Embedding TLOsThrough a whole-of-degree design approach

Dann Mallet, Tim Moroney, James McGree, Douglas Stebila, Qianqian Yang, Berni Cooper and Melissa Wee

OutlineNational regulatory scene

Discipline based projects

TLOs in mathematical sciences

From unit-centric to course-centric

Team approach

Mapping

Summary tips

Setting the sceneTEQSA – Tertiary Education Quality Standards

Agency

AQF – Australian Qualifications Framework

LTAS – Learning and Teaching Academic Standards Project

TLOs – Threshold Learning Outcomes

TEQSATertiary Education Quality Standards Agency

www.teqsa.gov.au

“independent national regulator of higher ed”

Objectives include: Provide national consistency in HE regulation Regulate using standards framework, principles of

necessity, risk Encourage and promote HE appropriate to need Protect students

AQFAustralian Qualifications Framework

www.aqf.edu.au

“National policy for regulated qualifications”

“Levels” and “Criteria” Complexity and depth of achievement of

graduates

Unis: generally Levels 5 (Diploma) – 10 (PhD)

AQF – Level 7, Bachelor“broad and coherent knowledge and skills”

Knowledge: Broad, coherent theoretical & technical knowledge Depth in 1 or more areas

Skills: Well developed: cognitive, technical, communication

Application: Apply K&S to demonstrate autonomy, judgement,

responsibility

LTASLearning and Teaching Academic Standards

Project

ALTC was commissioned by Gov’t to scope aspects of the L&T standards for TEQSA

***website***

“facilitate and coordinate the definition and implementation of academic standards by discipline communities”

LTAS - ScienceLed by Profs Sue Jones and Brian Yates

Standards for “Bachelor of Science”

Encompassed: agricultural, biological, chemical, earth, environmental, and mathematical sciences, physics and astronomy

Defined TLOs (Threshold Learning Outcomes) Minimum! Discipline knowledge Discipline-specific skills Professional capabilities

Science TLOsUpon completion of BSc, graduates will:

1. Demonstrate a coherent understanding of science

2. Exhibit depth and breadth of scientific knowledge

3. Critically analyse and solve scientific problems

4. Be effective communicators of science

5. Be accountable for their own learning and scientific work

Mathematical Sciences TLOsPeter Adams et al., then Mallet et al.

Expand upon, interpret, “mathsci spin”

Working groups, T&L “Leaders”, onsite workshops, conferences, Access Grid workshops

ACDS, ACHMS

Available from www.amslat.edu.au www.acds.edu.au/tlcentre

Mathematical Sciences TLOs1. Demonstrate a coherent understanding of the

mathematical sciences

2. Exhibit depth and breadth of knowledge in the mathematical sciences

3. Investigate and solve problems using mathematical and statistical methods

4. Communicate mathematical and statistical information, arguments or results for a range of purposes using a variety of means

5. Demonstrate personal, professional and social responsibility

QUT – Sci & Eng FacultyAll courses AQF compliant, TEQSA ready by 2015

We have a Bachelor of Mathematics - Not BSc(Maths)

Current state of play Approved 2003, and not revisited since Accredited by AustMS circa 2004 Probably AQF 7 compliant Rules:

16/24 units in mathematics/statistics 7-8 core requirements 10+ units level 2 or 3 4+ units level 3

Unit centricBMaths at QUT is unit-centric

Turf

Ownership

Development issues

So how to implement course-wide change?

Course architectureA core (4 units + 2 options)

A capstone (1 3rd level unit)

3 majors (10 units incl capstone, 4 common)

Electives (8 units)

Team & ownership A team: APD, CoCo, A&CM, DS, SS

Top level support! Head of School, Dean, & beyond

Ownership: APD/CoCo “own” core, common, capstone A&CM, DS, SS “own” their individual majors But all have constraints! Development over the years

We have: AQF Science TLOs MathSci TLOs Course Learning Outcomes QUT Mathematics Graduate Attributes

Standards to attributes map

Curriculum map

Summary tipsNeeds a team-based approach

Splitting off leads to unit-centrism, mutation

Needs leadership from top Head of School/Department support What do we want of our graduates? How can we

ensure we get it?

Trade-off Trade ownership for freedom Can’t do everything at onceMust do some things