Postgraduate Coursework ConneCt: Handbook 2013web/@educ/... · Whatever your background or program of study, we are committed to research, teaching and scholarly excellence. We aim

Postgraduate CourseworkConneCt: Handbook 2013

UOW Education Postgraduate Handbook 2013

Postgraduate Studies Handbook

2013

http://www.uow.edu.au/educ/

http://www.uow.edu.au/educ/

Faculty of Education Postgraduate Handbook 2013

2

Contents

MESSAGE FROM UOW EDUCATION ........................................................ 4

1 LIFE AS A POSTGRADUATE STUDENT .............................................. 5

2 EDUCATION STRUCTURE AND RESOURCES .................................... 8

2.1 Academic Staff ................................................................................................................. 8 2.2 Strand Coordinators and Support Staff ............................................................................ 8 2.3 Student Support Advisor (SSA) ....................................................................................... 9 2.4 Administrative and Technical Staff ................................................................................ 10 2.5 Curriculum Resources Centre ....................................................................................... 10

3 COURSE REQUIREMENTS AND STRUCTURES ............................... 11

3.1 ADULT EDUCATION, HIGHER EDUCATION, VOCATIONAL EDUCATION AND TRAINING ............................................................................................................................... 12 3.2 EARLY YEARS EDUCATION .......................................................................................... 16 3.3 EDUCATIONAL LEADERSHIP ....................................................................................... 18 3.4 INFORMATION AND COMMUNICATION TECHNOLOGY IN EDUCATION ................. 20 3.5 LITERACY ....................................................................................................................... 22 3.6 PHYSICAL AND HEALTH EDUCATION ......................................................................... 24 3.7 SPECIAL EDUCATION .................................................................................................... 26 3.8 TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES (TESOL) ................ 28 3.9 INTERDISCIPLINARY STUDIES .................................................................................... 31 3.10 RESEARCH METHODOLOGY SUBJECTS.................................................................. 33 3.11 SEEKING ETHICS APPROVAL FOR RESEARCH ...................................................... 34

4 RESOURCES WITHIN THE UNIVERSITY ........................................ 36

4.1 University Alumni Association (Education Chapter) ...................................................... 36 4.2 Library ............................................................................................................................ 36 4.3 Computer Services and Training ................................................................................... 37 4.4 Student Services ............................................................................................................ 37

5 RESPONSIBILITIES OF STUDENTS .................................................... 39

5.1 Academic Record ........................................................................................................... 39 5.2 Attendance at compulsory classes and online participation .......................................... 39 5.3 Submission and Receipt of Assignments ...................................................................... 39 5.4 Resubmission of Assignments ......................................................................................... 40 5.5 Collection of Assignments................................................................................................ 40 5.6 Penalties for Late Submission of Assignments................................................................ 40 5.7 Extensions ....................................................................................................................... 40 5.8 Etiquette – Consultations and Email Correspondence .................................................... 40

6 IMPORTANT POLICIES AND PROCEDURES ................................. 41

6.1 Academic Misconduct .................................................................................................... 41 6.2 Plagiarism ...................................................................................................................... 41 6.3 Applications for Student Academic Consideration ......................................................... 41 6.4 Process for Appealing Assessment Results .................................................................. 42


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7 REFERENCING ...................................................................................... 43

8 APPENDIX ....................................................................................... 44

UOW Session and Key Dates: http://www.uow.edu.au/student/dates/index.html .................. 44

KEY DATES ............................................................................................... 44

Distance TESOL intakes: ........................................................................................................ 45

SESSION NAME: EDU NOVEMBER INTAKE .......................................... 45 Please note: details in the Handbook are correct at time of printing but may be subject to variation through the year.


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Message from UOW Education

Whether you are studying at the University of Wollongong (UOW) again, or for the first time, congratulations - you have made a wise and life-changing decision. An education qualification from UOW is highly valued for a number of reasons. The nature of our programs, the international teaching opportunities, the reputation of our staff, cutting-edge teaching practices, the latest educational technology, our ability to integrate the research activities with engagement in the profession and a graduate employment rate well beyond other similar institutions – these are the factors that contribute to the high quality of the qualifications you will obtain with us. As an internationally recognised Faculty, our postgraduate students come to us from many countries and from varied walks of life. They include educational practitioners seeking specialised coursework training, academics pursuing research degrees, and others seeking related qualifications complementary to their disciplines. Whatever your background or program of study, we are committed to research, teaching and scholarly excellence. We aim to ensure your highest satisfaction by extending your educational horizons in fulfilling our educational mission as a centre of both academic and professional excellence. Successful completion of your study with us will equip you to develop a rewarding and productive career in the field of education, enabling you to work within a variety of educational environments throughout the world. This booklet contains information about the structure of individual specialisations, as well as the facilities, resources and procedures across the University that will support you in your studies. This handbook will help you to understand how the university operates and what your responsibilities are as a student. We are confident that the opportunities we are able to offer you will ensure that you enjoy your time with us, as you continue to extend your professional qualifications. We wish you all the best for your postgraduate studies with us.


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1 Life as a Postgraduate Student Greg Weis – Master of Education (Vocational Training and Education) Hi, my name is Greg Weis, I am 46 years old and currently running a small Registered Training Organisation (RTO). Like most teachers in the Vocational Education and Training (VET) sector, I initially obtained the Certificate IV in Training and Assessment and then completed my Diploma in Training and Assessment. However, I felt I still needed a greater breadth and depth of understanding of the educational field. I wanted to make teaching a profession. Hence, I started searching for universities that taught postgraduate degrees in Adult and Vocational Education.

I found exactly what I was looking for at the University of Wollongong. I initially enrolled in a Graduate Certificate, I then moved into the Graduate Diploma and I have just moved into the Master of Education (VET). Part of the reason for continuing my learning journey is that I thoroughly enjoy the subjects and love being challenged by the course content. I always find myself reading beyond the set literature and can apply what I have read to my professional context. At times I have struggled with writing assignments in academic language but have used the constructive feedback from lecturers to improve my marks. Once I graduate, I hope that I will be able to continue learning, growing and contributing the VET sector. The course has well and truly eclipsed my

expectations.

The best piece of advice I could offer to any new student is start early on your assignments; as you read always take brief notes; and organise your research so that writing the assignment is as stress-free as possible! Also, don’t be too hard on yourself – your marks will improve over time! Jessica Groves – Master of Physical and Health Education After completing my undergraduate degree in Physical Education in 2009, I decided to continue the challenge of studying by enrolling in Master of Physical and Health Education at UOW. The course looked attractive by providing distance and part-time options. This flexible delivery of course

“The best piece of advice I could offer to

any new student is start early on your

assignment; as you read always take brief notes;

and organise your research so that writing

the assignment is as

stress-free as possible!”


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subjects and an online learning environment has allowed me to continue working whilst I study. The online learning environment has enabled me to work from home or work whilst still providing the opportunity to communicate and interact with other students. The experiences I have had in this course have been valuable and significant in opening my understandings of physical education and health to a new level. The subjects offered have allowed me to work with academics on small research projects in my area of interest (dance). This has been enjoyable as I have used my own school classes to investigate a range of concepts and perspectives on sport and physical education. On completion of this course, I hope to have gained a deep understanding to extend my knowledge to enrich my classroom environment. Additionally, I hope that this course will lead me to further postgraduate study and research. This course requires deep thought and discussion on a range of issues surrounding sport, health and physical education. Therefore, it is important not to over-do your study load if you are also working. I have uncovered a challenge in juggling both work and study and so organising your time effectively is critical. Additionally, utilising your work/leisure/teaching scenarios in your discussions on the forums will facilitate your comprehension of topics. Michelle Rodwell – Master of Education (Literacy)

In my role as a Literacy Education Officer for the Catholic Education Office, Diocese of Wollongong, it is imperative that I am knowledgeable with respect to current literacy theory, research and practice. I felt that the Master of Education in Literacy postgraduate course offered by the University of Wollongong was the most appropriate pathway of study which would provide me with a window into exploring current literacy theory, research and practice. Many of the subjects offered in this course are online which has provided a flexible learning environment, enabling me to exercise some control over the pace of learning and the time spent on tasks. I am able to study at a pace and schedule suited to my professional working needs and learning style. Online

“It is important not to over-do your study load if

you are also working. I have uncovered a

challenge in juggling both work and study and so organising your time

effectively is critical.”


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learning allows for individual time management and processes, whereby I can choose which tasks require more time and energy based on my knowledge and understanding of the task at hand, providing me as a learner the latitude to take responsibility for my individual learning. I have experienced the collaborative learning community created by online learning, this ensures that learners from all socio-cultural groups have been represented and valued members of the classroom community. This collaborative learning community has developed for me a culture of critical thinking enabling me to reflect on other

students’ knowledge and understanding. The requirement of posting work and weekly tasks for the learning community to review has compelled me to broaden my conceptual understanding by reflecting upon my own work and the work of others. By completing this course I hope to expand my expertise in the area of literacy and in doing so gain further insight into what constitutes quality literacy pedagogy. Through completing this course I have made professional connections with academics who I have been able to connect with and call upon when planning course material and research. From my experiences I hope to encourage other teachers in the Diocese of Wollongong to embark on further study in the area of literacy and research. Timely and meaningful feedback has been a positive feature of participating in this course. Explicit feedback regarding my work has been given regularly by my lecturers, providing constructive, direct instruction for me to reflect upon. A piece of advice to prospective students would be to value the feedback and explicit quality criteria identified by the lecturer as a guide and reference point. This criteria clarifies the quality of work that is required to achieve results and you can use the criteria to develop and verify your work.

“...value the feedback and ... criteria identified by the lecturer as a guide and

reference point. This criteria clarifies the quality of the work that is required to

achieve results and you can use the criteria to develop

and verify your work. ”


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2 Education Structure and Resources

UOW Education offers programs at undergraduate and postgraduate levels in teacher training and specialist areas of education. The main focus of the undergraduate programs is teacher training, although a major sequence of subjects is also available to students from other faculties, such as Arts, who are interested in issues related to teaching and learning. The postgraduate program primarily focuses on the broader aspects of education, research and training, although Graduate Diploma in Education programs offer teacher-training credentials at the postgraduate level. More information about both the undergraduate and postgraduate programs is available from the Education website at http://www.uow.edu.au/educ/ index.html

2.1 Academic Staff Directors and Coordinators have particular responsibilities within the teaching programs. Students are encouraged to consult with Directors and Coordinators of their programs if they have questions regarding subject choice or if they encounter any problems related to the progress of their degrees during the course of their study. All enquiries will be dealt with confidentially, in accordance with the University's Privacy policy which can be inspected on the University's website at http://www.uow.edu.au/about/privacy/ index.html

Sub Dean Dr Julie Kiggins

Room 23.G15

Phone (02) 4221 4658

Email [email protected]

Associate Dean, Research and Graduate Dr Honglin Chen

Room Phone Email

67.324 (02) 4221 3941 [email protected]

Director, Postgraduate Teaching Dr Irina Verenikina

Room 67.307

Phone (02) 4221 4285

Email [email protected]

2.2 Strand Coordinators and Support Staff Specialisation Co-ordinator Contact Details

Adult Education/VET/Higher Education

Dr Sarah O’Shea [email protected] 4221 5838 67.308

Educational Leadership Assoc Prof Narottam Bhindi

[email protected] 4221 5477 67.330

Information Technology Dr Shirley Agostinho [email protected] 4221 5512

http://www.uow.edu.au/educ/index.html

http://www.uow.edu.au/about/privacy/index.html

mailto:[email protected]







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67.310

Literacy and Language Dr Pauline Jones [email protected] 4221 3322 67.322

Physical and Health Education

Dr Greg Forrest [email protected] 4221 5187 23.G08

Special Education Dr Rose Dixon [email protected] 4221 5292 67.314

TESOL (on campus) Dr Amanda Baker

[email protected] 4221 1254 67.320

Early Years Education Ms Judy Daunt [email protected] 4221 3250 23.G05

TESOL (Distance) Dr Steven Pickford [email protected] 4221 5854 67.316

Support Staff

Research And Graduate Coordinator

Grant Hughes

[email protected] 4221 3313 Student Services Centre, building 23

Graduate Officer Luisa Dacunto

[email protected] 4221 4387 Student Services Centre, building 23

2.3 Student Support Advisor (SSA) Student Support Advisors (SSAs) are members of the University’s Student Support and Peer Learning team. They offer support to students in each faculty. Kerry Banks is the SSA for Education. She is situated in Building 23, Room G20. Kerry provides information, referral and liaison support for Education students. She is happy to help with issues such as:

- Welfare problems (International and Domestic students). - Liaising with/for the University's Disability Service. - Liaison and referral to services such as Counselling, Accommodation,

Learning Development and the Careers Service. - Liaison with the Academic Registrar's Division and other areas of the

University about issues such as fees, compliance and international student issues.

- Referral and liaison with external agencies e.g. health, welfare, financial assistance.

- As an emergency point of contact for students involved in critical incidents or at risk of harm.

- Provision of equity information

Contact details: Kerry Banks Location: 23.G20 Tel: (02) 4221 4529









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Email: [email protected]

2.4 Administrative and Technical Staff Students and academic staff are well supported by the Education administrative staff. The Students Services Centre (SSC) is located on the ground floor of Building 23 at the western end. The SSC is where students can have questions answered concerning timetables, course enquiries, post-graduate enrolment, etc. The Enquiry Counter is administered by SSC staff members. When necessary, students will be directed to the appropriate academic staff member for support. If you have a specific problem with the academic content of your course of study or need to discuss options within your program contact the academic staff. Problems within a subject are dealt with by the Subject Co-ordinator (listed on the subject outline). Other problems are dealt with by the appropriate Strand Co-ordinator. 2.4.1 Contact details Student Service Centre

Student Service Centre Location: 23.G21

Tel: (02) 4221 3981 Fax: (02) 4221 3892

Email: [email protected]

2.5 Curriculum Resources Centre The Curriculum Resources Centre (CRC) provides teaching resource materials for the students of Education. The collection includes materials for Early Childhood settings through to Year 12 Higher School Certificate covering most subjects, Primary and Secondary school syllabi and support material, various formats of material including books, posters, kits, maps, audio and video cassettes, computer software, games and toys. The CRC is located on the first floor of Building 22, Wollongong campus. The CRC collection is integrated into the University Library Catalogue. (The Catalogue record location field will indicate if the item is in the CRC (e.g. CRC Lending, CRC Junior Fiction, CRC Short Loans)). The resources are available for use by enrolled students and staff of the University of Wollongong. Local community members may use the CRC, and some may be eligible to borrow. Items borrowed from the CRC should be returned to the CRC, not to the University Library. A returns chute is located outside the main entrance of the CRC, and an 'out of hours' returns chute is located outside the northwestern entrance. Contact telephone number for the CRC is (02) 4221 3979.



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3 Course Requirements and Structures The following section provides details of each of the specialist areas in the postgraduate program. Please note that the postgraduate program is offered across a range of delivery patterns. International students should be aware that visa regulations require the majority of their study to be undertaken in face to face (on campus) mode. They should discuss their proposed program of study with strand co-ordinator or the Director of Graduate Studies.


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3.1 ADULT EDUCATION, HIGHER EDUCATION, VOCATIONAL EDUCATION AND TRAINING GRADUATE CERTIFICATE IN ADULT EDUCATION Overview The Graduate Certificate is designed to assist a broad range of practitioner in adult and further education including those involved in:

- Foundation Studies in TAFE - Adult and Community Education providers - Professional or community organisations involved in adult and

community education. The Adult Education program offers opportunities for students to develop innovations in teaching and learning, examine issues of leadership and management in adult and community education as well as develop an understanding of the implications of new technologies of learning. GRADUATE CERTIFICATE IN VOCATIONAL EDUCATION AND TRAINING Overview The Graduate Certificate is designed to assist a broad range of practitioners in vocational educational training settings such as:

- TAFE - Industry training - VET in Schools - Professional or community organisations involved in vocational education

and training. The VET program offers opportunities for participants to apply adult learning theory to their practise, develop innovations in teaching and learning and develop understanding about the use of new technologies of learning in VET. GRADUATE CERTIFICATE IN HIGHER EDUCATION Overview The Graduate Certificate is designed to provide an introductory program in teaching and learning for academic and administrative staff in universities and higher education institutes. The Higher Education program offers opportunities for university staff to consider innovations in teaching and learning education, develop understanding of recent policy developments in this field as well as respond to the new technologies of learning in universities and higher education. Course requirements for Graduate Certificate qualifications in Adult, Vocational and Higher Education Students will complete 24 credit points comprising the following:

Core Subject

Sessions Credit Points

EDGH951 The Global Challenge in Adult, Autumn/Spring 8


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Higher and Vocational Education

Plus 16 credit points chosen from the list below in consultation with the program co-ordinator.

Subjects Session Credit Points

EDGH952 Learning about Learning in Adult, Higher and Vocational Education

Autumn 8

EDGE900 Introduction to Technology in Education

Autumn 8

EDGH955 Professional Development in Adult, Higher and Vocational Education

Autumn 8

EDGH956 Innovation in Adult, Higher and Vocational Education

Spring 8

EDGH957 Multiliteracies and Numeracies in Adult, Higher and Vocational Education

Spring 8

GRADUATE DIPLOMA IN ADULT EDUCATION Overview The Graduate Diploma in Adult Education is designed to assist a broad range of practitioner in adult and further education including those involved in

- Foundation Studies in TAFE - Adult and Community Education providers - Professional or community organisations involved in adult and

community education. The Diploma offers opportunities for students to develop projects that focus on innovations in professional development, teaching and learning and leadership in an adult and community education workplace. The course involves significant workplace and/or community project based assessment and students should have employment or access that enables them to complete these tasks. GRADUATE DIPLOMA IN VOCATIONAL EDUCATION AND TRAINING Overview The Graduate Diploma in VET is designed to assist a broad range of practitioners in vocational educational training settings such as:

- TAFE - Industry training - VET in Schools - Professional or community organisations involved in vocational education

and training. The Diploma offers opportunities for students to develop projects that focus on innovations in professional development, teaching and learning and leadership in a VET workplace. GRADUATE DIPLOMA IN HIGHER EDUCATION Overview The Graduate Diploma in Higher Education is designed to provide an introductory program in teaching and learning for academic and administrative staff in universities and higher education institutes. The Higher Education


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program offers opportunities for university staff to develop projects in teaching and learning education, including the new technologies of learning in universities and higher education. Course requirements Students will complete 48 credit points comprising the following:

Core Subject


EDGH951 The Global Challenge in Adult, Higher and Vocational Education

Autumn/Spring 8

Plus 40 credit points chosen from the list below:


EDGH952 Learning about learning in Adult, Higher and Vocational Education

Autumn 8


Autumn 8


Autumn 8


Spring 8


Spring 8

MASTER OF EDUCATION (ADULT EDUCATION OR VOCATIONAL EDUCATION OR HIGHER EDUCATION) Overview The Master of Education program is an introductory higher degree for professional educators and candidates interested in working on issues and questions related to the three areas of specialisation:

- Adult Education - Vocational Education and Training - Higher Education

The Masters program is of particular relevance to participants who are either currently aspiring to or already leading and managing in one of these sectors. This includes:

- Managers / practitioners of VET in TAFE and other training organisations - Managers / practitioners in adult and community education particularly in

"second chance" training, literacy and skills programs. - Program managers, course coordinators and heads of department in

universities and higher education institutes.

This program in combination with the subjects from the educational leadership would suit either those already in these positions or intending to take up leadership roles in adult, vocational or university teaching and learning. Course requirements


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Students will complete 48 credit points comprising the following:

Core Subjects


EDGH951 The Global Challenge in Adult, Higher and Vocational Education

Autumn/Spring 8

EDGZ921 Introduction to Research and Inquiry

Autumn/Spring 6

EDGZ920 Research Project Report (recommended)

Autumn/Spring 2

Plus 16 credit points chosen from the Adult Education/Higher Education/Vocational Education and Training subject list below, in consultation with the strand co-ordinator:


EDGH952 Learning about learning in Adult, Higher and Vocational Education

Autumn 8


Autumn 8


Autumn 8


Spring 8


Spring 8

Subjects generally have designated modules for each specialisation area. The remaining 16 credit points can be selected from across the Graduate program in consultation with the strand co-ordinator. Co-ordinator: Dr Sarah O’Shea Room: 67.308 Phone: 02 4221 5838 Email: [email protected]


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3.2 EARLY YEARS EDUCATION GRADUATE CERTIFICATE IN EARLY YEARS EDUCATION Overview This is a specialist program for those working with children 0-5 years. It is studied part time over one academic year, ensuring that graduates are well equipped for the expanding roles available to early childhood educators. The Certificate supports the capacity of relevant professionals to meet workforce requirements in line with Australian Government directions in early childhood education and care reform. Course requirements The Graduate Certificate in Early Years Education consists of 24 credit points of study, completed over a minimum of one year of part-time study, in the subjects listed below:

Subjects Sessions Credit Points

EDGY901 Pedagogy Practice and Play in the Early Years

Autumn 6

EDGY902 Early Years Curriculum Studies Autumn 6

EDGY903 Socio-cultural Perspectives in the Early Years

Spring 6

EDGY904 Management, Supervision and Leadership for Early Childhood Professionals

Spring 6

EDGY905 Healthy Lifestyles for Preschool Children: Physical Activity

Autumn 6

Check on the availability of subjects prior to each session. MASTER OF EDUCATION (EARLY YEARS EDUCATION) Overview The Master of Education is a higher degree for teachers and educators wishing to pursue advanced studies in their area of interest. Many subjects require the application of research and theoretical insights into actual practice, and it is desirable that students have some full-time workplace/teaching experience. Course requirements The MEd program will normally comprise 48 credit points of study, chosen as follows:

Core Subject



Autumn/Spring 6

Plus 24 credit points chosen from the Early Years Education subject list below, in consultation with the program co-ordinator:


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Subject Sessions Credit

Points

EDGY901 Pedagogy Practice and Play in the Early Years

Autumn 6

EDGY902 Early Years Curriculum Studies Autumn 6

EDGY903 Socio-cultural Perspectives in the Early Years

Spring 6

EDGY904 Management, Supervision and Leadership for Early Childhood Professionals

Spring 6

EDGY905 Healthy Lifestyles for Preschool Children: Physical Activity

Autumn 6

The remaining 18 credit points can be selected from across the Graduate program in consultation with the strand co-ordinator. Co-ordinator: Ms Judy Daunt Room: 23:G03 Phone: 02 4221 3250 Email: [email protected]


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3.3 EDUCATIONAL LEADERSHIP GRADUATE CERTIFICATE IN EDUCATIONAL LEADERSHIP Overview The Graduate Certificate in Educational Leadership is designed to provide an opportunity for mid-career professionals with backgrounds in schools, tertiary education and adult education and training to undertake an intensive professional development program to address the changing nature of their work. Course requirements Students will complete 24 credit points comprising the following:

Subjects Session Credit Point

s

EDGL901 Foundations of Educational Leadership

Autumn 6

EDGL903 Introduction to Educational Management

Spring 6

Plus 12 credit points chosen from the Educational Leadership program listed below.


EDGL911 Leadership in Curriculum Autumn/Spring 6

EDGL909 Leadership of Effective Change Autumn 6

EDGL919 Mentoring Beginning Teachers Autumn 6

EDGL920 Leading, Developing and Managing People

Spring 6

EDGL922 Law for Educational Leaders Spring 6

MASTER OF EDUCATION (EDUCATIONAL LEADERSHIP) Overview Graduate studies in Education Leadership provide unique programs for those who aspire to be leaders (and incumbent school leaders) or who wish to occupy a policy or evaluation role within a variety of educational enterprises. The programs offer subjects that explore a range of educational issues including the use of modern technologies, cross-cultural perspectives and change factors. The programs also provide an opportunity for students to link studies with Master of Business Administration subjects such as financial management and strategic planning. The aim of the program is to provide incumbent future leaders and administrators with a broad understanding of educational issues while allowing for specialised study in areas of expertise. Course requirements Students will complete 48 credit points comprising the following:


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Core Subjects



Autumn 6

EDGL903 Introduction to Educational Management

Spring 6


Autumn/Spring 6

Plus 12 credit points from the Educational Leadership program listed below.


EDGL909 Leadership of Effective Change Autumn 6

EDGL911 Leadership in Curriculum Autumn/Spring 6

EDGL919 Mentoring Beginning Teachers Autumn 6

EDGL920 Leading, Developing and Managing People

Spring 6

EDGL922 Law for Educational Leaders Spring 6

The remaining 18 credit points can be selected from across the Graduate program in consultation with the strand co-ordinator.

Not all subjects are available every session. Please check the online course handbook for up to date information. Co-ordinator: Assoc Prof Narottam Bhindi Room: 67.330 Phone: 02 4221 5477 Email: [email protected]


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3.4 INFORMATION AND COMMUNICATION TECHNOLOGY IN EDUCATION GRADUATE CERTIFICATE IN COMPUTER-BASED LEARNING Overview The purpose of the Graduate Certificate is to provide an introduction to educational technology to allow students to expand their knowledge and skill set about ICT integration within a short time frame. This program could also be considered as a ‘taster’ for the Masters program. Course requirements 24 credit points of subjects comprising the following:

Core Subjects



Autumn 8

Plus 16 credit points chosen from the Information Technology in Education and Training specialisation as listed below.


EDGE901 Emerging Issues in Educational Technology

Autumn 8

EDGE902 Instructional Strategies and Design Autumn 8

EDGE903 Multimedia and Interface Design Spring 8

EDGE904 Online Learning and Teaching Spring 8

EDGE905 Evaluation of Technology-Based Learning

Autumn 8

MASTER OF EDUCATION Overview The Master of Education is aimed at those with a teaching qualification who wish to develop knowledge and skills about ICT integration in a variety of educational contexts as well as explore topics from the other postgraduate specialisations. Students examine the field of educational technology, are exposed to the latest technologies and study topics such as instructional and interface design, online learning and teaching, evaluation of technology-based learning, and emerging technologies. In addition students further their knowledge about research methodologies and practices. Course requirements 48 credit points of subjects comprising the following:

Core Subjects



Autumn 8


21


Autumn/Spring 6

EDGZ920 Research Project Report (recommended)

Autumn/Spring 2

Plus 16 credit points in the ICT specialisation subjects from the list below.


EDGE901 Emerging Issues in Educational Technology

Autumn 8

EDGE903 Multimedia and Interface Design Spring 8

EDGE904 Online Learning and Teaching Spring 8

EDGE905 Evaluation of Technology-Based Learning

Autumn 8

The remaining 16-18 credit points can be selected from this specialisation or across the Graduate program in consultation with the strand co-ordinator. Co-ordinator: Dr Shirley Agostinho Room: 67.310 Phone: 02 4221 5512 Email: [email protected]


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3.5 LITERACY GRADUATE CERTIFICATE IN LITERACY LEADERSHIP Overview The Graduate Certificate in Literacy Leadership provides an opportunity for experienced teachers wishing to lead change in English pedagogy at school and district levels.

Course requirements 24 credit points comprising the following:

Core Subjects

Session Credit Points

EDGL911 Leadership in Curriculum Autumn 6

EDGR921 Expanding Literacy Repertoires Spring 6

EDGR925 Literacy Assessment: Research Policy & Practice

Spring 6

Plus 6 credit points chosen from the Literacy specialisation listed below or from the Graduate program in consultation with the strand co-ordinator.


EDGR922 Literature for Children & Young People

Autumn 6

EDGR923 Knowing about Language in Context

Spring 6

EDGR924 Learning Environments for Literacy Learning

Autumn 6

EDGR926 Current Issues in English Curriculum and Policy

Annual/Spring

6

MASTER OF EDUCATION (LITERACY) Overview The Master of Education (Literacy) is designed to extend teachers' understanding of the curriculum domain of English. The program of studies is intellectually stimulating and focuses on national and international developments in the teaching of English language, literacy and literature in school settings K-10. The course intends to connect practising teachers and consultants with contemporary research and curriculum through a range of stimulating and flexible subject offerings.


Core Subjects


EDGR921 Expanding Literacy Repertoires Spring 6

EDGR922 Literature for Children & Young People

Autumn 6

EDGR923 Knowing about Language in Spring 6


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Context


Autumn/Spring

6

Plus 6 credit points from the Literacy specialisation subjects listed below.

The remaining 18 credit points can be selected from across the Graduate program in consultation with the strand co-ordinator. Co-ordinator: Dr Pauline Jones Room: 67.322 Phone: 02 4221 3322 Email: [email protected]

EDGL911 Leadership in Curriculum Autumn/Spring

6

EDGR924 Learning Environments for Literacy Learning

Autumn 6

EDGR925 Literacy Assessment: Research, Policy & Practice

Spring 6

EDGR926 Current Issues in English Curriculum and Policy

Annual/Spring 6


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3.6 PHYSICAL AND HEALTH EDUCATION GRADUATE CERTIFICATE IN PHYSICAL AND HEALTH EDUCATION Overview The Graduate Certificate in Physical and Health Education is a short postgraduate certificate program, designed to assist students who do not meet the NSW Institute of Teachers requirements for teaching Personal Development, Health, Physical Education. It is not a complete teaching qualification in itself, only providing additional subject background that may be required for students wishing to teach PDHPE in NSW schools. Students who are not already qualified teachers must already have completed an appropriate undergraduate degree for the area, as assessed by UOW Education in line with the NSWIT requirements.

The complete course consists of four subjects, two in Physical Activity and two in Health, run as intensive workshops on the UOW campus during January. Candidates complete as much of the program as they need to meet the DET requirements. It may not be necessary to complete the whole GCert program to meet DET requirements.



EDGP901 Adolescent Health 1 (Mental Health issues)

January 6

EDGP902 Physical Activity 2 (Dance, gymnastics)

January 6

EDGP903 Adolescent Health 2 (Risk taking behaviours)

January 6

EDGP904 Physical Activity 1 (Games-Aquatic, field)

January 6

MASTER OF PHYSICAL AND HEALTH EDUCATION Overview The Master of Physical and Health Education is for practitioners in sport, recreation and physical and health education related fields, to upgrade their qualifications and stay abreast of developments in their fields. Continuing students wishing to discuss their progression in the program should contact the PHE Program co-ordinator. Course requirements 48 credit points comprising the following:

Core Subjects



Autumn/Spring

6


25

Plus 24 credit points from the Physical and Health Education specialisation listed below:

EDGP934 Cultural Politics of Sport, Leisure and Physical Education

Autumn 6

EDGP935 Leadership and Management in Physical Education, Sport and Recreation

Spring 6

EDGP930 Theoretical and Practical Bases of Coach Education

Autumn 6

EDGP990 Practicum in a Learning Environment

Spring 6

EDGP924 Young People and Health Spring 6


Autumn 8

EDGE902 Instructional Strategies and Design

Autumn 8

EDGZ906 Minor Project or

Autumn/Spring

6

EDGZ903 Minor Project Autumn 8

The remaining 18 credit points can be chosen from the list above, or from specialisations such as Educational Leadership, Special Education or Information Technology specialisations, in consultation with the Physical and Health Education Co-ordinator. Not all subjects will be available in all sessions. Check the Course Handbook at the start of each session for details: http://www.uow.edu.au/handbook/yr2013/pg/index.html Co-ordinator: Dr Greg Forrest Room: 23.G08 Phone: 02 4221 5187 Email: [email protected]


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3.7 SPECIAL EDUCATION GRADUATE CERTIFICATE IN SPECIAL EDUCATION and GRADUATE CERTIFICATE IN GIFTED EDUCATION Overview The Graduate Certificate in Special Education and Graduate Certificate in Gifted Education provide an ideal entry point for students who wish to specialise in the field of Special Education or Gifted Education. Course requirements for the Graduate Certificate in Special Education 24 credit points from the list below.


EDGS910 Learning Theories and Exceptionality

Autumn 6

EDGS912 Investigating Issues in Special Education/Inclusive Education

Spring 6

EDGS914 Assessment and Instruction of Individuals with High support Needs

Spring 6

EDGS916 Models of Behaviour Management Spring 6

EDGS918 Approaches to Reading Difficulties Autumn 6

EDGS920 Language and Communication Difficulties: Theory and Practice

Spring 6

EDGS926 Education of Students with Autism Spectrum Disorders

Summer 6

Course requirements for the Graduate Certificate in Gifted Education 24 credit points chosen from the list below. Other subjects from the Special Education specialisation may be included with the approval of the strand coordinator.



Autumn 6


Spring 6

EDGS922 Teaching Gifted Children Autumn 6

EDGS924 Giftedness in Special Populations Spring 6

MASTER OF EDUCATION (SPECIAL EDUCATION) Overview The Master of Education (Special Education) is designed to provide teachers with an accredited qualification in Special Education. The program of studies offers a range of subjects that can be taken in a flexible sequence. There is also the opportunity to undertake professional experience in a Special


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Education setting. The subjects have an emphasis on contemporary research and evidence based practice in special education. Course requirements 48 credit points comprising the following:

Core Subject



Autumn/Spring

6

Plus 24 credit points from the Special Education specialisation subjects list below.


EDGS901 Introduction to Inclusive Education: Strategies, Policies and Legislation

Autumn 6


Autumn 6


Spring 6

EDGS914 Assessment and Instruction of Individuals with High support Needs

Spring 6

EDGS916 Models of Behaviour Management Spring 6

EDGS918 Approaches to Reading Difficulties Autumn 6

EDGS920 Language and Communication Difficulties: Theory and Practice

Spring 6

EDGS924 Giftedness in Special Populations Spring 6

EDGS930 Professional Experience in Special Education

Autumn/Spring 6

EDGS926 Education of Students with Autism Spectrum Disorders

Summer 6

The remaining 18 credit points can be selected from across the Graduate program in consultation with the strand co-ordinator. However, it is preferable for those students who are intending to teach in NSW DEC schools to choose more Special Education subjects. Co-ordinator: Dr Rose Dixon Room: 67.314 Phone: 02 4221 5292 Email: [email protected]


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3.8 TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES (TESOL) The TESOL programs are offered on campus and by distance education. For distance education program information please see the following link: http://www.uow.edu.au/handbook/yr2013/pg/index.html#E GRADUATE CERTIFICATE IN TESOL Overview The Graduate Certificate in TESOL provides an accredited specialist qualification for teachers who want to teach English to speakers of other languages in Australia or internationally to children, teenagers or adults. The course is regarded as a highly practical qualification for those with little or no experience in second language teaching. Applicants are advised to check with potential employing bodies regarding employment requirements. Course requirements 24 credit points comprising the following:

Core Subjects


EDGT930 Methodology in Second Language Teaching

Autumn 6

EDGT937 Field Experience Project in TESOL* Autumn/Spring 6

EDGT938 Professional Experience in TESOL* Autumn/Spring 6

*Choose either EDGT937 or EDGT938. EDGT938 is recommended for those wishing to achieve a TESOL teaching qualification. Plus 12 credit points from the TESOL specialisation subjects listed below.


EDGT917 English Language: Learners' Problems

Autumn 6

EDGT931 Teaching Speaking and Listening Autumn 6

EDGT932 Second Language Literacy Spring 6

EDGT934 Teaching Pronunciation and Prosody

Spring 6

EDGT935 Teaching English in International Contexts

Online only 6

EDGT940 Materials and Technology in Second Language Teaching

Spring 6

EDGT983 Assessing and Evaluating in TESOL Environments

Spring 6

EDGT984 Theories of Second Language Learning

Autumn 6

EDGT985 English in Specific Contexts Spring 6

EDGT990 Engaging Contexts of ESL Education

Spring 6


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GRADUATE DIPLOMA IN TESOL Overview The Graduate Diploma in TESOL provides a substantial specialist qualification for working in the English language teaching area. It meets the specific professional development needs of a broad range of English language teachers and educators. Participants can choose from a range of subjects which provide a foundation in second language teaching and learning. The course includes a supervised TESOL practicum - a requirement of most employers. Applicants are advised to check with potential employing bodies regarding employment requirements. Course requirements 48 credit points comprising the following:

Core Subjects


EDGT930 Methodology in Second Language Teaching

Autumn 6

EDGT937 Field Experience Project in TESOL* Autumn/Spring 6

EDGT938 Professional Experience in TESOL* Autumn/Spring 6


Autumn 6

*Choose either EDGT937 or EDGT938. EDGT938 is recommended for those wishing to achieve a TESOL teaching qualification. Plus 30 credit points from the TESOL specialisation subjects listed below.



Autumn 6




Spring 6


Online only 6


Spring 6


Spring 6



Spring 6

MASTER OF EDUCATION (TESOL) Overview


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The Master of Education (TESOL) is a higher degree for both professional educators and for those who are interested in pursuing a research program beyond this degree. It is designed for those with teacher qualifications and experience, particularly in the ESL/EFL field. Course requirements 48 credit points comprising the following:

Core Subjects



Autumn 6

EDGZ921 Introduction to Research and Inquiry Autumn/Spring 6

Plus 18 credit points from the TESOL specialisation subjects listed below.



Autumn 6




Spring 6


Online only 6

EDGT936 Management, Policy and Curriculum in TESOL

Online only


Spring 6

EDGT976 Text and Context Autumn 6


Spring 6



Spring 6

The remaining 18 credit points can be selected from across the Graduate program in consultation with the strand co-ordinator. Co-ordinator: Dr Amanda Baker (on campus) Room: 67.320 Phone: 02 4221 1254 Email: [email protected] Co-ordinator: Dr Steven Pickford (distance) Room: 67.316 Phone: 02 4221 5854 Email: [email protected]




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3.9 INTERDISCIPLINARY STUDIES GRADUATE CERTIFICATE IN INTERDISCIPLINARY STUDIES IN EDUCATION Overview This program provides the opportunity for students to combine studies in a number of the specialist postgraduate areas of the Faculty, and also to explore issues in the foundation areas of Educational Psychology and Sociology. The Graduate Certificate in Interdisciplinary Studies can also be used as a pathway for entry into the MEd for students who do not have the four year teaching degree required for Masters entry. Course requirements 24 credit points comprising the following subjects. Additional subjects may be drawn from other specialisations within the Faculty's postgraduate schedule with approval from the Director of Graduate Teaching.


EDGX901 Psychology for Educators Autumn 6


Autumn 8


Autumn 6


Autumn 6

EDGH951 Global Issues and Trends in Adult Education/VET/Higher Education

Autumn/Spring 8

EDGR922 Literature for Children and Young People

Autumn 6

MASTER OF EDUCATION (INTERDISCIPLINARY STUDIES) Overview This program provides the opportunity for students in the Master of Education program to combine studies in a number of the specialist areas, and also to explore issues in the foundation areas of Educational Psychology and Sociology. Course requirements 48 credit points comprising the following:


EDGZ921 Introduction to Research and Inquiry Autumn/Spring 6

Plus 42 credit points of subjects drawn from across the Graduate program in consultation with the strand co-ordinator. Suggested subjects include those listed below.

EDGX901 Psychology for Educators Autumn 6


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Autumn 8


Autumn 6


Autumn 6

EDGH951 Global Issues and Trends in Adult Education/VET/Higher Education

Autumn/Spring 8

EDGR922 Literature for Children and Young People

Autumn 6

Co-ordinator: Dr Irina Verenikina Room: 67.307 Phone: 02 4221 4285 Email: [email protected]


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3.10 RESEARCH METHODOLOGY SUBJECTS Subjects in this group do not constitute a separate area of major study, but provide the various methodology and project subjects which are required for completion of the MEd and higher degrees as explained above in the section Course Requirements.

Advanced standing is available for tertiary studies that are completed over and above the entry requirements for the degree. Students should consult the information on the Faculty website for details of how to apply: http://www.uow.edu.au/educ/postgrad/UOW062755.html


EDGX913 Introduction to Assessment Theory and Practice in Contemporary Education

Summer 6


Autumn/Spring 6

EDGZ903 Minor Project in Education Autumn 8

EDGZ906 Minor Project Autumn/Spring 6

EDGZ912 Special Research Topic Autumn/Spring 8

EDGZ920 Research Project Report (optional 2cp unit to combine with EDGZ921 if need 8cp in Research Methodology)

Autumn/Spring 2

EDGZ965 Vygotskian Studies in Education Autumn 4


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3.11 SEEKING ETHICS APPROVAL FOR RESEARCH When teacher education students conduct research, they need ethical approval for such activities. Research includes conducting interviews, surveys, collecting work samples, taking photographs or observing learners and teachers. Seeking such approval is necessary whether it is part of a research degree or an assignment as part of a subject. Further information about seeking ethics approval can be gained by looking at the relevant section of the Education website http://www.uow.edu.au/educ/ students/UOW037393. There are three possible pathways for seeking such approval with two levels or types of research within each pathway. These three different pathways vary according to the sensitivity of the topic, who is involved in the research and the methods used. The three pathways are distinguished by the different forms needed: 3.11.1 Pathway No. 1— No Ethics Form needed This is the most innocuous type of research and usually occurs for an assignment within a subject or on practicum. This involves observing teachers or children without any direct form of data gathering such as interviews, surveys or collecting work samples. It may involve informal “chats” with a classroom teacher or learner as part of everyday classroom interactions that is typical on a practicum experience. Subject coordinators, principals and other institutional managers should still be informed about the type of interaction occurring and assignment guidelines need to be clearly written within subject outlines. The use of reflective journals for writing about classroom observations is typical of the method for this type of research. 3.11.2 Pathway No. 2 — Faculty Ethics Form This type of assignment based research involves data gathering with a teacher and may include interviews, surveys or anonymous work samples from learners. Details for this type of research need to be clearly described in a subject outline and a faculty ethics form needs to be completed. If the topic is not sensitive (such as the description of existing teaching strategies), then the Faculty ethics form need only be approved by the subject coordinator. If the topic is possibly sensitive, the Faculty ethics form has to be approved by the Faculty Ethics Committee. 3.11.3 Pathway No. 3 — University Ethics Form Any research for degrees (Hons. Masters, PhD) or research involving human participants needs to be documented on a University Ethics Form and approved by the University of Wollongong Human Research Ethics Committee. It is the supervisor’s responsibility that the ethics form is filled in appropriately with all necessary information. Details and forms can be obtained from the Office of Research website http://www.uow.edu.au/research/rso/ethics/human/index.html or contact HREC officer on (02) 4221 4457. Research involving young learners requires 14 copies of the form submitted to the Office of Research whereas research with consenting adults needs one form submitted. Research in DET schools needs an application from the State Education Research Approval Process (SERAP) available at https://www.det.nsw.edu.au/media/downloads/research/guidelines.pdf.

http://www.uow.edu.au/research/rso/ethics/human/index.html


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3.12 Credit Point System Credit points are a basic measure of workload. All subjects are allocated a credit point value. A normal full-time annual workload is 48 credit points. Part time students can enrol in as little as one subject per session or intake. In general, each credit point equates with 2 hours of study per week including tutorials, reading, researching, writing time. 3.13 Advanced Standing Students who have completed relevant postgraduate study over and above the entry requirements for their program can apply for advanced standing or credit for these studies. Specified credit may be given for subjects that are equivalent to those offered by the University of Wollongong. Unspecified credit may be given for other subjects, relevant to the respective degree for which advanced standing is sought, completed at another institution. This form of advanced standing cannot be used as a prerequisite for any subject. Please see the advanced standing procedure at the following website: http://www.uow.edu.au/educ/postgrad/UOW062755.html.

http://www.uow.edu.au/educ/postgrad/UOW062755.html


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4 Resources within the University A wide range of facilities and resources exist within the University to support you in your studies. You can find out about these services through following the relevant links from the University homepage. Some of the most widely used resources are included below.

4.1 University Alumni Association (Education Chapter) UOW Education has an active Chapter of the University Alumni Association, who support students, staff and graduates of Education. The Chapter can be contacted through the Chapter Room, 67.312, or phone: 4221 5617, email: [email protected].

4.2 Library www.library.uow.edu.au UOW Library has the expertise to make sure you discover the research material you need to succeed. The Library delivers online access to an unprecedented array of books, ebooks, ejournals, databases, conference papers and much more. Access information online using the Library’s website: www.library.uow.edu.au Services for postgraduate students include:

- Increased borrowing conditions - Document delivery of material not held within the Library or via BONUS+ - Access to the Postgraduate Space (Ground Floor, Library)

LEARNING RESEARCH SKILLS ONLINE StartSmart: Essential Academic Information Skills StartSmart is the Library’s online information tutorial and it instructs students how to recognise information needs, search for and evaluate resources, and write quality assignments. These guides are compulsory for undergraduates and strongly recommended for postgraduate students. Search interfaces have likely changed since you last studied, even if you graduated last year. Access StartSmart here: http://www.uow.edu.au/student/services/fye/resources/startsmart/UOW070056.html. Library Guides The online Library Guides connect staff, students and academics to scholarly information by acting as a starting point. They are particularly useful for undergraduates but also link into more advanced research support designed for postgraduates and research staff. Guides are available for postgraduate specialisations. Go to: Guides > Education Research Edge This tutorial assists postgraduate students with developing literature reviews, strategies to underpin effective searching techniques and evaluation and management of scholarly information.


http://www.library.uow.edu.au/

http://www.library.uow.edu.au/


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Go to: Information for > Researchers > Start here: Research edge GET EXPERT HELP & SAVE TIME Make the most of the Library’s resources and save yourself some time by using our friendly help services. Information Desk: Basic enquiries are answered at the Information Desk at each UOW Library site. Research Help Desk: Research Librarians help students and staff to get started finding and using information for assignments and research projects. Available from the Research Help desk or via phone: 4221 3548. No appointment necessary. Book a Librarian Service: A 30 minute scheduled appointment with an information specialist targeting a specific issue or topic. To make an appointment, click Help > Ask Us > Book a Librarian. Online Help: Ask a Librarian Online help is available from the Library website: “Ask a Librarian”. Responses to enquiries are answered by UOW Librarians within one business day. All previous questions and answers are published online, enabling many questions to be answered instantly.

4.3 Computer Services and Training For information regarding computer services and training for students please follow the links at the following website: http://www.uow.edu.au/its/training/

4.4 Student Services Student Services provide a range of resources designed to support your development and academic progress as well as promoting equity across the campus. These aims are achieved through the provision of services and programs that enhance learning development and career development, as well as personal and social development. More detailed information, with links to the following services, can be found at http://www.uow.edu.au/student/services. 4.4.1 Careers Service This facility provides services, programs and resources that will help you with regard to career planning and job seeking activities. More details are available at http://www.uow.edu.au/careers/.

4.4.2 Counselling Services Free and confidential counselling is offered to students and staff who wish to discuss areas of difficulty, conflict or crisis in their lives. To make an appointment to see one of the counsellors, phone (02) 4221 3445 or call in at the office located on the third floor of the UniCentre (use the IT Resource Centre lift or the car park stairs). For further details refer to http://www.uow.edu.au/student/services/cs/index.html.

http://www.uow.edu.au/its/training/

http://www.uow.edu.au/student/services

http://www.uow.edu.au/careers/


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4.4.4 Disability Services The Disability Liaison Officer (DLO) provides information, advice and support to students with disability. Students requiring assistance can contact the Disability Liaison Officer by phone (02) 4221 4942; or facsimile (02) 4221 5667 or call in at the office located on the third floor of the UniCentre building. Students with disability who are commencing courses are advised to contact the Disability Liaison Officer prior to the beginning of their first session of study at http://www.uow.edu.au/student/services/ds/index.html. 4.4.5 Learning Development Learning Development enhances learning at UoW by providing support to students by developing and enriching their academic skills and language competencies. Its services are available to both domestic and international students. Free lunch time workshops (12.30) on a range of topics such as Essay writing, Developing critical arguments, Effective referencing , Reporting writing and Maths Refresher are held in Building 11, Room 210. There are some free lunch time workshops specifically designed for international students at the same venue. Please visit our website: www. uow.edu.au/student services/ld students/) for further details. We also provide free one-on-one consultations on assessment tasks and support with Maths. To make enquires please call 42213977 or take the lift opposite the Uni shop and find us on the 3rd floor. Students have also found the unilearning website ([email protected]) useful as it has resources on a number of assessment related topics. 4.4.6 Student Legal Clinic The student legal services clinic provides free confidential legal advice to students. The service is provided by Carter and Ferguson solicitors. You can make an appointment for on campus consultation or you can obtain online help and information from: http://www.uow.edu.au/student/legalclinic/index.html 4.4.7 Financial Advice Financial management, tips, tools and assistance is available from: http://www.uow.edu.au/student/finances/money/index.html 4.4.8 Woolyungah Indigenous Centre Woolyungah Indigenous Centre is responsible for student recruitment, access and support. http://www.uow.edu.au/wic/index.html


http://www.uow.edu.au/student/legalclinic/index.html

http://www.uow.edu.au/student/finances/money/index.html

http://www.uow.edu.au/wic/index.html


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5 Responsibilities of Students Individual students are required to accept responsibility for progress in their academic programs as well as ensuring that entries on their academic records are correct. The responsibilities outlined below are drawn from relevant University policies which can be located within the University Policy Directory at http://www.uow.edu.au/about/policy/. The Student Charter identifies what you can expect from being a part of the University of Wollongong community and, in turn, what is expected of you. Access the Student Charter at this web link: http://www.uow.edu.au/student/charter/index.html.

5.1 Academic Record You need to check your academic record regularly to make sure you are enrolled in the correct subjects each session so that you fulfill the relevant requirements in your course of study. Access to your academic record is through SOLS at http://www.uow.edu.au/student/. It is your responsibility to withdraw from subjects in which you do not wish to continue. You must do this by the withdrawal date listed in Session and Key Dates on the SOLS homepage. Failure to withdraw by the appropriate date will lead to a Fail grade on your academic transcript and you will incur a debt for the subject. You should keep a hard copy file of all correspondence from the Academic Registrar’s Division (main administration area for the University) from the commencement to completion of your degree.

5.2 Attendance at compulsory classes and online participation In the case of personal illness and other compassionate grounds (e.g. sick children, or a death or major illness in the family) students are required to seek Academic Consideration via SOLS. Please go to the Student Academic Consideration Policy for further details at http://www.uow.edu.au/about/policy/UOW060110.html In extenuating circumstances where a short planned absence from class or the online learning environment is anticipated, students must follow this procedure: - Contact co-ordinators of particular subjects. - Clearly outline the time away, reasons for the absence with supporting

documentation, topics and assessment tasks related to missed classes and a plan of how these tasks can be completed in a timely manner.

- Written approval (if given) from the co-ordinator should then be taken to the relevant Director where a final decision will be made.

5.3 Submission and Receipt of Assignments All assignments must be submitted by the due date specified on the subject outline unless a formal application for an extension has been approved. Formal applications must be made for Student Academic Consideration via SOLS.

http://www.uow.edu.au/about/policy/

http://www.uow.edu.au/student/

http://www.uow.edu.au/about/policy/UOW060110.html


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Please go to the Student Academic Consideration Policy for further details at: http://www.uow.edu.au/about/policy/ UOW060110.html A copy of the assignment must be kept by the student and made available for submission if there is any problem in transmission or receipt of the assignment. All emailed assignments will be receipted by a “Reply” email. If this is not received within two working days of transmission, it is the student’s responsibility to ensure that the assignment has been received.

5.4 Resubmission of Assignments Graded assignments may not be re-written and re-submitted.

5.5 Collection of Assignments Arrangements for return of assignments will be specified in the relevant subject outline.

5.6 Penalties for Late Submission of Assignments Students should refer to individual subject outlines but Faculty guidelines specify the following penalties: - Up to one week late 20% of marks will be deducted. - Up to two weeks late 50% of marks will be deducted. - More than two weeks late no marks will be awarded. University Policy on late submission can be found in the Code of Practice: Teaching and Assessment at: http://www.uow.edu.au/about/policy/UOW058666.html.

5.7 Extensions Requests for extensions of time for completing assignments must be made before the due date through the Student Academic Consideration process (see note under Important Policies & Procedures: Applications for Student Academic Consideration).

5.8 Etiquette – Consultations and Email Correspondence Academic staff make themselves available for consultation with students at set times throughout the week. All academic staff will specify these times in subject outlines and on their doors. Students who wish to contact their tutors or other academic staff should try to do so during these times. It is best to make an appointment and this can be done by telephoning or emailing the tutor to request an appointment. When emailing, please specify your request clearly in the subject heading and always sign with your full name and student number. Every attempt is made to respond quickly to emails but delays may occur for a variety of reasons – please take this into account when contacting academic staff.


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6 Important Policies and Procedures

The University consistently reviews policies and Codes of Practice that govern the conduct of its members, both students and staff. Some general guidelines are presented below and are reflected in Education policies that are currently under review. Students are encouraged to visit the following web site for further details about rights, responsibilities and grievance procedures: http://www.uow.edu.au/about/policy/ UOW058666.html.

6.1 Academic Misconduct Students are warned that academic misconduct can have serious consequences. For example, cheating in exams or plagiarising someone else's work in an assignment can result in penalties ranging from reduced marks or failure in the subject to exclusion from the University. Students must ensure that they understand the relevant University rules and policies as they relate to examinations, assessment and acknowledgement practice. Please refer to: http://www.uow.edu.au/student/ examinations/UOW008301.html Cases of suspected plagiarism or other misconduct may be referred to the relevant Primary Investigative Officer (PIO) within the faculty. The PIO will consider all submissions and may interview the student(s) involved before making a recommendation to the Dean. Where plagiarism is found, the name of the student and details of the case will be forwarded to the Academic Registrar’s Division (ARD). Appeals, or more serious cases, may be referred to the Faculty Investigation Committee or, in particular instances, to the University Investigation Committee.

6.2 Plagiarism Plagiarism, or not appropriately acknowledging the ideas and/or words of others, is a serious offence in the academic world regardless of whether it is intentional or not. Plagiarism is the use of someone else’s work as if it is your own. The “someone else” may be an author, researcher, critic, lecturer or even a fellow student. Whilst it is often necessary to use other people’s ideas, they must not be presented as your own. In addition, any work that is handed in for assessment and that contains elements of work submitted for another subject must be formally acknowledged through an in-text citation and in the Reference List. The sources from which you have drawn your information and ideas must be clearly acknowledged in all of your work. Please refer to the following web site for further details: http://www.uow.edu.au/about/policy/UOW058648.html and to the section in this booklet on “Referencing” to find out how to correctly acknowledge the work of others.

6.3 Applications for Student Academic Consideration The Student Academic Consideration Policy is designed to help students minimise the impact of illness, adverse or unforeseen circumstances on their performance within a degree. Applications for Student Academic Consideration

http://www.uow.edu.au/student/%20examinations/UOW008301.html


42

are governed by the University’s Student Academic Consideration Policy at: http://www.uow.edu.au/ about/policy/UOW060110.html. To apply for Student Academic Consideration, students must log onto SOLS using their student number and password, and select the Student Academic Consideration link. A personalised application form will then appear for electronic completion and submission. Students should not assume that an application for student academic consideration will be automatically granted. Please note that lack of awareness of the rules governing applications made within relevant time limits will not be grounds for student academic consideration.

6.4 Process for Appealing Assessment Results If you believe that your grade or mark is incorrect or if you wish to appeal against a grade or mark for any reason, please follow the proper procedures. If you are appealing a final grade for a subject, you must lodge your appeal within two weeks of the results being published.

1. If you are concerned about an assessment mark, you should follow the matter up immediately. Contact the marker to discuss the matter. If you are still dissatisfied, see the subject Coordinator (if not the same person as the marker) and ask for advice.

2. If you are still dissatisfied and you believe that you have grounds for

appeal, contact the strand coordinator of the relevant program for advice.

3. If you are still concerned, contact the Sub Dean to make an

appointment. If you have discussed the matter with the Sub Dean and you are not satisfied with the outcome, you may approach the Dean of Students and request an investigation of the matter.

4. More detailed information regarding the Faculty of Education’s

guidelines for appealing assessment marks and grades may be found at: http://www.uow.edu.au/ educ/students/UOW037398.html and the University’s grievance policy at: http://www.uow.edu.au/ about/policy/UOW058653.html.


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7 Referencing

Referencing is an essential part of academic writing. Referencing enables the reader to follow up the source of ideas, interpretations and information in your writing. Importantly, referencing makes it clear when you are drawing your own conclusions from the evidence presented. Referencing is also vital because the information that you use is covered by copyright – this means that you must acknowledge any source of information, including books, journals, newsprint and the internet. Thus in academic writing you must always acknowledge the source of the ideas and information that you use in your writing! In Education the Harvard style (also known as author-date) is used as the standard although other styles are also accepted as long as their use is correct and consistent. Referencing should be used not only to provide the source of a direct quotation but also to give the source for any information, ideas or interpretation that you used. You must give your source for any direct quotation, but it is equally important when you are paraphrasing another person’s ideas to give your source. Thus referencing should be used to refer to the source of and authority for statements in the text of your writing, or to indicate where more complete details can be found. In your early writing you may find that a reference is needed for every sentence! Remember, it is better to give too much documentation rather than too little. If you don’t reference correctly? Failure to document adequately and fully is to ignore scholarly rules – and run the risk of plagiarism. Proper use of appropriate techniques may enable you to avoid any suspicion of plagiarism.

Check the UOW Author-Date (Harvard) Referencing Guide provided by the library at

http://www.library.uow.edu.au/resourcesbytopic/UOW026621.html

Unless your subject coordinator advises otherwise, please use the resource provided by the library. It provides an A-Z guide for referencing books, journals and websites.


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8 Appendix

UOW Session and Key Dates: http://www.uow.edu.au/student/dates/index.html

AUTUMN SESSION 2013

25 February – 1 March Orientation

4 March – 19 April Lectures Commence (7 weeks)

22 April – 26 April Mid-Session Recess (1 week)

29 April – 7 June Lectures Recommence (6 weeks)

10 June – 14 June Study Recess (1 week)

15 June – 27June Examinations (2 weeks)

1 July – 26 July Mid-Year Recess (4 weeks)

9 July Release of results

SPRING SESSION 2013

23 July Orientation

29 July – 27 September Lectures Commence (9 weeks)

30 September – 4 October Mid-Session Recess (1 week)

7 October* – 1 November Lectures Recommence (4 weeks)

4 November – 8 November Study Recess (1 week)

9 November – 21 November Examinations (1½ weeks)

3 December Release of results

SUMMER SESSION 2013/2014

2 December – 20 December Lectures Commence (3 weeks)

23 December – 3 January Mid-Session Recess (1 week)

6 January – 31 January Lectures Recommence (4 weeks)

3 February – 7 February Study Recess (1 week)

10 February – 14 February Examinations (1 week)

24 February Release of Results * The first Monday of October is a public holiday. Lectures recommence on the Tuesday.

GRADUATION

24, 25, 26 July (Wollongong) 16, 17, 18, 19, 20 December (Wollongong)

KEY DATES AUTUMN SPRING SUMMER

First day to enrol for continuing students

19 Nov 2012

19 Nov 2012

2 Sept 2013

Last day to re-enrol without late fee 31 Jan 2013

28 Jul 2013 N/A

Last day for late re-enrolment 17 Mar 2013

11 Aug 2013

8 Dec 2013

Last day to add subject via the web 17 Mar 2013

11 Aug 2013

8 Dec 2013

Last day to add subject with approval 24 Mar 2013

18 Aug 2013

15 Dec 2013

Last day to withdraw without financial 31 Mar 31 Aug 16 Dec

http://www.uow.edu.au/student/dates/index.html


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penalty 2013 2013 2013

Last day to withdraw without academic penalty

12 May 2013

29 Sept 2013

22 Dec 2013

Due date for HECS-HELP upfront payment, nomination of HECS deferral and international student fees

31 Mar 2013

31 Aug 2013

16 Dec 2013

Distance TESOL intakes:

Session Name: EDU November Intake DD MM YYYY

Start of Session Date 28 10 2013

End of Session Date 07 02 2014

Last day to enrol in a subject 12 11 2013

Last day to enrol in a subject with academic Permission

22 11 2013

HECS audit date (last date to withdraw without financial penalty)

23 11 2013

Last day to withdraw without approval 28 12 2013

Result release date 17 02 2014

Further informationFaculty of EducationStudent Services CentreT: +61 2 4221 3981E: [email protected]: http://www.uow.edu.au/educ/index.html

Documents

Postgraduate Coursework ConneCt: Handbook 2013web/@educ/... · Whatever your background or program of study, we are committed to research, teaching and scholarly excellence. We aim