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School of Indigenous Studies (SIS)

11 October 2011

MEMBERS OF THE SIS TEACHING AND LEARNING COMMITTEE Associate Dean Teaching & Learning (Jeromy Harvey) - Chair Academic Coordinator, Student Services Directorate (Gabrielle Garratt) Associate Dean Research and Pre-Law Coordinator (Melville Thomas) Lecturer, Centre for Aboriginal Medical and Dental Health (Craig Allen) Lecturer, Mainstream Units (Blaze Kwaymullina) Co-opted member (Clint Bracknell) Co-opted member (Tracie Pushman) Joy Neri (Administrative Officer) BY INVITATION (STANDING INVITEES/OBSERVERS) Dean (Winthrop Professor Jill Milroy) Deputy Dean (Professor Darlene Oxenham) Director Student Services (Ms Marilyn Strother) School Manager (Ms Nerry Nichols) BY INVITATION E-Learning Development Officer (Josh Reynolds)

TEACHING AND LEARNING COMMITTEE MEETING – THURSDAY, 13 OCTOBER 2011 This is to confirm that the meeting of the School of Indigenous Studies Teaching and Learning Committee meeting will be held at 2.30pm on Thursday 13 October 2011 in the Resource Library, School of Indigenous Studies. Part 1 and 2 of the agenda is to be dealt with en bloc by motion of the Chair. Part 3 is for discussion. A member may request the transfer of an item from Part 1 and Part 2 to Part 3. Joy Neri Administrative Officer

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AGENDA APOLOGIES The Chair will record any apologies. Members should forward apologies to the Administrative Officer prior to the meeting. WELCOME The Chair will welcome invitees and observers. DECLARATIONS OF POTENTIAL CONFLICT OR PERCEIVED CONFLICTS OF INTEREST The Chair will invite members to declare potential for conflict or perceived conflicts of interest, if applicable, with regard to items on the agenda. 1. MINUTES Confirmation of the minutes of the SIS Teaching and Learning Committee meeting held on 15 September 2011. 2. ITEMS/BUSINESS IN PROGRESS FOR NOTING SINCE PREVIOUS MEETING ITEM/BUSINESS IN PROGRESS

ACTION RESPONSIBLE STATUS

Assessment and Feedback Sub-committee

The Sub-committee will organise a workshop to be held before the end of the year. The School received $20,000 funding for this assessment and feedback project.

Members are Jeromy, Gabe, Blaze, Clint, & Mel, with Tracie as the Chair

In progress

Unit Outlines on UIMS

The UIMS Training for SIS Academic Staff is scheduled on 20 October 2011 at 1:30 to 3:30 pm at the SIS Resource Library. SIS and CAMDH Academic Staff are welcome to attend. Please e-mail Joy Neri with your staff number. Confirmed participants are Jeromy, Blaze, Clint, and Joy.

Joy Neri In progress

Academic Misconduct – School Policy

• Guidelines to be reviewed • Academic Coordinator to search for file.

T&L Gabe

In progress

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PART 1 – ITEMS FOR INFORMATION AND NOTING 3. TEACHING AND LEARNING FORUM The Chair requests members note the WA Teaching and Learning Forum 2012: Creating an inclusive learning environment - Engagement, equity, and retention, on 2-3 February 2012 at Murdoch University, South Street, Murdoch. The call for papers is now open and the full papers are due 8 November 2011, with abstracts only and workshop proposals due 22 November 2011. Registrations will open soon. For more information see the website at: http://www.murdoch.edu.au/Teaching-and-Learning-Forum/ Members are reminded that the UWA Teaching and Learning Committee provides a 50% discount on the registration price for the T&L Forum for UWA staff. Further details will follow regarding how to access this discount once registrations are open. All UWA staff involved in teaching and learning scholarship and research are encouraged to present their work to their peers at this longstanding WA forum, supported by all of the state’s Universities. For information and noting. 4. ASSESSMENT PRINCIPLES Assessment of student learning is an important educational enterprise of the University, and is guided by specific policies and Guidelines for Practice. These policies and guidelines are informed by the following three broad principles, which UWA supports and facilitates: 1. The primary function of assessment is educational 2. Effective assessment tasks and activities are well designed and equitable. 3. High quality assessment is transparent, defensible and assured These Principles are intended to be informative and developmental, rather than narrowly prescriptive in a policy sense. The Principles were presented to the University Teaching and Learning Committee at the 4 August 2011 meeting. The Committee provided positive feedback on the paper and agreed that the idea of a guideline written in the future to support the Principles was a positive way forward. Comments were made that the questions raised by the Assessment and Evaluation Standing Committee on 21 July 2011 were a good starting point for a guideline. Since the August meeting, the Principles have been disseminated for discussion and feedback to the Faculties. Feedback has been received (Attachment A) and as a result W/Professor Jane Long has proposed a couple of sentences at the end of the current document, to provide a more blanket qualification and to alert people to a couple of the main variables raised in feedback from the Business School, whilst guiding staff to the associated guidelines for more detailed advice:

'It is recognised that these Principles will be evidenced in different degrees and a variety of ways, reflecting the diversity of educational practice and settings at UWA. Core curriculum coverage, variation in class size, a balance between formative and summative assessment, and the demands of external accreditation bodies, for example, will all influence the final shape of assessment in a single unit, or across a course of study. Guidelines to accompany this document will provide some examples of assessment approaches informed by the Principles, taking these variations into account wherever possible.'

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The Assessment Principles (Attachment B) have been amended with the above addition. The University Teaching and Learning Committee endorsed the amendment and for the Assessment Principles to be referred to the Academic Council for approval. For information and noting. 5. LEARNING SKILLS GOOD PRACTICE As part of the review of the University’s Legislative and Policy Framework, in light of New Courses 2012, the Learning Skills Guidelines were updated and amended to a Good Practice guide. The main purpose of the Learning Skills Good Practice was to suggest some of the means by which such skills could be developed. They made no attempt to define, beyond the declaration in the Mission Statement, the exact nature and range of these skills, in the belief that more precise definitions were best made within each specific discipline. Learning skills would vary markedly across disciplines and therefore ‘best practice’ in facilitating them would also vary greatly. While the paper suggested some good practices and encouraged the adoption of these practices where possible, it was recommended that the Learning Skills Good Practice needed to be further updated and made applicable to postgraduate as well as undergraduate courses. As a result a working party was established to write a report and make amendments to the Good Practice guide. The Working Party has met on several occasions and all members have contributed to the amended Learning Skills Good Practice (Attachment C) for the University’s Teaching and Learning Committee’s endorsement and for referral to the Academic Council for approval. For information and noting.

PART II – ITEMS FOR DECISION TO BE DEALT WITH EN BLOC No items.

PART III – ITEMS FOR DISCUSSION AND DECISION 6. INDIGENOUS STUDIES ESSENTIALS UPDATE AND DEMO Josh Reynolds, E-Learning Development Officer, and Clint Bracknell will give an update with demonstration on the Indigenous Studies Essential (ISE). For noting and discussion. 7. MOODLE TRAINING The Centre for the Advancement of Teaching and Learning (CATL) has started conducting Moodle Training. Dr Silvia Dewiyanti is the CATL staff member assigned to the School, and she will deliver training for SIS Staff. Committee members need to discuss their availability and decide the date and time. For noting and discussion.

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8. SIS TEACHING AND LEARNING WEBPAGE Members will discuss how to improve the School’s Teaching and Learning webpage. Comments and suggestions are welcome. 9. WORK HEALTH AND SAFETY HARMONISATION Nerry Nichols, School Manager, will give an update of the Work Health and Safety Harmonisation Seminar that she attended with the Chair and Gabe Garratt. She will explain the relevant information and issues like cover and insurance that Academic Staff need to know. Also, with the New Courses 2012, she will explain the administrative support details for next year. 10. NEXT MEETING The next meeting of the Teaching and Learning Committee will be held on Thursday, 17th November 2011 at 2.30pm in the SIS Resource Library. The cut-off date for submission of items for the Committee’s agenda is Friday, 4 November 2011. Items should be forwarded to Joy Neri at jocelyn.neri@uwa.edu.au.

DRAFT ASSESSMENT PRINCIPLES FEEDBACK – September 2011  

SUMMARY OF FEEDBACK 

The general feedback for the Assessment Principles was in the positive.

The Faculty of Law provided the 'Draft Assessment, Moderation and Feedback Principles' document. The principles in this document align with the Assessment Principles.

A summary of the relevant points to note from the Business School staff are: Comment 1:

effective feedback in large classes is a challenge request for examples to illustrate the Principles

Comment 2: in reference to ongoing response to students comment was made that this could be

never-ending process Principles need to state that students will be assessed on their

competency/understanding of the core curriculum 'self and peer assessment' requires methods of implementation Principles lack statement that says the work being assessed is done by the student

 

FEEDBACK FROM – Faculty of Law 

DRAFT ASSESSMENT, MODERATION AND FEEDBACK PRINCIPLES  Assessment and feedback are crucial to effective student learning. The Faculty of Law at The University of Western  Australia  seeks  to  optimise  student  learning  by  adopting  assessment, moderation  and feedback practices that are:  Equitable, diverse and relevant 

making learning possible for all students, regardless of learning style, outside commitments, and disabilities  

encouraging students to engage  in a variety of assessment tasks allowing for the development and demonstration of a range of capabilities, knowledge, interests and skills 

reflecting the realities of law in society, in commerce and industry, and in the legal profession so creating  opportunities  for  students  to  develop  the  range  of  attributes  identified  in  the UWA Educational Principles and the Faculty Learning Outcomes  

   Aligned, co‐ordinated and appropriate 

promoting  the  acquisition of  skills  and  allowing  students  to demonstrate  the  achievement of learning outcomes by aligning valid assessment tasks with articulated learning outcomes  

supporting  students  in developing  their  knowledge, understanding  and  skills  as  they progress through the law undergraduate majors or JD program of study, encouraging students to become progressively more independent in their learning 

giving  students  sufficient  time  to  complete  assessment  tasks  that  are  spread  over  all  units undertaken in the semester  

ensuring  consistency with  the  requirements  and  capabilities  of  the  year  level,  the  Charter  of Student  Rights,  the  University’s  Assessment  Principles,  the  requirements  of  the  professional admitting authorities, and national and discipline‐specific academic standards  

 Transparent, timely and formative 

providing students with clear details as to assessment requirements and marking criteria before assessment, and information as to how they performed both by reference to those requirements and criteria and the whole cohort after assessment  

giving students adequate opportunity to use the feedback to improve their performance in later assessment tasks  

Attachment A1

providing constructive feedback in a range of formats and facilitating student learning and skills development  including by  involving students  in the feedback process and requiring students to use the feedback provided in subsequent assessments 

 Legitimate 

ensuring  assessment,  moderation  and  feedback  practices  are  consistent,  quality  assured, evidence‐based, resistant to academic misconduct, sustainable and can be justified to students 

 

FEEDBACK FROM ‐ Assistant Professor Elaine Sharplin, Associate Dean (Teaching and Learning): 

Amendments are fine. I endorse this document.  

 

FEEDBACK FROM – Faculty of Engineering, Computing and Mathematics 

Professor Cara MacNish, Deputy Dean (Education): The feedback I have received accords with my view that the document captures well many of the principles to which the Faculty would aspire. I've included a couple of specific comments below. "I think the document makes a lot of sense and it will be in the implementation of the principles that determines its value, as with all of these kinds of material. If used well - it could drive good assessment behaviour in our Faculty - assessment which actually evaluates the kinds of learning outcomes we wish to see and not only arbitrary abilities to pass exams." "I agree that as a guiding set of principles this document encapsulates pretty much everything that we should be striving for. Combined with the assessment review that is going on, hopefully it will provide significant weight to efforts to get staff to review and revise their current assessment practices when designing NC2012 units."  

 

FEEDBACK FROM – Business School 

Comment 1.

I’m not sure that anyone can have any argument with what is set out in the document but I am concerned as to whether what we are doing in the Biz Sch would meet the criteria set out in item 1: developmental, high quality feedback, active engagement by the students. It is more likely to be occurring in the smaller classes but less likely in the larger classes. E.g. how are exams used for developmental purposes and to provide high quality feedback? In most units the assessment tasks are one-off i.e. 1 essay, 1 exam – is there anything developmental in those tasks? Do students take their learning on their essay writing from one unit to the next unit in which they write an essay? Does ‘high quality feedback’ clash with the current concern about the cost of marking? What are examples of self and peer assessment that might be used, other than SPARK?

In sum, I think there need to be lots of examples provided to illustrate the principles.

Phil Hancock comments- I agree with the points being made and emphasise that the ability to give effective feedback in large classes is a challenge. For example, one of our program goals relates to oral communication. When you have 500 students in third year it is a logistical and financial challenge to provide an opportunity for all students to make an oral presentation which is assessed and feedback provided.

Comment 2.

1b. high quality feedback is a central aspect of assessment. Such feedback to students is accessible, clear, timely and constructive and enables them to improve. Effective feedback procedures ensure that students are active participants in the feedback process through mechanisms such as self and peer assessment, or through activities requiring students to act on the feedback provided.

Attachment A2

This is dealing with two separate points (i) the quality of the feedback given and (ii) the ongoing response of the students. This second point needs to be explained further. While the developmental aspect is acknowledged, at what point does the process stop and the lecturer say ‘this is your mark’? Unless explained more fully it implies a never-ending process of evaluation and re-evaluation

c. active engagement by students in assessment processes is facilitated. Assessment is a primary vehicle to engage students in their studies, and well-designed assessment providing some opportunities to explore aspects of their studies that most interest them promotes engagement. It also encourages discussion with student peers and teachers, and can support self and peer assessment.

Somewhere the principles need to state students will be assessed on their competency/understanding etc of the core curriculum rather than just refer to giving them opportunity to study what interests them

Mention of ‘self and peer assessment’ (almost in passing) is insufficient if there are not yet very clear methods of implementation, as per 2c and 3c below

2c. effective assessment is equitable. Effective assessment practices and procedures make learning possible for all students, without discriminating between students individually or as a group. A range of assessment methods allows differences in students’ capabilities in demonstrating their learning achievements to be reflected.

Again the student-centered approach has to be balanced against the requirements of the subject – we are not assessing them on how they like to work, but on what the subject requires. Students marks should not differ just because one likes doing assignments, another likes exams

2d. there are clear appeal processes for students to follow in relation to their assessment. The University ensures all enrolled students have access to appeal processes, in cases where there is dissatisfaction with an assessment result and/or progress status.

The ‘elephant in the room’ here is the absence of a statement that says the work being assessed is done by the student.

Presumably someone is going to work out how long all this interactive assessment is going to take.

Phil Hancock comments‐ The point that I want to highlight is the expectations of professional bodies such as in accounting where they expect reliable summative assessment of a student’s knowledge and ability. This is also true of accrediting bodies like the AACSB and potentially TEQSA. 

Attachment A3

   

UWA ASSESSMENT PRINCIPLES

 

TRIM FILE REFERENCE: F35247

 

DOCUMENT STATUS

  

Draft Ready for Review X Final

DOCUMENT MODIFICATION HISTORY

Version Number

Primary Author(s) (name and position) Description of Version

Date Completed

Provided To

0.1 J Long & D Chalmers

06/5/11

0.2 J Long & D Chalmers

Revised after feedback from Associate Deans

08/07/11

1.0 J Long & D Chalmers

Revised after feedback from Teaching and Learning Committee

10/08/11

1.1 J Long & D Chalmers

Revised after feedback from Faculties

27/09/11 TLC

  

DOCUMENT APPROVAL

Approved By (name/position of approver) Signature Date

Teaching and Learning Committee Resolution TLC 24/11 4/08/11 

 

S:\Teaching & Learning Committee\TLC 2011\111006\B_Assessment Principles v1.1 PR270911.doc 

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Attachment B1

S:\Teaching & Learning Committee\TLC 2011\111006\B_Assessment Principles v1.1 PR270911.doc 

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UWA Principles of Assessment

Assessment of student learning is an important educational enterprise of the University, and is guided by specific policies and Guidelines for Practice. These policies and guidelines are informed by the following three broad principles, which UWA supports and facilitates:

1. The primary function of assessment is educational 2. Effective assessment tasks and activities are well designed and equitable. 3. High quality assessment is transparent, defensible and assured

The principles can be elaborated further, as follows:

1. The primary function of assessment is educational. As such,

a. good assessment is developmental, allowing the student to progressively develop and then demonstrate their learning in an increasingly sophisticated way. Good assessment design and processes over a course of study support students in developing their knowledge, understanding and skills as they progress through their program of study. The design and processes also support and encourage students to become progressively more independent in their learning.

b. high quality feedback is a central aspect of assessment. Such

feedback to students is accessible, clear, timely and constructive and enables them to improve. Effective feedback procedures ensure that students are active participants in the feedback process through mechanisms such as self and peer assessment, or through activities requiring students to act on the feedback provided.

c. active engagement by students in assessment processes is

facilitated. Assessment is a primary vehicle to engage students in their studies, and well-designed assessment providing some opportunities to explore aspects of their studies that most interest them promotes engagement. It also encourages discussion with student peers and teachers, and can support self and peer assessment.

2. Effective assessment tasks and activities are well designed and

equitable. As such,

a. effective assessment design is valid and well-aligned to stated learning outcomes. The use of clear processes to validate the alignment between learning outcomes and assessment also underpins effective assessment.

b. effective assessment is relevant. It reflects the importance of

disciplines and their methodologies and also creates opportunities for students to develop the range of skills identified in the UWA Educational Principles.

Attachment B2

S:\Teaching & Learning Committee\TLC 2011\111006\B_Assessment Principles v1.1 PR270911.doc 

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c. effective assessment is equitable. Effective assessment practices and

procedures make learning possible for all students, without discriminating between students individually or as a group. A range of assessment methods allows differences in students’ capabilities in demonstrating their learning achievements to be reflected.

3. High quality assessment is transparent, defensible and assured. As

such a. assessment information at UWA is public, explicit and accessible.

Information concerning assessment expectations for students and staff is publicly available in accessible formats.

b. University leaders and managers actively engage with assessment

practice and its continuous improvement. In particular, the University is committed to ensuring that there are effective moderation procedures that are regularly reviewed and about which the university community is aware.

c. grading approaches are based upon reliable academic standards.

High quality assessment entails the application of standards appropriate to a discipline or school to a student’s academic performance. Moderation processes in a discipline or school attesting to the consistency of these standards ensure that a high measure of agreement is maintained between assessors. External periodic review of the standards through a process such as the Group of Eight’s Quality Verification System, also verifies consistency.

d. there are clear appeal processes for students to follow in relation to

their assessment. The University ensures all enrolled students have access to appeal processes, in cases where there is dissatisfaction with an assessment result and/or progress status.

It is recognised that these Principles will be evidenced in different degrees and a variety of ways, reflecting the diversity of educational practice and settings at UWA. Core curriculum coverage, variation in class size, a balance between formative and summative assessment, and the demands of external accreditation bodies, for example, will all influence the final shape of assessment in a single unit, or across a course of study. Guidelines to accompany this document will provide some examples of assessment approaches informed by the Principles, taking these variations into account wherever possible.

Attachment B3

REPORT TO THE TEACHING AND LEARNING COMMITTEE BY THE LEARNING SKILLS GOOD PRACTICE REVISION WORKING

PARTY

TRIM FILE REFERENCE: F37630

DOCUMENT STATUS

Draft Ready for Review X Final

DOCUMENT MODIFICATION HISTORY

Version Number

Primary Author(s) (name and position) Description of Version

Date Completed

Provided To

1.0 Prof Denise Chalmers Final Report 13/9/11 Teaching and Learning Committee

DOCUMENT APPROVAL

Approved By (name/position of approver) Signature Date

Denise Chalmers, Chair Dchalmers 13/09/11

Attachment D1

MEMBERS OF THE LEARNING SKILLS GOOD PRACTICE REVISION WORKING PARTY Winthrop Professor Denise Chalmers (Director, Centre for Advancement of Teaching and Learning)-Chair Ms Siri Barrett-Lennard (Lecturer, English Language and Learning Skills Adviser, Student Services) Assistant Professor Elaine Sharplin (Faculty of Education) Associate Professor Peter Whipp (Faculty of Life and Physical Sciences) Mr Tom Antoniazzi (President, Guild of Undergraduates)

Extract of Minutes: LEARNING SKILLS GOOD PRACTICE – REF: F37630

Members noted that a project was underway to review the University’s Legislative and Policy Framework in light of New Courses 2012. As part of this review the Learning Skills Guidelines were updated and amended to a Good Practice guide.

The main purpose of the Learning Skills Good Practice was to suggest some of the means by which such skills could be developed. They made no attempt to define, beyond the declaration in the Mission Statement, the exact nature and range of these skills, in the belief that more precise definitions were best made within each specific discipline. Learning skills would vary markedly across disciplines and therefore ‘best practice’ in facilitating them would also vary greatly. Members noted that the amendments made to the paper were to update out of date links and information references, in points 1 and 2.

While, the paper suggested some good practices and encouraged the adoption of these practices where possible, some members of the Committee felt the Learning Skills Good Practice needed to be further updated and made applicable to postgraduate as well as undergraduate courses. The Chair offered thanks for the revision undertaken so far and called for volunteers to make up a working party to discuss changes to the paper. The following members agreed to participate in the working party:

RESOLVED – TLC 23/11

That a revised paper would be presented to the October Teaching and Learning Committee by the Learning Skills Good Practice Working Party.

REPORT FROM THE CHAIR

The working party met on two occasions, Tuesday 6th September and on Tuesday 13th September, 2011. The draft paper prepared for the August meeting was circulated prior to the meeting and its contents discussed. It was agreed that the document should be fully revised to reflect the current approach to Learning Skills Good Practice, while retaining the overall intention of the original guidelines, first drafted in March, 1996 and amended on 3 June, 2004 by the Teaching and Learning Committee. It was also agreed that the support services available to students and staff have changed and that the revised document should include the Student Services, Library, Graduate Research School and the Centre for the Advancement of Teaching and Learning. The attached revised document reflects the views of all of the members of the Working Party who are thanked for their contribution.

Attachment D2

LEARNING SKILLS GOOD PRACTICE (in accordance with Academic Council Resolution 50/96, 72/04)

The main purpose of this good practice guide is to suggest some of the means by which learning skills can be developed amongst undergraduate and postgraduate students at The University of Western Australia. Its objectives are to:

emphasise the University's commitment to learning skills; and specify the responsibilities of staff and students in relation to learning skills development.

Learning skills are fundamental to students’ being able to achieve their academic potential (see 1 below) and to the teaching and learning mission of the University (2.1). Students cannot learn without the skills to learn, therefore, students should be encouraged to learn how to learn. This includes the ability to recognise the processes of their own learning and to acquire the necessary learning skills and strategies to be independent , self-directed learners who are capable of working with knowledge for the benefit of the communities in which they live.

Learning skills are identified in the University’s Educational Principles (2.2). Supporting documents include the Framework for Embedding Research (2.3), the UWA Communication Skills Framework (2.4) and The Charter of Student Rights and Responsibilities (2.5). 1. Relevant Universities Australia (UA) Document

The University has endorsed the Universities Australia (previously AVCC) Universities and their Students: Principles for the Provision of Education by Australian Universities (May 2006) (http://www.universitiesaustralia.edu.au/page/policy---advocacy/equity/students-with-a-disability/).

In relation to University responsibilities and student expectations regarding teaching and learning, the two key principles (p3) state:

That universities will uphold academic standards such that students graduate with the requisite skills and knowledge associated with the degree conferred.

That universities provide students with a disability with the opportunity to realise their academic and social potential and to participate fully in university life.

2. Relevant University Documents

2.1 The University Mission Statement (http://www.admin.uwa.edu.au/reg/stratplan.html) “To advance, transmit and sustain knowledge and understanding through the conduct of teaching, research and scholarship at the highest international standards, for the benefit of the Western Australian, Australian and international communities.”

2.2 The University's Educational Principles (http://www.teachingandlearning.uwa.edu.au/587626) The University’s Educational Principles, within the Strategic Plan, state that “the University will promote among its students the ability and desire:

1. to develop disciplinary and interdisciplinary knowledge and skills through study and research-based enquiry, at internationally-recognised levels of excellence - to think, reason and analyse logically and creatively - to question accepted wisdom and be open to innovation - to acquire the skills needed to embrace rapidly-changing technologies

2. to further develop the skills required to learn, and to continue through life to learn, from a variety of sources and experiences - to develop attitudes which value learning - to acquire skills in information literacy

3. to develop personal, social, and ethical awareness in an international context

Attachment D3

- to acquire cultural literacy1; - to respect Indigenous knowledge, values and culture - to develop ethical approaches and mature judgement in practical and academic matters - to develop the capacity for effective citizenship, leadership and teamwork

4. to communicate clearly, effectively and appropriately in a range of contexts; - to develop spoken and written English communication skills at high levels - to acquire skills in critical literacy and interpersonal communication”

2.3 The Embedding Research Working Party Report (http://www.newcourses2012.uwa.edu.au/759888)

This report provides a framework for embedding research that includes the evolution of the discipline, including its history, philosophy and theorising; the methods of enquiry that the discipline uses, including methods of research ethics; the practice of enquiry-based thinking relevant to the discipline; and the discourse conventions of the discipline.

2.4 The UWA Communication Skills Framework (http://www.catl.uwa.edu.au/projects/communication_skills_framework)

This is a conceptual framework for the coherent, incremental, explicit and cyclic development of students’ communication skills including writing, oral presentation, critical information literacy and interpersonal skills.

2.5 The Charter of Student Rights and Responsibilities (http://www.aps.uwa.edu.au/home/policies/charter)

This charter recognises that excellence in teaching and learning requires students to be active participants in their educational experience. It upholds the ethos that in addition to the University's role of awarding formal academic qualifications to students, the University must strive to instil in all students independent scholarly learning, critical judgement, academic integrity and ethical sensitivity.

3. Responsibilities

The responsibility for good practice in learning skills is shared throughout the University community. These responsibilities include the following:

3.1 The University

The University at all its levels is expected to: nurture a campus culture that has quality student learning as one of its primary objectives; make adequate resources available to achieve this; and support research into effective student learning.

3.2 The Teaching and Learning Committee

This Committee has general oversight of learning skills provision in the University and should: encourage faculties and schools to apply Principles of Good Practice in Teaching and

Learning (http://www.catl.uwa.edu.au/page/84316); and disseminate examples of good practice in enhancing learning skills to faculties and

schools.

3.3 Faculties/Faculty Boards

Faculties are responsible for ensuring that the majors within the courses adhere to and promote the University’s Educational Principles. Faculties should consider:

formulating learning skills outcomes for the majors offered by the faculty; monitoring the curricula of new and existing units for learning skills components;

1 The terms cultural competence and cultural literacy are often used interchangeably in the literature. Cultural competence has

been defined as ‘a set of skills that allow individuals to increase their understanding of cultural differences within, among and between’ diverse cultural groups, marked by respect for such diversity. [Ana E. Nunez, ‘Transforming cultural competence into cross-cultural efficacy in women’s health education’, Academic Medicine, 2000, 75, 11, 1071-1080.] The term is most often used with reference to diversity based on nationality, race and ethnicity, although it has also been used with reference to difference based on gender and sexuality.

The term cultural literacy used within this document builds on such definitions of generalised ‘competence’. It denotes the further development of skills to enable students to engage effectively with cultural diversity in more specific scholarly and/or professional contexts, as appropriate to their major area of study.

Attachment D4

encouraging schools to review regularly the appropriateness/ effectiveness of learning skills provision; and

monitoring the implementation of the University Policy on Assessment (http://www.aps.uwa.edu.au/home/policies/assessment) and the Approaches to Assessment for UWA: an overview for staff document.

3.4 Schools

Schools have a major role to play in facilitating learning skills in specific discipline contexts. Moreover, schools are best able to specify how the Educational Principles are manifested in their disciplines, to identify which learning skills are necessary to succeed in their disciplines, and to determine the stages at which they are effectively introduced into their curricula. Although the students' first-year is particularly critical in acquiring learning skills, skills acquisition continues beyond first-year, through all successive stages of university learning. It is therefore recommended that schools:

have a coherent rationale for the incorporation of learning skills, including communication and research skills, into their programmes so that the transition from one level of study to the next is facilitated;

ensure that unit co-ordinators fulfil the expectations outlined below; review learning skills provision periodically in the light of best practice and relevant

research; foster innovative approaches to the teaching and assessment of learning skills within their

curricula; and develop assessment strategies and teaching and learning practices which encourage

students to engage deeply wherever possible and appropriate with the content material.

3.5 Unit Co-ordinators

Learning skills are facilitated if unit co-ordinators ensure that the units for which they are responsible:

promote an enquiry-based learning approach which facilitates active learning; enable students to understand how knowledge in their discipline is acquired, applied and

communicated; nominate learning skills outcomes; provide learning opportunities for students to engage successfully with the matter and

methodology of their studies; use assessment programmes to stimulate skills as well as content development; make explicit the skills that are assessed; and have assessment processes that access the outcomes of the unit.

3.6 Teaching Staff

Academic staff members can facilitate learning skills by: modelling and teaching the learning skills required by their discipline; providing timely feedback on students' learning skills to assist them to improve their

learning skills, drawing on the Approaches to Assessment for UWA: an overview for staff; promoting understanding of concepts, principles and theories; providing learning opportunities where students are actively engaged in their learning; providing structured learning experiences which lead to autonomy; engaging students in problem-based learning and reflective practice, including self-

evaluation and understanding of learning processes; and using support services for themselves and their students where appropriate.

3.7 Support Services

3.7.1 Student Services STUDYSmarter assists all students to develop their capacity as successful independent learners. Students are supported in developing academic communication, research, critical analysis, numeracy and study skills, and in transferring these skills within and beyond their areas of study. STUDYSmarter teaches inside and outside the curricula; develops resources and services that support student learning; contributes to policy, planning and research in areas of academic skill development; and collaborates with staff to devise better learning opportunities for students. (http://www.studentservices.uwa.edu.au/ss/learning)

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3.7.2 Information Services Information services, through the six subject libraries, supports all students to find, critically analyse and manage information. Information Services staff provide services face to face at inquiry desks in the subject libraries, as individual consultations, and online. Librarians offer classes on information skills within units as tailored drop in sessions and as voluntary workshops. Information Services provides access to a vast range of print and online material to support learning and research at UWA. Subject guides (lib guides) provide both discipline specific support and guidance for a variety of referencing styles. Information Services actively collaborates with academic staff and with other support areas to develop best practice resources and learning opportunities for all students. (http://www.is.uwa.edu.au/)

3.7.3 Graduate Research School The Graduate Education Officers provide generic skills development and training to higher degree by research students across all disciplines. They offer a program of workshops (http://www.postgraduate.uwa.edu.au/513827) and other events (http://www.postgraduate.uwa.edu.au/197026) that help students understand, manage and perform effectively in a research environment of international standard. The Graduate Education Officers also contribute to the development and implementation of policy on research training, and are responsible for developing and delivering training for research supervisors. (http://www.postgraduate.uwa.edu.au/)

3.7.4 Centre for the Advancement of Teaching and Learning (CATL) CATL provides professional development, advice and support in teaching and learning at UWA. CATL can provide support to staff in relation to approaches and techniques for ensuring that students develop appropriate learning skills within their discipline studies. In particular, CATL can assist staff in developing assessment tasks, providing active learning opportunities, and engaging students in problem-based learning and reflective practice to encourage the development of learning skills. CATL offers a range of workshops and resources. (www.catl.uwa.edu.au)

3.8 Students In relation to the Charter of Student Rights and Responsibilities (http://www.secretariat.uwa.edu.au/home/policies/charter), students have a responsibility for developing their own learning skills. In particular, their responsibilities are:

1. to bring an open and enquiring mind and enthusiasm to their studies; 2. to participate actively in the teaching and learning and research environment, in particular

by attending classes as required, complying with workload expectations, and submitting required work on time;

3. to be aware of all unit or subject information made available to them and to raise any questions or concerns with the appropriate staff member in a timely manner, also to make their learning needs known to appropriate staff members in a timely manner;

4. to take an active part in the management of their enrolment with the University and monitor their own progress within the teaching-learning environment;

5. to understand that despite all efforts to promote successful teaching and learning outcomes, a student’s work may still not reach the standard required to pass a unit;

6. to recognise the fundamental principle of intellectual freedom and to seek to safeguard this principle and freedom;

7. to adhere to the principles of ethical scholarship and academic integrity during the course of their studies; and

8. to contribute fair and honest feedback on the teaching and supervision they experience when requested to do so.

22 March 1996 [Learning Skills Guidelines] Amended 3 June 2004 by Teaching and Learning Committee Amended 6 October 2011 by Teaching and Learning Committee

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