in other courses in the program

A/Deans (Education); Heads of School; Program Co-ordinators; Course co-ordinators

3. Promote a range of learning environments and opportunities beyond the university context, both local and global, that enhance the development of Graduate Attributes

Extend the use of workplace-integrated learning environments and strategies, for example, through fieldwork or work placements

PVC (International); PVC (Students); Deans; A/Deans (Education); Heads of School; Program Co-ordinators; Course Co-ordinators

Students offered work-integrated learning opportunities including fieldwork and industry experiences

Students engaged in programs such as co-op scholarships

Increased opportunities for international placements, enrolment in UNSW Study Abroad programs, international exchange programs and internships

Students engaged in Arc activities

Secondary testamur reflects involvement in these activities

Encourage participation in international learning opportunities including study abroad and international exchanges


Encourage students to participate in volunteer activities both within UNSW (such as through Arc) and in the wider community



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4. Ensure programs incorporate diverse perspectives

Encourage curricula to incorporate multi-national perspectives and Indigenous perspectives and provide the opportunity for students to participate in culturally rich learning activities and assessment

A/Deans (Education); PVC (International); Director, Nura Gili; Heads of School; Program Co-ordinators; Course co-ordinators

Courses show evidence of cultural diversity and international perspectives in curriculum, activities and assessment

Increase in student satisfaction across diversity dimensions of UNSW Student Satisfaction Survey

5. Enrich student’s learning experiences through exposure to research

Promote the development of research-based attributes of inquiry relevant to student’s field(s) of study

A/Deans (Education); Program Co-ordinators; Course Co-ordinators

Increase in courses adopting research based inquiry in curriculum, activities and assessment and developing students’ ability for scholarly inquiry

Increased number of courses adopting research based inquiry, activities and assessmentEnsure teaching and curricula include current research

and practice in the disciplineA/Deans (Education); Program Co-ordinators; Course Co-ordinators

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Enhancing spaces


1. Improve the virtual learning experience for staff and students across the university

Establish an e-Learning strategy group to include representatives from the UNSW community

PVC (Students); Director, L&T@UNSW; COO; Director, IT Services; University Librarian

Prioritised e-Learning strategy developed, adopted and funded

Accessible and reliable virtual environment

Improvement in feedback from UNSW Student Satisfaction Survey regarding educational technology and IT Services including: the range of, and access to, virtual resources, library databases and online course materials

Improvement in staff feedback regarding educational technology and IT Services

Develop an e-Learning strategy that builds collaboration and streamlines procedures for educational technologies with a learner-centred focus

PVC (Students); Director, L&T@UNSW; COO; Director, IT Services; University Librarian

Further develop virtual administrative and service support to enable learning for a diverse student body

PVC (Students); Director, L&T@UNSW; COO; Director, IT Services; University Librarian; Director, Student Equity and Diversity Unit

2. Ensure the quality of formal and informal, physical and virtual learning spaces to promote student and staff engagement

Optimisation of existing spaces into learner-centred environments

Director, L&T@UNSW; Deans; Heads of School; Director, Facilities; Director, Venues and Events; University Librarian

Increased number of formal and informal learning spaces

Improvement in the quality of existing formal and informal learning spaces

Commons for teaching staff in L&T@UNSW

Prototype room to model integration of digital and face to face teaching facilities

Development of informal student spaces Director, L&T@UNSW; COO; A/Deans (Education); PVC Students; University Librarian; Director, Facilities; Director, Venues and Events; Arc

Establishment of a Commons for teaching staff Director, L&T@UNSW

Conceptualisation and construction of a prototype room to model integration of digital and face to face teaching facilities

Director, L&T@UNSW; COO; Director, Facilities; Director, Venues and Events

Goal 2 Enhance learning and teaching environments – virtual and physical,formal and informal – that will support and encourage learning.


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1. Provide engaging and relevant professional development opportunities that span an academic’s career

Advance professional development initiatives and courses to develop capabilities particularly those in priority areas

Director, L&T@UNSW; A/Deans (Education); Learning and Teaching Fellows; Heads of School

Engagement in professional development activities that both model and promote student centred learning

Progressive participation in professional development programs including Sessional Teaching Staff, FULT, GCULT, UNILT, MPhil(HE)


Increased promotion of, and support for, the use of learning strategies which integrates educational technologies with face to face teaching by L&T@UNSW

Evidence of change in the participant’s teaching practice, for example, in student centred approaches to learning and assessment in both face to face and e-learning contexts

Continue to promote blended learning approaches which integrate educational technologies with face to face teaching

Director, L&T@UNSW; A/Deans (Education); Learning and Teaching Fellows; Heads of School

Develop a Masters of Philosophy in Higher Education to enhance leadership capability in learning and teaching and promote research into teaching, and within this, offer scholarships for UNSW staff to undertake research into areas that have been identified as priorities in learning and teaching

Director, L&T@UNSW; Dean, Graduate School; Dean, FASS; Head of School, Education

Program developed, approved and evaluated

Students enrolled

Scholarships developed and awarded

Increase in research into learning and teaching priority areas

Enhancing teaching

Goal 3 Develop and support quality teaching through professional development.

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2. Further promote engagement in activities across the University and within Faculties to draw from Faculty expertise and to locate development within disciplinary areas

Increase the exchange of ideas and dissemination of good practice and research by promoting and supporting learning and teaching collaborative communities within and across Faculties

Director, L&T@UNSW; A/Deans (Education); Learning & Teaching Fellows

Increased participation in learning and teaching focused collaborative community events and activities

Introduction of mentoring and peer observation guidelines

Increase in peer review across a range of initiatives, for example, course outlines, teaching and assessment strategies

A range of professional development activities developed and run within Faculties

Staff induction processes in learning and teaching developed, adopted and implemented

Promote mentoring and peer observation of teaching Director, L&T@UNSW; A/Deans (Education); Learning & Teaching Fellows; Heads of School

Develop and implement a range of professional development activities within Faculties

Director, L&T@UNSW; A/Deans (Education); Learning & Teaching Fellows; Heads of School

Promote appropriate induction into learning and teaching for all new teaching staff

Director, L&T@UNSW; Deans; A/Deans (Education); Heads of School; Program co-ordinators; Course co-ordinators

3. Enhance understanding and capability to teach in a diverse environment

Provide opportunities to develop capacity to incorporate international and diversity perspectives and generate positive engagement between colleagues, students, staff and international alumni

Director, L&T@UNSW; President, Alumni Association

Increase in resources for staff regarding international and diversity perspectives available through UNSW website including a diversity Toolkit

Increase in engagement with our international alumni

Increase in the integration of international and diversity perspectives in professional development programs

Increased promotion of, and support for Indigenous perspectives in professional development programs

Increase in resources for staff regarding

Indigenous perspectives available through website

Promote understanding and respect for Australia’s Indigenous peoples, their knowledge, cultures and histories through professional development that build knowledge and understanding for both Indigenous and Non-Indigenous students

Director, L&T@UNSW; Director, Nura Gili


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1. Collect, disseminate and reward good practice and research in learning and teaching

Develop a web-based learning and teaching exchange to highlight good practice and research

Director, L&T@UNSW The development of a web-based ‘Learning & Teaching Exchange’

Annual Forum held and outcomes disseminated Institutional awards developed and offered Organise an annual Forum to showcase effective

strategies in priority areas Director, L&T@UNSW

Provide awards for excellent practice in priority areas Director, L&T@UNSW; A/Deans (Education)

2. Increase participation and success in securing grants focused on learning and teaching and awards recognising teaching excellence

Through the ALTC (Carrick) Promoting Excellence Initiative develop and implement a suite of systematic initiatives which include peer review mechanisms, workshops to support applicants and reviewers, a mentoring scheme, and a mechanism to collate and disseminate past participation and success in awards and grants

Director, L&T@UNSW; A/Deans (Education); Director, Research Strategy Office; Director, Grants Management Office

Increase in the number of applications for grants and awards in the area of learning and teaching

Increase in the number of grants and awards received in the area of learning and teaching

Dissemination of outcomes around initiatives including ALTC (Carrick) Citations, Awards and Grants

Provide access to information about the multiple levels at which teaching can be recognised and rewarded including School, Faculty, Institutional and National and encourage participation

Director, L&T@UNSW; A/Deans (Education); Director Research Strategy Office; Director Grants Management Office

3. Ensure high quality teaching is recognised in appointment and rewarded in promotion

Ensure appointment and promotion processes give due weight to teaching and continue to include multiple dimensions of evidence based teaching

Promote and recognise teaching that is informed by educational research and scholarship

Director, L&T@UNSW; Deans; Heads of School; Director, Human Resources

Selection criteria for appointment includes teaching expertise

Outcomes of promotion process demonstrates teaching expertise, including teaching qualifications and teaching that is informed by educational research, is given due weight

Enhancing teaching

Goal 4 Recognise and reward quality teaching

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1. Support staff to investigate learning and teaching and reward research that embodies the scholarship of learning and teaching

Promote and encourage the adaptation of research on learning and teaching within and across fields of study at UNSW

Director, L&T@UNSW; A/Deans (Education) Professional development courses and resources that promote and encourage the adaptation of research on learning and teaching

A website that provides access to examples of good practice in scholarly teaching, and outcomes of the scholarship of learning and teaching

Increase in number of staff with higher degrees in Higher Education

Increased research output in the area of learning and teaching leading to publications and research income

Promotion criteria recognises scholarship of learning and teaching as a research activity

Provide opportunities and resources that support staff to investigate their teaching and disseminate the outcomes

Director, L&T@UNSW; A/Deans (Education)

Recognise research that embodies the scholarship of learning and teaching in promotion

Deans; Heads of School; Director, HR

Enhancing teaching

Goal 5 Support Research in Learning and Teaching

Documents

Introduction - UNSW Teaching Staff Gateway · Secondary testamur documenting attainment of graduate attributes Improvement in positive responses through instruments such as CATEI,