Curriculum Policies Roadshow A presentation to the ECU Community July

Transcription

1 Curriculum Policies Roadshow A presentation to the ECU Community July Professor Angela Hill PVC Education

2 Overview of session Why new curriculum policies? How were they developed? What are the key changes? What s next for implementation? NB: Slides and recording will be available after session

3 Rationale for revision: Continuous improvement

4 Rationale for revision: Australian Higher Education Regulatory Environment

5 Rationale for revision: Sector and institutional priorities Includes focus on new campuses and online learning da ta/assets/pdf_file/0005/767930/ TEL-blueprint.pdf

6 Rationale for revision: Our student success data and evidence-based approach Priorities 3.Sustained collaborations with students, academic and professional staff to create systematised and innovative responses that retain students across the lifecycle. 4. Strength based approaches to enhancing students academic preparedness. 5. Course design and a student experience that prioritises lifelong learning and future-oriented employability. data/assets/pdf_fi le/0012/.../student-success-blueprint.pdf

7 New/revised policies and procedures 1. Curriculum Approval, Amendment and Accreditation Policy Curriculum Approval, Amendment and Accreditation Procedure 2. Curriculum Design Policy Curriculum Design Procedure 3. Assessment Policy Assessment, Examination and Moderation Procedures 4. Curriculum Evaluation and Review Policy Major Course Review and Re-accreditation Procedure Annual Course and Unit Review Procedure

8 Rescinded policies and replaced procedures Rescinded Policies Curriculum Approval Curriculum Planning and Development Curriculum Delivery and Assessment Internationalisation of the Curriculum at ECU* *Scheduled for Education Committee today Replaced Procedures Curriculum Lifecycle Annual Unit Review Annual Course Review Preliminary Proposal Awards Classifications and Structure Procedure

9 How were policies developed and approved? Benchmarking across sector Review of TEQSA Guidance notes Consultation and review with stakeholders (varied depending on policy) ADTLs Student Guild Kurongkurl Katitjin NTEU Centre for Learning and Teaching staff University Executive Academic Policy Working Group review Education Committee scrutiny Academic Board scrutiny

10 Timeline for implementation Education Committee Academic Board ECU Council Implementation Activities Fully Implemented April 2018 May 2018 June 2018 July 2018 onwards December 2019

11 Framework for new/revised policies Principles for design Simple and contemporary accessible and one stop shop Principle based policies Norm in sector Reflect future oriented higher education Benchmarked and can withstand external scrutiny Suite of documentation Policy Procedure HOW TO GUIDES (emerging)

12 A QUICK OVERVIEW OF KEY CHANGES

13 CURRICULUM APPROVAL, AMENDMENT AND ACCREDITATION POLICY

14 Curriculum Approval, Amendment and Accreditation Policy KEY CHANGE 1. Revised terminology aligned to the Higher Education Standards Framework q Policy employs the term course accreditation to refer to ECU s selfaccrediting capacity, through Academic Board, to approve and accredit courses q This is distinct from professional accreditation (being accreditation with external bodies and associations). Language of the Higher Education Standards A higher education provider that is registered in the Australian University provider category and meets the requirements under Section 45(1) of the TEQSA Act 2011 is authorised under the TEQSA Act 2011 to self-accredit each course of study that leads to a higher education qualification that it offers or confers.

15 Curriculum Approval, Amendment and Accreditation Policy KEY CHANGE 2. Curriculum approvals have been modified: q University Executive approval required for New Course Preliminary Proposals q Revised Curriculum Delegations (for course accreditation) o Education Committee has approval authority for specified curriculum items as outlined in the Curriculum Delegations table of the policy o School Curriculum Teaching and Learning Committee is the approval authority for specified curriculum items ADTL is Chair. TEQSA needs to be satisfied that the provider s mechanisms for course approval provide rigorous scrutiny of proposed courses by credible and experienced observers, that the findings of such scrutiny are considered thoroughly, and that the oversight mechanisms are sufficiently independent of those who are involved in delivery of the courses of study.

16 CURRICULUM DESIGN POLICY

17 Curriculum Design Policy THREE CORE PRINCIPLES Learning-centred - learning outcomes, teaching and assessment activities, learning resources, and support are focussed on enabling and enhancing learning for all students Globally relevant - develop knowledge, skills and attitudes to navigate the complexity and diversity present in a rapidly changing world, including the world of work, and for making positive and ethical contributions to the community Transformative - learning experiences that challenge students existing assumptions and paradigms and promote critical reflection on their worldviews

18 Curriculum Design Policy and Procedures

19 Curriculum Design Procedure Clear requirements for courses and units Course and Unit Learning Outcomes Alignment of Learning Outcomes First year experience Generic skills including communication skills Internationalisation of the curriculum Minimum standards for technology enhanced learning and teaching Unit Information minimum requirements Experiential, Career Development and Work Integrated Learning Inclusive Curriculum Design Student Engagement with Aboriginal and/or Torres Strait Islander Content Award Classification and Structure

20 How to guide: First Year Unit

21 Generic skills including communication skills: example of existing practice NCS1102 Professional Conduct and Communication Bachelor of Science (Nursing) Students are directed to work through a series of online modules as part of their weekly learning activities. The skills covered in the online modules prepare them for their assessment. The site has had hits since Jan Carol Crevacore: NCS 1102.

22 Internationalisation of the curriculum: example of practice Unit Coordinator: Zane McDonald School of Medical and Health Science This tour is a structured academic program that provides students with an immersive learning experience The tour is targeted towards second and third year Exercise and Sport Science students. Students enrol into the unit HST3505 International Project.

23 Unit Information Minimum Requirements Must have consultation and contact details for all teaching staff, the unit learning resources, an overview of the semester schedule, assessment information academic integrity information expectations and penalties, an overview of changes made to the unit as a result of UTEI feedback relevant OHS material. MAN5401 Richard Hughes

24 How to guide: Technology Enhanced Learning Standards m-design/technology-enhanced-learning

25 Student Engagement with Aboriginal and/or Torres Strait Islander Content: example of practice NCS6100 Nursing Cultural Studies. Unit within the J46 Master of Nursing (Graduate Entry) course. This unit focuses on the historical and socio-cultural aspects of health for Aboriginal and Torres Straight Islander people, and prepares students to be culturally capable Registered Nurses. The unit was developed based on the Nursing and Midwifery Aboriginal and Torres Strait Islander (ATSI) Health Curriculum Framework, created by the Congress of Aboriginal and Torres Strait Islander Nurses and Midwives (CATSINaM) which is an adaptation of the 2014 ATSI Health Curriculum Framework. NCS6100 Dr Rosemary Saunders. Content created in collaboration with Leeanne Pena from Kurongkurl Katitjin.

26 Student Engagement with Aboriginal and/or Torres Strait Islander Content Inclusive Curriculum Design: example of practice EDU3104 Dr. John O Rourke

27 ASSESSMENT POLICY

28 Background to Assessment Policy Principle-based Policy and streamlined Procedures From 134 to 65 prescriptions New Policy and Procedures 3 principles 62 procedures Extensive benchmarking Best practice in assessment design

29 Assessment Policy Principles Procedures Whole-of-course approach, scaffolded Variety of assessment tasks Cumulative assessment Criteria for course learning outcomes & evidence for progressive attainment Criterion & standards-referenced, high-quality evidence of performance Embedded communication & generic skills Give students opportunities to judge & improve performance quality Progressive consensus moderation Student identity verification Group tasks and individual achievement Non-replicable tasks Tasks require written and oral communication across course Tasks are authentic replication of practice/world of work Feedback Self and peer review and feedback

30 Assessment Policy: Embeds criterion/standards referenced based assessment Criterion-based assessment judges students on the quality of their work alone, against predetermined benchmarks. Judgment is untainted by prior performance and is independent of how other students perform in the same task (Sadler, 2005). Each grade is assigned as a measure of the extent to which the unit learning outcomes have been achieved. Find out more: This is in contrast to normreferenced assessment: Norm-referenced assessment is the process of judging and grading the learning of students by comparing and ranking each student against the performance of other students in the same cohort.

31 Assessment methods: guidance from Higher Education Standards Standard 1.4 Specific strategies support transition, including: assessing the needs and preparedness of individual students and cohorts undertaking early assessment or review that provides formative feedback on academic progress and is able to identify needs for additional support, On completion of a course of study, students have demonstrated the learning outcomes specified for the course of study, whether assessed at unit level, course level, or in combination.

32 Assessment Procedures: reflects the varied requirements of the disciplines No mandated number of assessment tasks: Should reflect the discipline, stage of course, cohort needs and most importantly the learning outcomes Procedure states: 3.12 Assessment tasks within each unit must elicit appropriate and adequate evidence consistent with the stated unit learning outcomes No single assessment task may count for more than 60% of the final mark for the unit, with the exception of units designated as creative or special projects, student professional experience, or other tasks with the approval of the Associate Dean Teaching and Learning (ADTL).

33 Procedures: Assessment minimum information requirements 3.3 Assessment information for students should be detailed in a designated location in Blackboard and must include details of: a) the assessment type b) the assessment task requirements c) the relevant learning outcome(s) d) the weighting e) the due date and time f) the marking criteria or rubric g) whether the task is to be completed individually or in a group h) exemplars and examples of requirements as appropriate 3.4 Assessment information must also include information about any mandatory requirements to pass the unit, including tasks that must be passed

34 Assessment Procedures: Student identity verification and scaffolding Student Identity Verification The identity of the student completing the task (authorship) can be verified cadmus // Cadmus Learn HMN1114 Dr. Kay Hearn

35 Moderation: not an optional extra See Higher Education Standards 1.4 Methods of assessment are consistent with the learning outcomes being assessed, are capable of confirming that all specified learning outcomes are achieved and that grades awarded reflect the level of student attainment. 5.4 When a course of study, any parts of a course of study, or research training are delivered through arrangements with another party(ies), whether in Australia or overseas, the registered higher education provider remains accountable for the course of study and verifies continuing compliance of the course of study with the standards in the Higher Education Standards Framework that relate to the specific arrangement. Moderation is about continuous calibration of judgement and standards, rather than scaling results.

36 Moderation and MRS evidence

37 Moderation: How to guides

38 CURRICULUM EVALUATION AND REVIEW POLICY

39 Curriculum Evaluation and Review Policy KEY CHANGES 1.The policy combines curriculum review requirements into one policy with 2 main review procedures: 1. Major Course Review 2. Annual Course and Unit Reviews 2.The Major Course Review is an updated process to guide the 5 yearly comprehensive course reviews with new roles for Self Assessment Team Course Coordinator

40 Higher Education Standards (HESF) Course Review 5.3 Monitoring, Review and Improvement All accredited courses of study are subject to periodic (at least every seven years) comprehensive reviews that are overseen by peak academic governance processes and include external referencing or other benchmarking activities Review and improvement activities include regular external referencing of the success of student cohorts against comparable courses of study, including: a. analyses of progression rates, attrition rates, completion times and rates and, where applicable, comparing different locations of delivery, and b. the assessment methods and grading of students achievement of learning outcomes for selected units of study within courses of study. More information provided in TEQSA Guidance Note: External Referencing Including Benchmarking

41 Major Course Review There are two aspects to a Major Course Review: A comprehensive and reflective self-assessment process including: documentation of course and its performance using the Major Course Review and Re-accreditation Template (Coursework or HDR template); and external benchmarking of student data and course quality. Re-accreditation of the course by Academic Board.

42 Curriculum Evaluation and Review Policy

43 Roles: Major Course Review Procedure Self Assessment team: a collaborative effort Course Coordinator: lead the review and might Chair the Self Assessment Team Associate Dean: who could also Chair Dean, International Relations Library rep CLT reps Teaching staff reps Student rep Other staff/alumni as required

44 Benchmarking to support the Major Course Review Institutional benchmarking (publicly available data) to be supplied by Strategic Information Services Student Progress and Outcomes Course retention Progress Completion Working on graduate outcome metrics* Information to be obtained through an external benchmarking partnership Course Quality indicators Entry Standards Methods of Assessment Grade Distributions -design/benchmarking

45 Major Course Review Template: Steps through the requirements Review the original rationale for the course and outline how the rationale is now relevant. Include: Aim of the course including relationship to professions/labour market and outcomes for students in the future; Current modes and locations of study available; and Whether the original rationale of the course is still valid, including relationship to graduate destinations, the ECU Strategic Plan and the School s direction.

46 Everyone is benchmarking chmarking/external/

47 Role of Academic Governance and Standards Provide and maintain timeline in consultation with Schools Alert Schools to due dates Provide relevant data and point direction to more data Provide relevant templates Ensure timelines are met Support the submission to Education Committee and Academic Board

48 Annual Course and Unit Review Procedures Minimal change ECUonQ system instructions removed from procedures. ECUonQ information is being incorporated into How To Guides, to assist staff in conducting their course and unit reviews. Data and reflection will be aligned to the Major Course Review. The more reflective the annual monitoring, including development of action plans, will benefit at the time of major course review. AGS will continue to monitor and report on completions.

49 Curriculum Evaluation and Review Policy

50 Curriculum Evaluation and Review Policy

51 Next steps for you Download and review the policies and procedures Attend relevant staff development activities for 2018 Major Course Review Moderation Assessment design Academic Governance and Standards and Centre for Learning and Teaching to provide dedicated assistance Watch for learning and teaching grants to support reforms Additional policy reviews underway Academic Leadership Policy Academic Integrity and Board of Examiners

52 Thank you Questions? Follow up: