Teaching and Learning Plan 2009

7/28/2019 Teaching and Learning Plan 2009

1/40

teachingand learning2009

DEAKIN UNIVERSITY fUNcTIoNAl AREA plAN


2/40


3/40

2 section 1 introduction2 1.1 Purpose o the Plan

2 1.2 External context3 1.3 Student diversity at Deakin4 1.4 The Deakin student experience6 1.5 Key drivers o teaching and learning at Deakin9 1.6 Goal9 1.7 The way orward

10 section 2 principles and strategies 10 2.1 Principles o teaching, learning and the student experience at Deakin12 2.2 Strategies or teaching and learning13 2.3 From strategies to actions

14 section 3 teaching and learning

strategies and actions: 2008-201229 appendix a management of teaching

and learning at deakin29 A.1 Structural arrangements or teaching and learning30 A.2 Teaching, learning and student experience support services32 A.3 Policies to support teaching and learning33 A.4 Plans that guide teaching and learning

35 appendix b resourcing teachingand learning at deakin

35 B.1 Teaching Per ormance Incentive Fund35 B.2 Deakin University Teaching Awards

35 B.3 Strategic Teaching and Learning Grant Scheme

table ofcontents


4/40

DEAKIN UNIVERSITY TEACHING AND LEARNINGFUNCTIONAL AREA PLAN

2

D U s s ss s s :

d u .

t d , , ,

r ,

i ,

r .

b j , d a .

Ensuring the relevance, innovation and responsiveness o teaching at Deakin is there ore a key to Deakin achieving theUniversitys mission. In particular, Deakin must ensure that every one o its students has the highest quality and mostsatis ying educational experience possible, an experience that will establish graduates on a path towards their long termcareer and urther education aspirations. Moreover, the Universitys approach to teaching and learning is even more criticalgiven the increasing competition or both domestic and international students o high quality, and the increased emphasisin public policy on the measurement o institutional per ormance in these areas. Both the desire and need or students tohave a satis ying educational experience and the external pressures outlined above are likely to materially a ect Deakinsreputation and its ability to be recognised as Australias most progressive university.

In 2007, Deakin undertook an external review o its per ormance in teaching and learning. This review demonstrated thatthe per ormance is not at the level we would desire and that there is a need or Deakin to re- ocus and increase its e ortsin relation to teaching and learning i it is to ul l its mission. This plan is intended to provide the basis or a renewed ocuson pursuing excellence in teaching and learning at Deakin.

1.1 purpose of the planThis document provides a long term plan or teaching and learning at Deakin University. It guides the University towards theachievement o the ambitious goal o becoming a national leader in teaching and learning and in the provision o highquality fexible education. It provides sta with a timetable and clear accountabilities or action, and it directly links to theDeakin University Strategic Plan 2008-2012 and provides input to the annual University, Faculty and other areaOperational Plans.

1.2 external contextThe Australian higher education system, in common with many international higher education environments, isexperiencing signi cant challenges and pressures, including:

unding shortages;

international competition;

changing student learning expectations and circumstances;

the rami cations o ongoing developments in in ormation and communication technologies;

greater government scrutiny and accountability or desired outcomes; and

the need to develop a new generation o academic teachers and leaders to deal with the changing realities o highereducation.

In Australia, the 2002 Commonwealth Backing Australias Future (BAF) re orms have brought a renewed ocus on teachingand learning in the Australian higher education system. In particular, the establishment o the Carrick Institute or Learningand Teaching in Higher Education (now the Australian Learning and Teaching Council) and the Learning and TeachingPer ormance Fund (LTPF), has infuenced teaching and learning in higher education in Australia. In the 2007 budget, the BAF

re orms were urther supplemented by the creation o a Higher Education Endowment Fund (now called the EducationInvestment Fund), and a Diversity and Structural Adjustment Fund to allow universities to diversi y, specialise and providelearning and teaching enhancement projects that ocus on local skill needs.

section 1introduction


5/40


3

In March 2008, the Australian Government initiated a Review o Higher Education. The Review was conducted by anindependent expert panel, led by Emeritus Pro essor Denise Bradley AC. The majority o the recommendations rom thereport o the Bradley Review have been supported by the government. These include the phasing in o an open-endeddemand driven model or Commonwealth Supported Places by 2012, a ocus on equity and access with signi cantper ormance based unding associated with each universitys outcomes in this area, a new model o per ormance basedunding or teaching and learning to replace the LTPF and a new national body or regulation and quality assurance to beknown as the Tertiary Education Quality and Standards Agency (TEQSA). Full details o each o these initiatives is yetto be released.

In pursuit o establishing a vision in this changing context, Deakin has conducted a comprehensive program o criticalsel -analysis, the outcomes o which orm the basis o this Plan.

1.3 student diversity at deakinDeakin has a diverse and multicultural student population and this has a signi cant infuence on the approach to teachingand learning at Deakin and the development o the Deakin student experience.

The combination o traditional campus-based teaching, distance education and o shore partnership arrangements attractsnot only school-leavers rom metropolitan areas, but also students rom rural, regional and isolated areas, internationalstudents, and mature-age students. O students commencing study at Deakin in 2008 only 28% were admitted on the basiso secondary school studies, with the rest being admitted as a result o prior studies or other experience. Over recent yearsthe rate o educational participation by rural and isolated students at Deakin has been higher than both State and nationalaverages. Many o these students choose to study at one o the Universitys regional campuses in Geelong andWarrnambool or through distance education.

Over 7600 international students rom over 100 di erent countries choose to study with Deakin. The great majority o thesestudents are studying on-campus in Australia.

The average age o students is higher at Deakin than at many other Australian universities. In 2008 70% percent oundergraduate students were aged over 20 and 15% were aged over 29. 53% o postgraduate students are aged over 29.The provision o fexible delivery is important in attracting mature aged students with 74% o domestic students aged over30 studying o -campus. The majority o these are postgraduate coursework students.

The University has a strong commitment to the education o Aboriginal and Torres Strait Islander (ATSI) Australians withover 470 ATSI students enrolling in courses in 2008. The Institute o Koorie Education o ers bachelor and postgraduatecourses in partnership with the Faculties through an o -campus community-based delivery method, supported by on-campus intensive study block periods and complemented by local tutors in regional locations. This commitment has led tothe University achieving participation rates or ATSI Australians that exceed both State and national average rates.

Deakin actively seeks to provide opportunities or students who would not otherwise have the opportunity to participate inhigher education. The Deakin Access and Equity Program has been success ul and is accessed by persons applying orcourses through the VTAC system through the VTAC Special Entry Access Scheme (SEAS). The University also providesdirect entry pathways or mature students who are educationally and socially disadvantaged.

In 2008 the University made over 1100 VTAC o ers to students who applied through SEAS under one o the ollowingcategories: mature age entry; non-English speaking background; recognition as an Indigenous Australian; di cult amilycircumstances, disadvantaged socio-economic background, rural and isolated students; under-represented schools andstudents with a disability or long-term medical condition.

O the total domestic student population (undergraduate and postgraduate), 13% come rom a low socio-economic statusbackground and 2% rom a Non-English speaking background.

The diversity o the Deakin student population creates particular challenges or the provision o a high quality and satis yingstudent experience.


6/40


4

figure 1 student charter - the deakin

university student experience1 PreambleLi e as a student at Deakin University should bememorable and rich in a range o experiences: academicand vocational development, personal growth and makingnew local and international connections an experiencethat lasts a li etime.

This Charter underpins the Deakin University StudentExperience by de ning the partnership that existsbetween students, the sta who teach them and thebroader University community. It sets out what students

can expect rom Deakin University and whatresponsibilities students have as members o theUniversitys community o learning.

2 StUDent exPectationSs

d u :

t d s d du Being respected, stimulated, challenged and valued

as an individual

Being inspired to develop academic and vocationaltalents and interests

Instruction and guidance rom competent, motivatingand accessible teachers who provide timely andthought ul eedback on per ormance

t s sp d Protection o private and con dential in ormation

Consistent and clear intellectual property rules

E ective avenues to appeal against decisions o theUniversity without ear o victimisation or o incurringcosts

t p p d p d u us

Participation in relevant, up-to-date courses that arewell designed and well taught

Study with a fexibly designed curriculum, responsiveto everyone irrespective o cultural background ordisability

Close engagement with Faculty and discipline-basedcolleagues, together with interdisciplinaryopportunities

Access to experts at the ore ront o knowledgecreation

t s u d

d supp d sp s d ,p ss d pus s s Ready access to in ormation about teaching programs

and to support services which address academic andpersonal issues

Use o excellent library services, scholarlyin ormation resources and fexible learning spaces.

An amenable campus environment, accessible byvarious transport modes

Use o high quality physical acilities, including sa eand com ortable teaching and laboratory spaces,reliable in ormation technology and places or socialinteraction with ellow students

To have opportunities or actively mentoredengagement within the University researchcommunity

1.4 the deakin student experienceAs indicated in the introduction to this plan, ensuring that every Deakin student has the highest quality and most satis yingstudent experience is critical to Deakin achieving its mission. A key aim o this plan is to ensure that this is the case.

The Deakin student experience is described in the Student Charter in terms o a set o expectations and responsibilities orstudents. This is reproduced in Figure 1.


7/40


5

t q

.

t d s U su , pus d d

Opportunities or involvement in a range o sportingand recreation services and clubs and societiescatering to a diversity o cultures and interests

Chances to participate in the Universitys communityengagements through voluntary work, employer andpracticum placements and community partnerships

Actively mentored engagement within the Universityresearch community

Solid support to nd work during and a ter study andopportunities to continue to be involved in Deakinevents a ter graduation.

The Deakin University Student Experience should beenriching and rewarding, on campus as a member o thestudent body and beyond the University as a member othe broader community.

3 StUDent reSPonSibilitieSd u

u :

t p s s p du p

Be well in ormed about course requirements applyingin their Faculty and seek Faculty assistance i in

doubt Use initiative in learning and aspire to intellectual

independence

Accept and act on advice and eedback on academicper ormance

t p p d u s, pd u us

Take responsibility to sel -manage their enrolmentand course planning, using advice rom their Faculty

Participate constructively in learning in classes andonline

Take joint responsibility or their education and besel -directed learners

Engage closely with Faculty and discipline-basedcolleagues and participate in pro essional bodies

where appropriate Explore opportunities or interdisciplinary learning

and or translating academic learning into practice

t U s Be diligent learners and submit assessments

punctually

Be in ormed about support services to meet academicand personal needs and seek in ormation i unsure

Use University resources responsibly and observeUniversity statues, regulations and policies

Care or the campus and its surrounds, including the

amenity o neighbours Support the Universitys continuous improvement

endeavours by providing considered and honesteedback on academic and support services

t s d sp s U s d d u Treat sta and other students with respect and

courtesy

Respect the opinions and belie s o others andengage in rational discussion in areas odisagreement

Consider involvement in University activities whichextend or enrich the study experience, both oncampus and beyond

Display pro essional conduct while undertaking workand practicum placements, eldwork or educationalexchanges.

The Deakin University Student Experience should meanthat students are proud to be members o the Deakincommunity o learning and that graduates are proud to beDeakin alumni. The Experience should stand individualsin good stead or the rest o their lives.


8/40


6

1.5 key drivers of teaching and learning at deakinIn the international context Deakin is a relatively young university and it is still in the process o establishing its own,distinctive approach to higher education. Deakin does have existing strengths on which it can build. These include a richheritage in o -campus/distance education and fexible delivery, a reputation or being a riendly and supportive institutionand a strong ocus on partnerships with industry and employers. Based on these strengths, this section identi es ve keydrivers in relation to teaching and learning which together can di erentiate Deakin, assist the University to deliver thestudent experience outlined above and provide a clear guide and solid oundation or all those engaged in teaching andlearning at the University. These drivers are outlined below.

a connecteD commUnity o teacherS anD learnerSDeakin aims to create a connected community o teachers and learners. The national study The First Year Experience inAustralian Universities: Findings rom a Decade o National Studies unded by the ederal government in 2005 hasacknowledged that better learning outcomes are achieved when students are more engaged in the learning process throughgreater connectivity to sta and their ellow students. To achieve this all those who contribute directly and indirectly to thestudent experience, both within the Faculties and academic support areas, must orm a partnership with each other and thestudents through a shared understanding o the Universitys teaching and learning values and commitments. This includes acommitment to engaging the ull diversity o the Deakin student body in an inclusive way.

Deakin acknowledges the broad spectrum o parties with interests in enhancing the student learning experience anddeveloping graduates who can progress in their chosen careers and who contribute to society. The range o parties who canand should contribute to the student learning experience is expanding. The nature o academic teaching is changing with amore diverse group o sta and external parties being actively involved in the educational process through an increased use

o approaches such as experiential learning. The possibilities or broader and richer contributions rom educators insideand outside the University can be enabled through the appropriate use o in ormation and communication technologies.

Partnering and networking amongst students, industry, employers, government, the pro essions and alumni is an imperativei we are to create valuable learning experiences, bringing together the best o academic and practical learning in theinterests o well rounded graduates. The greater range o parties involved needs to share a strong sense o connectionwith, and understanding o , the Deakin educational community.

a new concePtion o lexible eDUcation baSeD on eDUcational choiceDeakin Universitys teaching and learning agenda dictates a new approach to the integration o traditional classroomteaching, distance education and online education in ways most appropriate to the needs o its diverse student cohorts andthe changing student environment. Deakins vision o an integrated approach to fexible education is an environment whichincludes, where appropriate, choice in:

the time (including fexible entry and exit points) at which study occurs;the pace at which the learning proceeds;

the place (both physical and virtual) in which study is conducted;

the conten t that is studied;

the learning style adopted by the learner;

the orms o assessment employed;

the option to collaborate with others or to learn independently;

how teaching is staffed ; and

the mix o the above used in any given course or unit.

These choices must be made within a ramework which maintains sound and consistent academic standards.

This broadened notion o fexibility is consistent with a study commissioned by the ederal government in 2001 (Thee ectiveness o models o fexible provision o higher education, Ling et al) and builds on Deakins established strength in


9/40


7

its approaches to, and in rastructure supporting, distance education. With an impressive range o educational pedagogiesand strategies drawing on a broad range o well supported technologies, the University is poised to deliver much moretimely, customised and personalised learning experiences, whether they be ace-to- ace, online, or some combinationthereo , or students in its diverse student population.

The key to such an approach to fexible education becoming a distinguishing eature o Deakin is to adopt the broadestpossible interpretation o fexibility wherever it can lead to an improved student experience or increased e ciency ooperation, while maintaining academic integrity and the quality o the student learning experience. This approach must beadopted across the University in both the Faculties and the Divisions.

a rienDly anD SUPPortive learning environmentThe Deakin student experience is based on ar more than the teaching which takes place; the entire learning environmentwill infuence this experience. The learning environment includes ormal teaching and interaction with academic sta ; theacademic support services provided by the Faculties, the Division o Student Administration, the Division o Student Li e,the Library, Deakin International, the Student Equity Unit and the Deakin University Student Association; and the physicalin rastructure services provided by In ormation Technology Services Division and Facilities Management Services Division.All o these contribute to the culture and student environment at Deakin.

Deakin already has a reputation or being riendly and supportive. We regularly receive this eedback rom our students,both in ormal surveys and anecdotally. However, the University must continually strive to ensure that this culture o activesupport and what is o ten termed pastoral care is developed in all sta and in all sections o the University. This isparticularly important at Deakin given our diverse and multicultural student population. A riendly and supportive piece oadvice rom a sta member located in one o the academic support divisions can be just as infuential in ensuring the

success o a student as assistance with learning rom a member o the academic sta .Deakin must develop a holistic approach to student support and the development o a riendly and supportive learningenvironment, which is embedded across the institution.

a ocUS on ProDUcing graDUateS who are well eqUiPPeD or careerS anD emPloyment intheir choSen ielD anD who have aPProPriate SkillS to SUPPort ongoing learningDeakins mission indicates that its teaching should be both relevant and responsive and this implies that the University hasan obligation to both its students and employers to ensure that its courses and teaching practices produce graduates whoare job ready, equipped with the skills and knowledge to manage their career path and to contribute immediately to theirchosen pro ession, whether this be through employment by an existing organisation or sel -employment. These skills areboth discipline speci c and generic in nature. Employers o ten argue that, although graduates are knowledgeable in theirdiscipline, they lack the communication, intercultural, collaboration and other pro essional skills required to make them

productive without additional on-the-job training (see, or example, Graduate Employability Skills, prepared or theMinister or Science, Education and Training by the Business, Industry and Higher Education Collaboration Council, August2007). This is a challenge or Deakin and requires an innovative approach to education that integrates and deeply embedsthe development o these important generic skills into all degree programs. Establishing partnerships with industry andemployers which provide opportunities or experiential learning, internships and connectivity with the industry willcontribute to this process and Deakin can build on its historical success in this area.

The needs o the market place are constantly changing and, to o er maximum opportunity to its graduates, Deakinsprograms must change and adapt in a timely and appropriate manner, while maintaining a strong intellectual oundation.This requires requent consultation with potential employers, ongoing re nement o existing programs and consideration onew program opportunities. These activities can be acilitated through the Advisory Boards which are in place or everycourse at Deakin.


10/40


8

Ensuring that graduates are job ready at the time they leave the University is not enough. It is just as important to developthe skills, attitudes and con dence that will enable graduates to sel -manage their careers and continue to be success ullearners or the remainder o their lives. Research indicates that, more than ever, modern graduates are likely to changetheir careers requently during their working li e and they are in greater need o the ability to undertake additional learningand study through a variety o means.

Each partner in the student learning experience has a role to play in helping students to develop the discipline speci c andgeneric knowledge and li e-long learning skills they will require when they graduate and in a range o uture contexts.

a cUltUre o reSearch anD ScholarShiP in teaching anD learningThe our drivers described above require Deakin to develop a connected, fexible, supportive and responsive approach toteaching, learning and the student experience. I Deakin is to make demonstrable progress in these areas it is essential tohave a solid oundation in research and scholarship in teaching and learning. This is the th key driver and a naturalapproach or Deakin as a university committed to a strong research agenda. Deakin must now commit itsel to developing aculture o research and scholarship that in orms pedagogical practice and the Universitys approach to fexible education.

This culture must be embedded across the institution. A rst and essential step is to establish a University wide researchgroup with a ocus on teaching and learning. Leadership or this group should come rom the Institute o Teaching andLearning, but it must also actively engage with sta within the Faculties and across the University to support bothdiscipline speci c and interdisciplinary activity. This will help to ensure that both our pedagogical approach and ourdecision-making in relation to teaching and learning are based on sound research and clear evidence.

For such a group to be success ul and e ect change it must also engage with the national and international scholarlycommunities. Deakin should aim to achieve recognition at these levels or its innovation and contribution to advances in

teaching and learning through presentations at relevant con erences, leadership o and involvement in Australian Learningand Teaching Council projects and active participation in national bodies and organizations. Such involvement mustbe seen amongst the leadership o Deakin as a valuable contribution to Deakin achieving its goal in relation to teachingand learning.

The establishment o a culture o research and scholarship in teaching and learning is a long term goal that will requirecollaboration and engagement between the Faculties and other areas as well as support and recognition by all levels o theUniversity o the importance o this contribution to Deakin. The appointment o a Pro essor o Higher Education Research in2008 is a rst step towards achieving this goal.


11/40


9

1.6 goalDeakin University is operating in a complex and changing environment. However, the drivers discussed above set a wellde ned sense o direction in relation to teaching and learning. These drivers, in conjunction with the Universitys mission,lead to a goal or teaching and learning rom 2008 - 2012 at Deakin as ollows:

To work in partnership with students, sta , industry, employers and governments to ensure that Deakins academicprograms are o high quality, relevant, in ormed by contemporary research and create a unique Deakin student experience;and to be recognised as a national leader in fexible education.

Each element o this goal creates a challenge or Deakin, and together they de ne an ambitious vision or the University toachieve over the next ve years. Deakins success in working towards the goal will be based on its expertise and capacityto respond appropriately to a diversity o student learning contexts in a way that maintains academic integrity and providesappropriate educational choices or its student cohorts. Deakin has the opportunity to make a distinctive contribution as aprovider o higher education or a diverse population o students representing the new ages o learning across the li e-span.

1.7 the way forwardA clear and ambitious goal or Deakin, based on the ve key drivers o teaching and learning at Deakin, has beenarticulated above. These drivers di erentiate Deakin and provide a set o priorities that will lead the University to achievingits goal. These are the areas in which Deakin sta should ocus their energy. Each o these drivers creates a challenge orDeakin and will require deep cultural and systemic change i we are to achieve the goal. This will not happen overnightbut can be achieved during the li etime o this plan through a concerted and united approach engaging all sta across

the institution.The goal is underpinned by a set o principles o teaching, learning and the student experience which guide the Universitysapproach to achieving the goal, along with a clearly articulated and widely supported set o strategies to be pursued overthe li e o this plan. These are presented in the next section.


12/40


10

2.1 principles of teaching, learning and the student experience at deakinThePrinciples of Teaching, Learning and the Student Experience provide a guide to teaching at Deakin and e ectivelydescribe the meaning o excellence in teaching at Deakin. They also provide a guide or the provision o support orDeakin students. Adherence to these Principles as part o the academic endeavour will deliver the Deakin StudentExperience set out in Figure 1 above.

The Principles are used to in orm the planning, delivery, quality assurance and quality enhancement o all aspects oteaching, learning and the student experience at Deakin. They guide teaching and learning practices, including course andunit development, pedagogy (i.e. the provision by teachers o relevant learning materials and learning activities/experiences within appropriate learning environments) and the assessment o learning outcomes. They also guide the

provision o support services to students, including the provision o academic, administrative and personal support. Theyare used to assess our per ormance in these areas and are embedded in sta processes including PPR, sta selection andacademic sta promotion. All sta at Deakin need to be amiliar with the Principles and to use these to guide theirapproach to teaching, learning and the student experience at Deakin.

The Deakin Principles o Teaching, Learning and the Student Experience are linked to the our commonplaces o teachingand learning: students, teachers, curriculum and the learning environment. They begin with a preamble and then set outDeakins broad aspirations in relation to each commonplace. The Principles di erentiate Deakin and adherence to themwill help to deliver the unique Deakin Student Experience.

A strong theme running through the Principles is a commitment to a modern, broad concept o fexible education as de nedin the previous section. The achievement o an institution-wide approach to fexible education that breaches the traditionalboundaries o on-campus and o -campus study requires commitment to these principles.

The Deakin Principles o Teaching, Learning and the Student Experience are set out in Figure 2.

section 2principlesand strategies


13/40


11

figure 2 the deakin principles of teaching,learning and the student experience

Preamblet , d s ud p s d p s p s ud s d

s , s d d ds s ud s, d u d d

u u sp , u d p d s.

PrinciPleS relating to StUDentS1 us up u s

Our student experience will provide graduates withgeneric and discipline-speci c attributes andknowledge that equip them or employment, urtherstudy, li e-long learning, research and li e in thecommunity.

2 r s d s ud d sOur student experience will recognise the di erent

learning needs o all students and will be tailored tosupport a diverse student population. Diversity addssigni cant value to the learning experiences o allstudents.

PrinciPleS relating to cUrricUla3 c u s s d u u - d

Our courses are designed rst and oremost to berelevant to the career and li e aspirations o students,equip students to adapt to an ever-changing globalenvironment and be in ormed by high quality,contemporary research and consultation with industry,

employers and government.4 c u s s f

Our courses will provide, where appropriate,opportunities or students to extend and shape theirown learning experience by providing fexible timingand delivery o courses, course structures, subjects andassessment processes.

PrinciPleS relating to teacherS5 t s d

s ud s Our teachers value and practise innovative ways ocreating learning experiences, taking into accountstudent interests and pro essional needs, and willemploy motivational strategies to encourage theirstudents to learn, resulting in an engaging studentexperience.

6 t s s d p ssOur teachers are committed to and in ormed byresearch and scholarship in relation to teaching,participating in regular pro essional development andstriving or continuous improvement o their teaching.

PrinciPleS relating to the learningenvironment7 a s f d

sp s s ud supp dsOur learning environments are fexible, student-centredand accessible to our diverse range o students,

utilising appropriate technology to enhance teachingand learning and providing student support serviceswhich are responsive to student needs.

8 a p d s u s u

Our learning environment is welcoming and engagesall students in all aspects o university li e so that theyare ully connected members o a vital learningcommunity.

t p

, d .


14/40


12

2.2 strategies for teaching and learningPrinciples alone will not allow Deakin to achieve its mission. This section presents a set o strategies in relation toteaching and learning to be pursued over the planning period o 2008 - 2012. The strategies are consistent with thePrinciples and the key drivers presented above and will assist Deakin to deliver the Deakin student experiencearticulated earlier.

t s s D s d :

Providing a broad range o contemporary and relevant teaching programs, including generalist degrees, which preparemulti-skilled graduates who are able to enter the work orce or go on to urther study; ocused pro essional undergraduateprograms; and fexibly delivered postgraduate programs, all o which will ensure that Deakin is known or its proactive

approach and its agile response to work orce demands. Establishing a learning environment and culture which eases the transition to higher education and osters studentengagement and success, ethical behaviour and overall satis action by creating a connected community o teachers andlearners.

Implementing an e ective teaching-research nexus to enrich the student experience through the direct involvement oresearchers in both course development and delivery.

Driving an agenda and culture o excellence in teaching and learning by:

- recruiting and retaining high per orming academic sta ;

- recognising, rewarding, valuing and celebrating excellent academic sta and teaching teams;

- providing appropriate, timely and e ective pro essional development;

- setting appropriate teaching per ormance targets in per ormance planning and reviews, monitoring outcomes andproviding regular eedback;

- ensuring that experienced academic sta mentor less experienced academic sta ;

- consulting with students and acting upon their advice; and

- ully engaging academic sta in the process o improving teaching and learning.

Ensuring that the Institute o Teaching and Learning is a catalyst or the enhancement o teaching and learning throughthe provision o leadership in teaching and high quality, responsive and highly valued services or academic sta .

Embedding enhanced quality assurance and quality improvement processes, including regularly reviewing course quality,coherence and relevance and systematically seeking the views o students in a manner which is visible to and valuedby them.

Ensuring that Deakin becomes a recognised national leader in fexible education by promoting, supporting anddisseminating the outcomes o evidence-based innovation in teaching and learning and by establishing partnershipswith, and undertaking benchmarking against, other providers.

Providing opportunities or students to e ectively combine study, work and other interests and integrating opportunitiesor experiential learning into appropriate courses.

Working in partnership with TAFE and private education providers to provide students with innovative and fexiblepathways to Deakin University.

Providing pro essional development, continuing education and li elong learning opportunities or people in work byworking in partnership with industry and the pro essions through DeakinPrime and the Faculties.

Providing a supportive and accommodating environment or Deakins diverse student population so as to create a uniqueand valued Deakin student experience.

Strengthening the relationship that Deakin has with Aboriginal and Torres Strait Islander communities to deliver aconcerted strategy or Indigenous student participation that will improve success, retention and completion outcomes.


15/40


13

Creating a culture amongst academic sta that values scholarship and research in teaching and learning by establishingand promoting an active and vibrant research group with a particular ocus on fexible education.

Ensuring that Deakin is known as a University whose teaching has important social bene ts and regional relevance,particularly through entering into strategic partnership arrangements.

Providing learning experiences that encompass international and intercultural perspectives and experiences andcontribute to an institutional culture o diversity and inclusiveness.

2.3 from strategies to actionsThe next section o this plan provides a set o actions to be undertaken in response to the strategies outlined above.

These actions have been ramed to ensure that they are:consistent with the mission, core commitments and values o Deakin;

based on the Deakin Principles o Teaching, Learning and the Student Experience

able to assist the University to deliver the Deakin Student Experience;

evidence-based;

relevant to the Deakin context;

distinctive; and

easible (that is, achievable and deliverable within available resources).

For each action there are per ormance measures, details o the expected outcomes and accountability or success ulcompletion. This will ensure that progress towards the goal can be assessed.


16/40


14

section 3 deakins teaching and learningstrategies and actions: 20082012

s 1P d d p d p s, ud s d s, p p u -s d du s

u s ud ; us d p ss u d du p s; d f d d p s dup s, su D s s p pp d s sp s d ds.

apm

eo

pr 2008 o

1.1 Develop, re ne

and implement acomprehensive planto improve graduateemploymentoutcomes.

Graduate

employmentoutcomes as per theGraduateDestination Survey.

Each Faculty to be in

the top thirdnationally or theirdiscipline mix ordomestic bachelorstudents in theFull-timeemployment scaleo the GDS (AGS) by2012.

Deputy

Vice-Chancellor(Academic),assisted byDeans

Plan completed and submitted to PRC in 2008.

Full-time employment (2008 GDS):

a&e rank 8 (percentage indicated in ull-time work 83.0%)

b&l rank 22 (percentage indicated in ull-time work 86.4%)

hmnbs rank 27 (percentage indicated in ull-time work 87.5%)

s&t rank 29 (percentage indicated in ull-time work 80.7%)

Numbers o areas ostudy that areconsideredunhealthy (REDAGS outcomes are

more than 2%below the nationalaverage or thatarea o study) interms o ull timeemploymentoutcomes as per theindicators developedby the Division oStudent Li e.

Improvement overthe li e o this planwith each disciplinearea to reach thetop third nationally

on the ull timeemployment scale othe AGS by 2012.

Deans, assistedby Director,Division oStudent Li e

In progress, Division o Student Li e is working with the Faculties todetermine how the outcomes o this action are to be measured.

1.2 Ensure that whereappropriateundergraduate andpostgraduate by

coursework courseshave an integratedcareer programinvolving interactionwith industryrepresentatives whichenables students toplan their career path.

Career planningintegrated intocourse.

50% oundergraduate andpostgraduate bycoursework courses

have an integratedcareer program by2012.

Deans, assistedby Director,Division oStudent Li e

a&e In progress, working with DSL to develop new program orimplementing career planning and employability ocus in the Faculty.Implementation during 2009.

b&l In 2008, the Faculty o ered Pro essionals Week, with the aim oenhancing career opportunities or graduates. In addition BCom, BBIS andBMgt students are o ered opportunities to undertake a BusinessInternship unit. BCom and BMgt also require students to complete arsum and job application as part o a core unit (this accounts or over62% o students enrolled in the Faculty courses).

hmnbs In progress, expect completion o a survey o courses to identi ycareer planning activities by August 2009. By end o 2009, complete themodel or course based career development and planning. The Facultyaims to implement the model in at least one course in each school in2010.

s&t Completed the development o a Faculty-wide career developmentapproach. Work is being undertaken to implement this in 2009. Currently80% o undergraduate courses have an embedded career program.


17/40


15

apm

eo

pr 2008 o

1.3 Disseminate andencourage re erenceto the Principles oTeaching, Learningand the StudentExperience at Deakinto ensure theprinciples embodiedin this document arewidely known andunderstood. (Alsosupports Strategies 2,4, 7, 11, 12 and 14)

The relevantPrinciples areexplicitly included asa key component o(a) coursedevelopment andcourse review, and(b) teaching andlearning relatedgrant applications,PPR, academic staselection andacademic stapromotion.

All relevant policiesand processesmodi ed by end o2008.

(a) Chair,AcademicBoard andDeputyVice-Chancellor(Academic)

(b) DeputyVice-Chancellor(Academic)

(a) Achieved. All approved academic policies and procedures that arerelevant to the application o the Plan have made re erence to thePrinciples. The Teaching and Learning Plan has been incorporated withinthe Teaching and Learning Framework and the Principles are re erred to inall unit guides and relevant course development documents.

(b) Achieved. STALGS guidelines redeveloped. For in ormation on PPR,

selection and promotion see Action 4.9

1.4 Ensure strongand active AdvisoryBoards or allcourses, and whereappropriate orSchools/disciplines.(Also supportsStrategy 6)

All courses to haveAdvisory Boards thatmeet at least 2times per annumand provide awritten report to theFaculty Board ontheir activities.

By end o 2008. Deans andChair,AcademicBoard

a&e Achieved

b&l Partially achieved. The Faculty has eight Advisory Boards. All mettwice in 2008 with the exception o the School o In ormation SystemsBoard which met once.

hmnbs Achieved

s&t Achieved

s 2es s d u u s s s du d s s s ud d su ss,

u d s s d u s d s.

apm

eo

pr 2008 o

2.1 Re ne andregularly update themodel or theTransition program

Revised Transitionprogram introduced.

Introduced in 2008and revisedannually.

Vice-President Transition program introduced success ully. Regular reports on progressprovided to Deakin Student Experience Sub-committee and on to PRC ateach meeting.

Improvedprogression andretention rates orboth undergraduateand postgraduatestudents rst yearat Deakin.

Progression andretention rates orboth undergraduateand postgraduatecommencingstudents improveannually and are atleast equal to thenational average by2012.

DeputyVice-Chancellor(Academic)

Outcomes show static situation or both indicators or undergraduateprograms and worsening situation in relation to both indicators orpostgraduates.

Retention Rate 07-08UG - 83%PGC - 73%

Progression Rate 08UG - 83%PGC - 85%

Awaiting national average data rom the Planning Unit.

2.2 Better alignstudent supportservices with anintegrated li e-cycleapproach to themanagement o thestudent learningexperience.

Student satis actionwith supportservices and overallsatis action withtheir learningexperience.

To be in the top thirdnationally or allbachelor graduate inthe OverallSatis action scaleo the CEQ (AGS) by2012.


Overall Satis action (2008 CEQ):

Deakin University rank 17 (OSI 70.5%)

Student satis actionwith supportservices, asmeasured by theinternal survey, to beat least 92% by2012.

DeputyVice-Chancellor(Academic)(academicsupportservices) andChie OperatingO cer (ITsupportservices)

Overall satis action with support services in 2008 was 88.6% (StudentSatis action Survey)

Overall satis action with In ormation Technology: 90.4%

Overall satis action with Academic Support (non Faculty-based): 92.8%

Action 1.3 also contributes to achieving this Strategy


18/40


16

s 3i p - s us s ud p u d s s u sd p d d .

apm

eo

pr 2008 o

3.1 Ensure all course

teams include inputrom relevant leadingresearchers in thecourse developmentprocess

Documented

evidence in newundergraduate andpostgraduate bycoursework courseintroduction andcourse reviewdocuments o theinput provided byleading researchers.

All new

undergraduate andpostgraduate bycoursework coursessubmitted orapproval rom mid2008. All courses byend o 2012.

Deans and

Chair,AcademicBoard

a&e To be included in course accreditation documentation rom 2009.

b&l Achieved. New courses in the Faculty involve input rom leadingresearchers and pro essional and business leaders. From 2009, allproposals or new courses will include supplementary documentationdetailing the teaching/research nexus o the sta who will be contributingto the new course

hmnbs In progress. Completion o a survey o course teams to identi yinvolvement o researchers in teaching programs in 2009. Major coursereview template and new course template will include documentation othe contribution o research. Inclusion o the contribution o researchersto course development and delivery as part o the CPIC process rom 2010

s&t Achieved. Implemented in 2008. In 2009 the Faculty template ormajor course reviews and new courses has been updated to include asection regarding input received rom leading researchers.

3.2 Ensure studentsare exposed toleading researcherswherever possible atsome point in theircourse.

Number oundergraduate andpostgraduate bycoursework courseswhere there isdocumentedevidence that allstudents areexposed to a leadingresearcher.

20% o courses byend o 2009. 50% byend o 2012.

Deans a&e Data on this indicator was not collected in 2008. The Facultyproposes to collect evidence on this throughout 2009.

b&l The Faculty has had di culty quanti ying this indicator. One measurewhich may be used is the percentage o units where the Unit teamincludes a Pro essor or an Associate Pro essor. For Trimester 1 2009 thepercentage o Unit teams which all into this category was 45%. TheFaculty is also planning to invite a range o guest lecturers includingVisiting Fellows.

hmnbs In progress. In 2009, conducting a survey o courses to identi yany courses that do not give students exposure to researchers. Developan action plan or each o these courses to create opportunities orexposure to active researchers with the aim o implementation in 2010.

s&t Data has not been collected on this target in 2008. This action is on

the TLC agenda or immediate action.3.3 Provideopportunities orcapable students toinclude activeinvolvement in aDeakin-led researchproject as part o theirundergraduate (prehonours) course.

Number oundergraduatecourses (excludinghonours) in whichthis opportunity isavailable.

Opportunityavailable in at least50% oundergraduatecourses (excludinghonours) by 2012.

Deans assistedby the DeputyVice-Chancellor(Research)

a&e Unlikely to meet target. The Faculty does not usually nd itappropriate to include students in the disciplines represented in ourresearch pro le. The Faculty does provide research experiences or seniorstudents in research based internships, work placements, and studyabroad experiences.

b&l Unlikely to meet target. The nature o research undertaken in theFaculty o Business and Law does not lend itsel as easily to this objectiveas it does or laboratory based research. Another important actor is therequirement or students in some business disciplines to have real worldexperience prior to undertaking research.

hmnbs In progress, currently undertaking the identi cation o currentengagement o students into Faculty research programs. By June 2010,

the Faculty aims to develop a Faculty-wide Research Experience Program.s&t Achieved. All but one course o ered by the Faculty o ers studentsthe ability to undertake a research project - either as a core requirementor as an elective.

Number oundergraduatestudents (prehonours) involved ina leading researchproject.

At least 50 studentsper year take up thisopportunity by 2012.

a&e Unlikely to meet target. See comments above.

b&l Nil.

hmnbs The Faculty aims to enrol 12 students in its Research Experienceprogram (see above) by 2012.

s&t Data on this indicator was not collected in 2008. The Faculty willtrack the number o students rom 2009.


19/40


17

s 4D d d u u d :

recruiting and retaining high per orming academic sta ; recognising, rewarding, valuing and celebrating excellent academic sta and teaching teams; providing appropriate, timely and e ective pro essional development; setting appropriate teaching per ormance targets in per ormance planning and reviews, monitoring outcomes and providing regular eedback; ensuring that experienced academic sta mentor less experienced academic sta ; consulting with students and acting upon their advice; and ully engaging academic sta in the process o improving teaching and learning.

apm

eo

pr 2008 o

4.1 Design andimplement a websitebased around thePrinciples o Teaching,Learning and theStudent Experiencewhich providespractical assistanceto sta in theiradoption o thePrinciples.

Websiteimplemented.

Website operationalby the end o 2008with an increasingnumber o hits overthe planning period.

Director,Institute oTeaching andLearning

Website implemented and launched at the end o 2008. A total o 98 hitswere recorded in the rst month a ter the launch December 2008. Sincethe beginning o 2009 a total o 504 hits were recorded to date.

4.2 Ensure thealignment o theteaching and learningplans o the Facultieswith institutionalstrategies through thedevelopment o newunding arrangementsrom 2009.

Each Faculty to havea teaching andlearning planaligned to this plan.

By 2008. AssociateDeans(Teaching andLearning)

Achieved. All Faculty Teaching and Learning Plans have been completed.

New model orteachingper ormanceincentive unding.

For 2009 budget. DeputyVice-Chancellor(Academic)

Completed, new model consisting o both input and output indicators wasimplemented in 2008 and was used or the allocation o unding in 2009.Further revision will be made or 2010 budget.

At least 10% oFaculty budgetallocated on thisbasis.

For 2011 budget andbeyond.


2009 budget - 1.33%

4.3 Evaluate thee ectiveness oFaculties plans andthe use o theallocated unds toachieve their targetsby linking them to thecourse reviewprocess.

All course reviewprocesses to includeconsideration osuccess in achievingrelevant Faculty plantargets.

In place or allcourse reviews rom2009 onwards.

Deans a&e In development or implementation in 2009 through theFaculty-based Annual Course Review process.

b&l Achieved. All course reviews consider enrolment actuals comparedwith targets, CEQ and GDS data and rom 2009, data rom the AUSSE willalso be considered.

hmnbs Achieved. From 2009, CPIC process is to include discussion oeach courses achievement o targets rom the Faculty Teaching andLearning Plan. Also, the annual CPIC reports are to in orm the Facultysprogress in developing and achieving its teaching and learning goals.

s&t Achieved. The Faculty determines the data included within theCourse Review that requires a response. Speci c re erences to Facultyplans are not incorporated but are reviewed in the cycle that begins inMarch.


20/40


18

apm

eo

pr 2008 o

4.4 Ensure thatAssociate Deans(Teaching andLearning) andAssociate Heads oSchool (Teaching andLearning) areempowered to drivean agenda in relationto teaching andlearning in their areao responsibility.

Responsibilities oAssociate Deans(Teaching andLearning) revised toindicate theirleadership role.

New responsibilitiesin place by start o2008.

Deans a&e Achieved.

b&l Partially achieved. This objective has largely been met with theUniversity development o a standard position description or AssociateDeans (Teaching and Learning). It is o note that the Faculty had threeincumbents in the role o Associate Dean (Teaching and Learning) during2008.

hmnbs Achieved.

s&t Achieved.

Each AssociateDean (Teaching andLearning) has somelevel o budgetcontrol.

In place or 2009budget.

Deans, assistedby AssociateDeans(Teaching andLearning) andHeads oSchool

a&e Achieved.

b&l Achieved.

hmnbs Achieved.

s&t Achieved.

Responsibilities oAssociate Heads oSchools (Teachingand Learning)de ned, includingtheir relationship totheir Head o Schooland the relevantAssociate Dean(Teaching andLearning).

New responsibilitiesin place by end o2008.

a&e Not achieved. Position description developed and to be nalised byend March 2009.

b&l Not achieved. Work has commenced on this objective. Progress wasdelayed by the sta ng changes. A position description is currently beingdeveloped.

hmnbs Not achieved. Development o responsibility statements byJune 2009.

s&t Achieved. The responsibilities have been de ned but it is unclear iand how these responsibilities are embedded within the Associate Headso Schools (Teaching and Learning) PPR documents.

4.5 Expand thenumber ocommunities opractice in relation toteaching and learningsupported throughboth online andphysical orums.

Number o academicsta activelyinvolved in at leastone community opractice in relationto teaching andlearning.

Continuouslyincreasing and atleast 50% by 2012.

Director,Institute oTeaching andLearning,AssociateDeans(Teaching andLearning)

In 2008 there were 9 communities o practice with approximately 305sta involved with at least one community.

4.6 Review and revisethe pro essionaldevelopment programso that it makes moreuse o ace-to- acesessions and thatFaculty sta areengaged in thedelivery o thisprogram.

New programdeveloped anddelivered.

By mid 2008. Director,Institute oTeaching andLearning

Achieved.

Number o academicsta who haveattended at leastone (ITL)pro essionaldevelopmentprogram in a year.

At least 20% ocontinuing and xedterm academic staeach year by 2010.


471 (representing 58.5% o the total number o continuing and xed termacademic sta ) academic sta attended at least one pro essionaldevelopment (PD) program in 2008.

229 casual academic sta enrolled in Pro essional Development orCasual Sta (PDCAS) or 2008 o which 94 (representing 6.8% o the totalnumber o casual academic sta ) completed the program.

Level o satis actionwith pro essionaldevelopmentprograms based ona survey o thoseattending.

At least an 80%satis action level by2010.


95.3% percentage satis action or PD programs.

93.6% percentage satis action or PDCAS.


21/40


19

4.7 Develop anddeliver a targeted andcomprehensivepro essionaldevelopment programor Associate Deans(Teaching andLearning), AssociateHeads o School(Teaching andLearning) and CourseCoordinators.

New programimplemented.

Delivered romsecond hal o 2008.

DeputyVice-Chancellor(Academic),assisted byDirector,Institute oTeaching andLearning

Achieved.

Level o agreementwith the statementthat the programhas helped them intheir role

At least 80%agreement.

Surveyed Associate Deans (Teaching and Learning) response rate o 67%,with 100% agreement.

4.8 Ensure thatteaching awards,strong SETU resultsand other evidence oteaching excellence,including being aFellow o the Collegeo DistinguishedDeakin Educators, areormally recognised inacademic rewardprocesses includingacceleratedincrements andpromotion.

Evidence oinclusion oconsideration osuch awards andresults inacceleratedincrement andpromotionprocesses.

Implemented by mid2008.


Achieved. Academic Promotion Guidelines updated to include teachingawards and SETU etc.

4.9 Review and revisethe teaching andlearning aspects othe academicrecruitment,selection, promotionand PPR processes toensure that theseprocesses activelyencourage excellencein teaching as de nedby the Principles oTeaching, Learningand the StudentExperience.

Academicrecruitment,selection, promotionand PPR processesand documentationrevised.

Implemented or2009 academicrecruitment,selection, promotionand PPR processes.

Director,HumanResourcesServicesDivision,assisted byDeputyVice-Chancellor(Academic)

r This action was changed in the 2009update o the Teaching and Learning Plan. The term appointment wasreplaced with recruitment and selection.

p The set o teaching, research and service exemplars andapplication templates has been updated. The changes ensure theexemplars are better aligned with the University Teaching and LearningPlan.

Introduced Teaching Scholar category o sta . Teaching Scholar promotionguidelines and application template have been developed

ppr A range o standard PPR objectives and standards or academic stahas been developed. A number o these relate explicitly to themeasurement o excellence in teaching, learning and student experience.

These objectives and standards were orwarded to Deans, and have alsobeen incorporated into a library o sample objectives and standards thatmay be used by academic sta in the preparation o 2009 PPR documents.

Sta surveyindicates stabelieve that thepromotion processhas recognised theirteaching and thatthe PPR process hashelped them withtheir teaching.

Results rom 2010sta survey show atleast a 60%agreement that thepromotion processrecognises teaching.

Director,HumanResourcesServicesDivision,assisted byDeputyVice-Chancellor(Academic)

No instrument available to measure the outcome o this action.

Recommend HRSD develop an instrument to assist with data collectionor this target in 2009, and implementation 2010.

4.10 Establish andsupport studenteedback panelswhich meet at leastonce each semesteror all courses/discipline groups.(Also supportsStrategies 6 and 11)

Panels establishedor all courses/discipline groups.

50% o courses ineach Faculty by endo 2008. 100% ocourses (ordiscipline groups) by2009.

Deans a&e In progress, panels set up in 2008 or groups o courses withcommon elds o study (representing 50% o courses in the Faculty).Feedback panels process and organisation in place or 2009.

b&l Partially achieved. Student eedback panels were conducted inSemester 2 2008.

hmnbs Achieved. 100% o courses have organised at least one studentpanel by the end o 2008; two per year by 2009. CPIC template willincorporate eedback rom student panels.

s&t Achieved. Feedback panels have been established. Some panelswork across disciplines rather than courses given the shared structure osome courses. Each panel met at least once in 2008. A schedule o panelmeetings has been prepared or 2009 and is to be monitored by theGovernance and Curriculum Group. A special panel or o -campusstudents will be implemented in 2009.

apm

eo

pr 2008 o


22/40


20

apm

eo

pr 2008 o

4.11 Ensure that theGraduate Certi cateo Higher Educationremains at theore ront o suchprograms.

Fully implement theacceptedrecommendationsrom the 2007review o the GCHE.

By mid 2008. Head o Schoolo Education

Achieved.

Conduct another

review o the GCHEa ter three years.

By mid 2011. Deputy

Vice-Chancellor(Academic)

4.12 Support projectsthat explore altern-ative e ective ande cient teachingmodels and pedag-ogies. (Also supportsStrategies 5 and 7).

Funding or STALGSprojects.

STALGS unding tobe maintained atleast at the 2007levels or the li e othe plan.


STALGS unding:2007 - $250K,2008 - $308K

4.13 Improve theannual Teaching andLearning Con erence.(Also supportsStrategy 5)

Number o staattending thecon erence.

Increasing each yearwith at least 200sta attending by2011.


In 2008, 280 sta attended the Teaching and Learning Con erence.

Sta satis action

with con erence asmeasured by surveyo sta attendingcon erence.

At least 80%

satis action.

22 survey responses received (8%) with a 100% satis action.

4.14 Extend andco-ordinate regularseminars and orumsrelated to speci caspects o teachingand learning.

Number o seminarsand orums o eredand number oattendees.

Increasing each yearwith at least 50seminars/ orums by2011 and anaverage attendanceo at least 20 sta .


ITL ran a total o 29 seminars in 2008 with approximately 100 staattended, an average attendance o 3 to 4 sta per seminar.

ITL ran a total o 7 orums in 2008 with approximate total attendance oaround 140 sta .

4.15 Host nationaland internationalcon erences onteaching and learning.

Number ocon erences hosted.

At least twocon erences hostedover the li e o thisplan.

Director,Institute oTeaching andLearning andChair in HigherEducationResearch

Achieved.Deakin hosted one con erence - ASCILITE in 2008.In 2010, Deakin will host the Higher Education Research and DevelopmentSociety o Australasia (HERDSA) con erence.



23/40


21

s 5e su i s u t d l s s d u p s d s p d u , sp s d u d s s d s .

apm

eo

pr 2008 o

5.1 Institute o

Teaching andLearning to drive thedevelopment andimplementation o aplan to integrate theactivities o theInstitute o Teachingand Learning with theactivities in theFaculties.

Plan developed and

implemented.

Developed by early

2008 andimplemented during2008.

Director,

Institute oTeaching andLearning

Achieved. Plan was developed and implemented.

5.2 Establish a jointacademicappointment witheach Faculty to

provide an additionalconduit or fow oin ormation betweenthe Faculties and theInstitute.

Appointmentsestablished andoperatinge ectively.

Appointments inplace by mid 2008.


Achieved. Appointments made.

Appointmentsvalued by Facultiesthrough review atthe end o 2009.

5.3 The Institute oTeaching andLearning to take aleadership andcoordination role inscholarship andresearch into teachingand learning in HigherEducation. (Also

supports Strategy 13)

Research groupestablished.

By mid 2008. Chair in HigherEducationResearch andDirector,Institute oTeaching andLearning

Achieved. Higher Education Research Group (HERG) established.

Number o nonInstitute staactively involved ingroup.

At least 10 sta by2009 and at least 25by 2012.

Achieved. 150 sta were registered as HERG members by December2008.

5.4 Develop andimplement anon-going process tobenchmark theInstitute o Teachingand Learning againstsimilar units in otheruniversities.

Benchmark processand institutionsagreed.

By mid 2008. Director,Institute oTeaching andLearning

Work commenced in 2008 and to be completed in 2009.

Benchmarkingundertaken at leastevery two years.

Per orm better thanthe average o thebenchmarkinggroup.

5.5 The Institute oTeaching andLearning to establisha reputation withinDeakin or leadershipin teaching andlearning.

Perceived asproviding leadershipby the leaders oteaching andlearning in theFaculties asmeasured by anannual survey.

80% agreement byDeans, ADTLs andHeads o Schoolsthat the Institute isproviding thisleadership by 2009.


No instrument available to measure the outcome o this action. To beinvestigated in 2009.

Actions 4.12 and 4.13 also contribute to achieving this Strategy


24/40


22

s 6e dd d u ssu d u p p ss s, ud u u s u , d

d s s s s s ud s s s d u d .

apm

eo

pr 2008 o

6.1 Develop and

maintain a CourseQuality Framework,supported by aquality kit, orcourse teams,providing in ormationresources and otherguidance to assistthem in theirresponsibilities.

Course Quality

Framework andsupporting materialto be designed andcompleted.

By end o 2008. Chair,

AcademicBoard, assistedby DeputyVice-Chancellor(Academic) andDirector,Institute oTeaching andLearning

Partially achieved. The CQF has been piloted and a trial will be conducted

across 20 courses in early 2009. Further work will be undertaken on thisproject during 2009 with particular re erence to the inclusion o academicstandards.

6.2 Regularly reviewthe e ectiveness othe approach tostudent selection in

terms o outcomesand recommendimprovements. (Alsosupports Strategy 9)

Improvedprogression andretention rates andequity measures.

Improve retentionrates to at least85% orundergraduate

students and atleast 80% orpostgraduatecoursework studentsand maintain orimprove studentprogress rates(student progressrates in 2006: 85%or undergraduatestudents and 87%or postgraduatecourseworkstudents) by 2012.

Chair,AcademicBoard, assistedby the Deputy

Vice-Chancellor(Academic)

A report on academic progression and retention has been compiled anddiscussed at the ASAPC meeting in Feb. Issues are being ollowed up anda nal report will be presented or approval by the Academic Board inMay 2009.

r UG (2007) - 84%PG (2007) - 75%

p UG (2007) - 85%PG (2007) - 86%

6.3 Developbenchmarkrelationships atcourse level withleading universities inAustralia andoverseas.

All courses to havea benchmarkinggroup withcomparisons at leastbiennially.

By end o 2010. Deans, assistedby Heads oSchool

a&e In progress. This will be initiated through the Faculty Annual CourseReview process. To be implemented rom 2009.

b&l In progress. The Faculty is also pursuing EQUIS accreditation whichinherently involves international benchmarking.

hmnbs In progress. Each course to report on benchmarking activities aspart o its annual CPIC report by 2009.

s&t In progress. Have begun discussions with Flinders. This is happeningat the honours level. No work at this stage on other courses.

6.4 Design andimplement a systemor Deakin toestablish its ownevidence-base to

enhance the studentexperience and torespond e ectively tothe reality o studentdiversity across itscampuses. (alsosupports Strategy 11)

A Deakin StudentExperience surveyimplemented.

By end o 2009. Vice-President Achieved. AUSSE implemented on the advice o DSES instead o internalsurvey as it provides benchmark data.

Evidence that theresults o the surveyand other datacollected isenhancing thestudent experience.

By end o 2010. DeputyVice-Chancellor(Academic)

Report prepared or PRC, which noted outcomes and benchmark data.Deakin's per ormance is in line with the national average.


25/40


23

6.5 Ensure that SETUis maintained as atool that produceshigh quality datasuitable or use bothto recognise goodper ormance and toencourage bestpractice andinnovation inteaching.

E ective WorkingParty o Teachingand LearningCommitteeestablished tooversee SETU andreport on its use.

Working Partyestablished by thebeginning o 2008and a reportavailable bymid-2008.

Chair,AcademicBoard

Achieved. A report on the activities o the Working Party in 2008 wasreceived by the Academic Board. The Working Party will continue tooperate with direction rom the Teaching and Learning Committee.

6.6 Ensure thatDeakin leverages itsinvolvement in theAustralian Learningand Teaching Council(ALTC) project onteaching qualityindicators, includingthe benchmarkingaspect o the project.

ALTC satis ed withDeakinsparticipation in theproject.

Meet all targets setby ALTC or theproject.


Progress on all ALTC projects is on track to the satis action o the ALTC.

Demonstrableoutcomes or Deakinrom the project.

Deakin is able tobenchmark itsteachingper ormance againstother Australian

universities by 2010.

In progress, benchmark underway.

6.7 Developprocedures andguidelines or bothprint and onlineteaching materials toclari y areas wherecompliance isessential andvariation possible.

Procedures andguidelinesdeveloped.

By end o 2008. Director,Institute oTeaching andLearning,assisted byDirector,KnowledgeMedia Division

Not achieved. Procedures and guidelines to be developed ollowingclari cation o the role o standards in the Course Quality Framework in2009.

Procedures andguidelinesimplemented acrossall Faculties.

By end o 2009. Deans Delayed, pending completion o the above.

Actions 1.4 and 4.10 also contribute to achieving this Strategy

s 7e su D s s d d f du p , supp d d ss u s

d - s d d d s s p s ps , d u d s , p d s.

apm

eo

pr 2008 o

7.1 Increase the useo easy to use onlinetechnologies thatallow increasedinteraction o

students, irrespectiveo mode o enrolment,in educationallysound ways.

Student satis actionwith online learningsystems asmeasured by SETU.

A satis action levelo at least 80% by2012.


Overall satis action (trimester 1 and 2, 2008) is 64%.

Sta satis actionwith online systemsand their ability toenhance theirteaching.

A satis action levelo at least 80% by2012.

No instrument available to measure the outcome o this action.

The Director o the Institute o Teaching and Learning, with assistancerom Director o Knowledge Media, to take responsibility or thedevelopment o an instrument to assist with monitoring the progress othis action.

7.2 Establish a groupo national andinternationaluniversities andproduct suppliers,strong in the area ofexible education,with which to developmutually bene cialpartnerships.

Group establishedand operating.

At least 5documentedsigni cant bene tsover the li e o theplan.


Carried over to 2009.

apm

eo

pr 2008 o


26/40


27/40


25

s 8P d pp u s s ud s s ud , d s s d pp u s p

pp p u s s.

apm

eo

pr 2008 o

8.1 Provide an

opportunity orexperiential learningin all programs whereit is practical to do so.

Percentage o

Deakin programswith an opportunityto undertakeexperientiallearning.

Increasing over li e

o this plan andreaching at least50% o Deakinprograms by 2012.

Deans a&e This data is not currently collected. However, the majority o courses

o er internships and pro essional experience opportunities.b&l All undergraduate and all large postgraduate programs providestudents with opportunity or experiential learning.

hmnbs In progress. The Faculty is currently working to ensure that allundergraduate courses include opportunities or experiential learning.

s&t In progress. Industry Based Learning (IBL) is available in allundergraduate programs and MIT. A new proposal or Work IntegratedLearning (WIL) courses (all u/g) has been approved by Faculty Executiveand will be implemented in 2009. Currently three courses have ormal andcompulsory WIL programs. 18 o the 19 undergraduate courses providestudents with IBL or WIL opportunities.


s 9w p s p ta e d p du p d s p d s ud s d f p s D U s .

apm

eo

pr 2008 o

9.1 Leverage thealliance betweenDeakin and Box Hill,the Gordon andSouth-west TAFEs toprovide newopportunities orstudents to come toDeakin.

Number o studentscoming to Deakinvia the threealliance partnerTAFEs.

The number ostudents to increaseannually through theli e o this plan.


Currently no mechanism or recording the details o the institution whereprevious studies have been undertaken.

To be investigated by the Deputy Vice-Chancellor (Academic) withassistance rom Head, Planning Unit.


s 10P d p ss d p , u du d pp u s p p p s p dus d p ss s u D P d u s.

apm

eo

pr 2008 o

10.1 Strengthen therelationship between

DeakinPrime and theFaculties so as toincrease the numbero programs o eredto industry by theFaculties, possibly inconjunction withDeakinPrime.

Number o newprograms o ered to

industry.

At least our newprograms through

the li e o this plan.

CEO,DeakinPrime

and Deans

Achieved. Six new programs have been developed by DeakinPrime.

In addition, DeakinPrime is in discussion with a number o Faculties on

possible new programs.


28/40


26

s 11P d supp d d D s d s s ud p pu s s u u d u d DS ud e p .

apm

eo

pr 2008 o

11.1 Simpli y

academic rules orlarge enrolmentcourses to improveconsistency and easeo application andbetter understandingby students o coursestructures.

Reduction in

overheadsassociated withcourse advice andprocessing coursecompletion.

By end o 2008. Deans, assisted

by theVice-President

a&e Achieved.

b&l Partially achieved. The Bachelor o Commerce was reviewed in2008. Course rules have been simpli ed, and are now explained ar moresuccinctly and clearly in the 2009 Handbook.

Some aspects o processing course completion remain excessivelymanual. The Faculty is participating in a Unit set project with DSA. Thisshould lead to urther e ciency with the determination o coursecompletion.

hmnbs Achieved. Faculty has completed the review o academic rulesor large enrolment courses and where possible has simpli ed these toaid understanding by students o course structures. Currently reviewingthe academic rules or all undergraduate courses and where possiblesimpli ying these to aid understanding by students o course structures.

s&t Achieved.

As measured byFaculties.

a&e The Faculty will review the impact o changes over the course oenrolment cycles in 2009.

b&l There may be a better understanding by students o the Course rulesbut to date there has not been a measurable reduction in the workloadassociated with activities in providing course advice and processingcourse completion.

hmnbs A number o actors make measuring this di cult. Theintroduction o the trimester system, together with the introduction onew courses, means that it would be not be possible to attribute anychanges to the review o course rules. The review o the rules or ourlargest courses in 2008 identi ed very ew areas or improvement.

s&t No measurement has been undertaken at this stage. Report romCurriculum and Governance and Sta and Student Support will occur in2009. Faculty is involved in Sel Management o Unit Sets project withDSA to urther reduce costs associated with course advice and removal ocomplicated course rules.

11.2 Ensure that allstudents are aware othe Deakin StudentExperience and theirresponsibilities inrelation to this.

Appropriate websites to be updatedand a brochure to beproduced anddistributed tostudents.

By mid 2008. Vice-President Achieved. Student Experience statement and the Student Charterdeveloped by Vice-President and approved by Academic Board and PRC.

11.3 Develop andimplement acomprehensivestrategy or the

provision o newtypes o physical andvirtual learningspaces to urtherincrease socialnetworkingopportunities or allstudents.

Five year teachingspace plandeveloped.

By mid 2008 DeputyVice-Chancellor(Academic) andCOO

Achieved. Plan developed and approved.

Plan progressivelyimplemented.

Over li e o this plan. Increase budget or renovation and audiovisual t out o teaching spacesapproved.

Actions 1.3, 4.10, 6.4 and 7.6 also contribute to achieving this Strategy


29/40


30/40


28

13.4 Improve supportprocesses orapplying or teachingand learning relatedresearch unding,such as that o eredby the AustralianLearning andTeaching Council.

Number oapplications orteaching andlearning relatedresearch grants.

Increasing to atleast 5 per year by2012.

Chair in HigherEducationResearchassisted byDeans

Total o 13 applications. Deakin as the lead in 6 o the 13 applications.


s 14e su D s s U s s s p s s d , p u u

s p s p s.

apm

eo

pr 2008 o

14.1 Review existingcourses o ered at theGeelong andWarrnambool

Campuses andconsider theintroduction o newcourses on theseCampuses to increasethe number o coursesthat haverecognisablecomponents directedat local communityneeds and priorities.

An increase in thenumber o courseswhich haverecognizable

componentsdirected at localcommunity needsand priorities.

Number o suchcourses increasingthroughout the li eo this plan.

DeputyVice-Chancellor(Academic)assisted by

Deans

Number o units with content that is directed at local community needsand priorities:

a&e - 48 (4.5%)

b&l - 0hmnbs - 25 (4%)

s&t - 39 (7.2%)

Actions 1.3, 9.1 and 15.1 also contribute to achieving this Strategy

s 15P d p s p ss d u u p sp s d p s d u s uu u d s d us ss.

apm

eo

pr 2008 o

15.1 Introduce aprogram available toall undergraduatestudents whichenhances theirinter-culturalunderstanding andcultural competence.(Also supportsStrategy 14).

Program introducedand taken up bystudents.

Program introducedby 2009


Operational Plan target or 2009.

20% o Deakinundergraduatestudents undertake

program by 2012.

15.2 Review thecurriculum o allcourses o eredwithin the Universityto determine whetherthey are optimallyproviding a learningexperience thatencompassesinternational andinterculturalperspectives andexperiences.

An increase in thenumber o courseswhich demonstrablyprovide learningexperiences thatencompassinternational andinterculturalperspectives.

Review undertakenby end o 2009

Chair,AcademicBoard andDeans

In progress. The Academic Programs Committee will provide a paper bymid 2009 on courses which encompass international and interculturalperspectives. The review o internationalisation o curriculum is part othe priorities or 2009 or APC, and re erence is made to the AUQApublication on internationalisation.


31/40


29

appendix a management of teachingand learning at deakinDeakin is by any standard a large and complex institution and this Appendix is intended to aid all sta o the University tounderstand how the approach to teaching, learning and the student experience articulated earlier in this document isimplemented in practice. This is ollowed by a description o the various structures, organisational units, services andpolicies involved in management o teaching, learning and the student experience.

a.1 structural arrangements for teaching and learningThere are a number o committees and structures which provide input to major decisions related to teaching and learning atDeakin. The Deputy Vice-Chancellor (Academic) has direct responsibility or the strategic direction o teaching and learningat Deakin and reports to the Vice-Chancellor. The ramework within which teaching and learning occurs at Deakin isdeveloped through a collaborative e ort where the Deputy Vice-Chancellor (Academic) works with each o the groupsdescribe below.

Senior execUtiveThe Senior Executive comprises the Vice-Chancellor, the Deputy Vice-Chancellors, the Pro Vice-Chancellors, the Vice-President, the Chie Operating O cer, the Chie Financial O cer and the Chie Executive O cer o DeakinPrime. The Chairo the Academic Board attends meetings o the Senior Executive. The members o the Senior Executive have overallresponsibility or all activities within Deakin University and the meetings o the Senior Executive provide an opportunity orco-ordination o all major decisions and directions in relation to teaching, learning and the student experience (see http://www.deakin.edu.au/vc/executive.php).

acaDemic boarD anD itS committeeSThe Academic Board is the Universitys principal academic authority and has responsibility or maintaining the highest

standards in teaching and research. The Academic Board has a Chair who is elected rom amongst the pro essors o theUniversity. The Board approves policy related to teaching and learning and monitors standards. It has a Teaching andLearning Committee that is responsible or providing vision and leadership in teaching and learning and an AcademicPrograms Committee that is responsible or approving new courses rom an academic viewpoint, overseeing revisions tocourses and assuring the academic standard, coherence and relevance o all higher education coursework awards. Inaddition, the Admission, Selection and Academic Progress Committee is responsible or providing leadership and qualityassurance in all matters related to student selection, admission and academic progress or higher education courseworkawards (see http://www.deakin.edu.au/academicboard).

Planning anD reSoUrceS committeeThe Planning and Resources Committee comprises the members o the Senior Executive plus the Deans, the Director o theInstitute o Koorie Education, the Director o Quality Improvement and the President o the Deakin University Student

Association (DUSA). Its role is to advise the Vice-Chancellor on planning and resource matters. In particular, it providesinput to the annual planning cycle and the development o the Universitys budget and approves new courses rom astrategic viewpoint (see http://www.deakin.edu.au/prc).

the StUDent exPerience SUb-committeeThe Student Experience Sub-committee is a sub-committee o the Planning and Resources Committee. Its purpose is todevelop an integrated, whole o Deakin approach to the understanding, development and improvement o the studentexperience incorporating all institutional activities and environmental and social actors that impact upon the nature o thestudent experience rom rst awareness o Deakin as a study option to a success ul career in whatever eld o endeavouras an alumnus.


32/40


30

acUltieSThe our Faculties

Arts and Education;

Business and Law;

Health, Medicine, Nursing and Behavioural Sciences; and

Science and Technology

and the Institute o Koorie Education are the areas within the University responsible or the delivery o teaching programs.Each Faculty has a Dean, who reports to the Vice-Chancellor, and an Associate Dean (Teaching and Learning), and isstructured into Schools with a Head o School and, in many cases, an Associate Head o School (Teaching and Learning).Each Faculty has a Faculty Board which is responsible or maintaining the highest standard o teaching and research withinthe Faculty. Faculty Boards work with the Academic Board to ensure that overall standards are maintained. Faculties andSchools determine the teaching programs and are responsible or the appointment o teaching sta and or their teachingper ormance. Each Faculty also has sta to support teaching and learning activities within the Faculty. The Institute oKoorie Education has a Director who works collaboratively with the Faculties in relation to courses o ered through theInstitute.

inStitUte o teaching anD learningThe Institute o Teaching and Learning provides intellectual leadership in teaching practice, pro essional developmentprograms or academic sta , support in the design o teaching materials, and research

Date post:	03-Apr-2018
Category:	Documents
Upload:	razali-ayob
View:	217 times
Download:	0 times

Teaching and Learning Plan 2009

Documents