unit outline proforma_university of tasmania_updated web viewtasmanian institute of learning and...

Tasmanian Institute of Learning and TeachingFaculty of Education

College of Arts, Law and Education

ELT531 HIGHER EDUCATION PROJECT DEVELOPMENTELT532 HIGHER EDUCATION PROJECT IMPLEMENTATIONELT541 HIGHER EDUCATION PROJECT EVALUATIONELT542 HIGHER EDUCATION PROJECT CAPSTONE

2018Unit Outline

Jo Osborne

CRICOS Provider Code: 00586B

Important note on HEA recognition: The University’s accreditation with the Higher Education Academy to award recognition through our taught programs (ELT501 and the Graduate Certificate in University Learning and Teaching) is undergoing periodic review. Therefore, we cannot confirm until the commencement of teaching in 2018 that this recognition process will occur as drafted in this document.

© The University of Tasmania 2015

CONTACT DETAILS

Unit coordinatorUnit coordinator: Jo Osborne, SFHEA

Campus: Newnham Campus, Launceston

Email: [email protected]

Phone: (03) 6324 5006

Room location and number: Room B227, B, Newnham Campus

Consultation hours: Please contact me by email for an appointment.

Other teaching staffFacilitator: Dr Wendy Green

Campus: Newnham Campus, Launceston


Phone: (03) 6324 3252

Room location and number: Room B-130, B, Newnham Campus

Consultation hours: Please contact me by email for an appointment.

Unit administrationGraduate Certificate Administration: Mrs Tamzen Jeanneret

Campus: Sandy Bay


Phone: 03 6226 7251

Contact times: Business hours, Monday to Friday


CONTENTSWHAT ARE THESE UNITS ABOUT? 2

UNIT DESCRIPTIONS* 2INTENDED LEARNING OUTCOMES* 3GRADUATE QUALITY STATEMENT 4ALIGNMENT WITH THE UK PROFESSIONAL STANDARDS FRAMEWORK (UKPSF) 4ALTERATIONS TO THE UNIT AS A RESULT OF STUDENT FEEDBACK* 7PRIOR KNOWLEDGE &/OR SKILLS 8

HOW WILL I BE ASSESSED?* 9ASSESSMENT SCHEDULE* 9ASSESSMENT DETAILS* 9HOW YOUR FINAL RESULT IS DETERMINED* 22SUBMISSION OF ASSIGNMENTS* 22ACADEMIC REFERENCING* 23ACADEMIC MISCONDUCT* 24

WHAT LEARNING OPPORTUNITIES ARE THERE? 25MYLO 25RESOURCES 25ACTIVITIES 26COMMUNICATION 28FURTHER INFORMATION AND ASSISTANCE 28CONTINUING PROFESSIONAL LEARNING 29UNIT SCHEDULES 30

Page 1 ELT531, ELT532, ELT541 & ELT542 Higher Education Project Development, Implementation, Evaluation & Capstone

WHAT ARE THESE UNITS ABOUT?Unit descriptions* The four units ELT531, ELT532, ELT541 & ELT542 are each weighted at 6.25%, and together make a 25% weighted project unit. This structure provides adequate weight to complete a project from conceptualisation to dissemination, but allows you the flexibility to manage your engagement and load. There is also flexibility in the type of project you can undertake. These are classed into two main streams:

an investigation stream, encompassing action-research, scholarship of learning and teaching and innovations; and a

personal professional development stream, enabling a program of career, leadership or curriculum development.

ELT531In this unit, you will begin a systematic investigation into your teaching and learning practice or context.

You will identify an area of your practice or of teaching and learning in higher education that you wish to investigate, research or develop. Your inquiry may take one of a range of forms, such as:

Investigation research into an area of your practice or a topic relevant to

teaching and learning in higher education; implementation of a innovation; completion of an action-research cycle;

Development curriculum renewal or course design; a career development process; or leadership development.

In this unit, you will identify the area for inquiry, scope out the project and design your project.

ELT532In this unit, you will implement an inquiry into or development of your practice as a university educator.

This unit is the second of four units in the suite of Higher Education Project units. In the first unit, you will have designed your project. In this unit, you implement the project, collecting data through research, implementing an innovation or undertaking professional development.


The outcome of this unit will be the completion of the implementation phase of a higher education project. Depending on the nature of your project, you will:

collect data as part of a research project

complete professional development activities

implement an innovation in your practice

investigate the development or creation of a learning and teaching product, such as a course design or curriculum, or learning package.

The collection of data will be integral to all of these implementations and investigations. Raw data collected in this unit will be analysed and outcomes evaluated in the following, third unit.

ELT541In this unit, you will analyse collected data and evaluate the outcomes of your Higher Education project. You will draw on data from other sources, reflection, and the Higher Education literature, to interpret and place into context your data.

ELT542This is the capstone of the Graduate Certificate in University Learning and Teaching. In this unit, you will disseminate the findings or product of your higher education project.

The focus of this unit is the realisation of the third learning outcome of the course: contributing to the development of university learning and teaching by sharing practice and research.

ELT531, 532, 541 and 542 are core units in the Graduate Certificate of University Learning and Teaching (Grad Cert ULT; part of the Bachelor of Education with Professional Honours, Higher Education). The Grad Cert ULT is aligned with the UK Professional Standards Framework (PSF). Successful completion of an approved study plan within these units and the Grad Cert ULT will [may] allow you to gain recognition as a Fellow of the UK Higher Education Academy (HEA). The key dimensions of the PSF covered and assessed within these units are included after each ILO. (Additional dimensions less core to the unit are included in brackets.)

Intended Learning Outcomes*On completion of these units, you will be able to:

ELT53 1. Use reflection, data and higher education literature to


1 identify an area for development or inquiry into teaching and learning in higher education. A5, V3

2. Design development of or inquiry into an aspect of teaching and learning in higher education. A5, V3, V4

ELT532

3. Collect data on a higher education project to evidence the process and completion of research, implementation or development.

ELT541

4. Evaluate the outcomes or data emerging from a higher education project A5, V1, V3

ELT542

5. Disseminate good practice and/or research findings to enhance university learning and teaching. V3

6. Reflect on your development as a university educator A2, A3, A4, A5, K3, K5, V1, V2, V3, V4 (A1)

Graduate Quality StatementSuccessful completion of these units supports your development of course learning outcomes, which describe what a graduate of a course knows, understands and is able to do. Course learning outcomes for the Bachelor of Education with Professional Honours (Higher Education) and the Grad Cert ULT, for which ELT531, ELT532, ELT541 and ELT542 are core units, are available from the Course homepage. Course learning outcomes are developed with reference to national discipline standards, Australian Qualifications Framework (AQF), any professional accreditation requirements and the University of Tasmania’s Graduate Quality Statement.

The University of Tasmania experience unlocks the potential of individuals. Our graduates are equipped and inspired to shape and respond to the opportunities and challenges of the future as accomplished communicators, highly regarded professionals and culturally competent citizens in local, national, and global society. University of Tasmania graduates acquire subject and multidisciplinary knowledge and skills, and develop critical and creative literacies and numeracies and skills of inquiry. They demonstrate the ability to apply this knowledge in changing circumstances. Our graduates recognise and critically evaluate issues of social responsibility, ethical conduct and sustainability, are entrepreneurial and creative, and are mindful of their own wellbeing and that of the community. Through respect for diversity and by working in collaborative ways, our graduates reflect the values of the University of Tasmania.


http://www.utas.edu.au/tilt/learning-and-teaching/BEPHHE

Alignment with the UK Professional Standards Framework (UKPSF)Study within the project units ELT531-542 is aligned with the UK Professional Standards Framework (UKPSF). The UKPSF, developed by the Higher Education Academy (HEA) in the UK, has international recognition and support.

The UKPSF aims to support the initial and continuing professional learning of all staff engaged in teaching and supporting learning, and provide a mechanism for recognition of quality and innovation in teaching and learning practice. The University’s Teaching Performance Expectations (TPEs) and the Graduate Certificate in University Learning and Teaching (Grad Cert ULT) are all aligned to the UKPSF. The University’s commitment to the UKPSF is a signal to students, staff and other stakeholders of the standards of quality and professionalism supported at the institution.

The HEA provides an fellowship scheme which enables staff to be recognised, depending on their role and experience, as an Associate Fellow, Fellow, Senior Fellow or Principal Fellow of the Academy.

Eligible students successfully completing the approved study sequence in the Grad Cert ULT will be awarded Fellowship of the HEA (FHEA).

The three interrelated dimensions of practice outlined in the UKPSF are the Areas of Activity, Core Knowledge and Professional Values:

Areas of Activity

A1 Design and plan learning activities and/or programmes of study

A2 Teach and/or support learning

A3 Assess and give feedback to learners

A4 Develop effective learning environments and approaches to student support and guidance

A5 Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices

Core Knowledge

K1 The subject material

K2 Appropriate methods for teaching, learning and assessing in the subject area and at the level of the academic programme


http://www.utas.edu.au/provost/the-utas-academic-performance-expectations-for-academic-staff

http://www.utas.edu.au/provost/the-utas-academic-performance-expectations-for-academic-staff

https://www.heacademy.ac.uk/recognition-accreditation/uk-professional-standards-framework-ukpsf

https://www.heacademy.ac.uk/recognition-accreditation/uk-professional-standards-framework-ukpsf

K3 How students learn, both generally and within their subject/ disciplinary area(s)

K4 The use and value of appropriate learning technologies

K5 Methods for evaluating the effectiveness of teaching

K6 The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching

Professional Values

V1 Respect individual learners and diverse learning communities

V2 Promote participation in higher education and equality of opportunity for learners

V3 Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development

V4 Acknowledge the wider context in which higher education operates recognising the implications for professional practice

How these units supports you to address Descriptor 2 of the UKPSF (Fellow HEA)ELT531, ELT532, ETL541 and ELT542 support your learning and practice in relation to a number of key dimensions of the UKPSF. These units have been designed to align with the UKPSF across all dimensions, but with a particular focus on selected Areas of Activity [A2, A3, A4, A5], Core Knowledge [K3, K6]. All of the Professional Values [V1, V2, V3, V4] are a focus across the project. In combination with the other units in the Grad Cert ULT, these units enable you to meet the requirements of Descriptor 2 of the UKPSF (FHEA). These dimensions of the UKPSF are the core areas of development in learning activities and are explicitly assessed through the assessment tasks of the unit.

In completing the project units ELT531, ELT532, ETL541 and ELT542 you will present a broad understanding of effective approaches to teaching and learning support as key contributions to high quality student leaning and demonstrate the following elements of Descriptor 2:

D2.1 Successful engagement across all five Areas of Activity.

A2, A3, A4, A5 (A1)


D2.II Appropriate knowledge and understanding across all aspects of Core Knowledge.

K3, K6

D2.IIIA commitment to all the Professional Values.

V1*, V2*, V3, V4 You will discuss your practice in terms of each of the Professional Values in the final assessment task in ELT542.(*all of your plans and proposals are required to be consistent with the University’s values, policies and plans, which are discussed in the unit, including the: UTAS Statement of Values; Assessment Policy; Open to Talent Plan and Social Inclusion Plan.)

D2.IVSuccessful engagement in appropriate teaching practices related to the Areas of Activity.

Supported by peer observation by an HEA Fellow within TILT in ELT542.

D2.V Successful incorporation of subject and pedagogic research and/or scholarship within the above activities, as part of an integrated approach to academic practice.

The incorporation of research and scholarship [D2.V] into your practice is integral to the Grad Cert ULT. You evidence this by supporting your practice and your claims about teaching and learning with appropriate evidence from critical reflection, investigation into practice (e.g., peer review) and the higher education literature. In addition, those undertaking the inquiry stream will engage in and contribute to educational research and/or the scholarship of learning and teaching.


D2.VISuccessful engagement in continuing professional development in relation to teaching, learning, assessment and where appropriate, related professional practices.

Your participation in the Grad Cert ULT is evidence of your commitment to continuing professional learning. This is supported by your participation in the processes of peer review evidenced in ELT542. In addition, those undertaking the personal professional development stream will evidence their continuing professional development in a range of activities.

For more information about the operation of the HEA program, including the role of our External Advisor, please consult the Grad Cert ULT Course Handbook.

Alterations to the unit as a result of student feedback*This is the first time that these units have been offered. Student feedback on the Bachelor of Education with Professional Honours (Higher Education) and the Grad Cert ULT, and its constituent ELT units has been a significant driver in the development of this unit. In particular, certain features have been designed into this unit and the other new ELT units being offered, to address student feedback:

Smaller weighted units to address the challenge of committing to and completing a full 12.5% post-graduate level unit in addition to students’ other workload and responsibilities.

Increased opportunities for specialisation within units, to allow students to follow their area of interest.

Increased alignment of the units with the areas of need identified by students, including opportunities for peer review, reflection on practice, and professional development that contributes to multiple outcomes (e.g., providing evidence for Teaching Performance Expectations, Promotions, and recognition opportunities such as the Higher Education Academy fellowship scheme).

We will be seeking your feedback on this unit through both formal and informal processes (e.g., eVALUate; in-class discussions).

For more information about the quality assurance processes in this unit and the Grad Cert ULT, please see the Grad Cert ULT Course Handbook.





Prior knowledge &/or skillsIn most cases, you need to have completed a bachelor’s degree or equivalent to participate in ELT units. You also need to be committed to self-improvement in your teaching and other educational activities, and be willing to engage colleagues in this process. It is expected that you are currently engaged in teaching or supporting the learning of post-secondary students.


HOW WILL I BE ASSESSED?*Assessment schedule*

Assessment task Date due

Percent weightingunit/project

Links to Intended Learning Outcomes

ELT531 AT1: Presentation

29/03/18 to 13/04/18

30 /7.5 1

AT2: Implementation Plan/Ethics Application

28/05/18 70

/17.5

1, 2

ELT532 AT3: Reflective portfolio 07/09/1

8 100 /25 3

ELT541 AT4: Evaluation portfolio 15/10/1

8 100 /25 4

ELT542 AT5: Dissemination activity 26/11/1

8 70 /17.5

6

AT6: Reflection 10/12/18 30 /7.5 5

Hurdle: Peer review of teaching

04/01/19

0 /0 CLO2 & FHEA

Note about the Assessment tasks. Each of the project units (i.e., 531, 532, 541, 542) has one or two pieces of assessment attached to it, with specific assessment criteria associated with those assessment tasks. You may choose to do each task individually in sequence, or to present a combination simultaneously (e.g., AT3 & AT4). The exception to this option is that Tasks 1 and 2 must be submitted and feedback provided prior to the submission of the subsequent tasks; and overall unit deadlines must be adhered to.


Assessment details*ELT531 Assessment task 1: PresentationTask description The aim of this assessment task is for you to identify

an area of higher education teaching and learning for development or inquiry over the course of the project units.This assessment task provides you with an opportunity to share the initial stage of your project planning with peers and gather feedback and suggestions to guide your aims and choice of methodology. In this task, you are asked to present:1. The focus area for your project investigation/ development.

What is your project’s focus area?Is there a problem in your teaching you want to solve? Is there an area of your practice you want to develop? Do you want to investigate a particular aspect of learning and teaching? Why is this your chosen focus area? We ask you to explore the reason behind your choice, and your initial investigations into the issue. Your evidence should include personal reflection, different forms of data, and higher education literature. For example: what does the literature say about this issue/area? Are there avenues for you to pursue development? Are there gaps in the literature?

2. The goal of your project.What do you want to know or achieve from this investigation or development? How would your investigation add to current knowledge or understanding? Also, how would this project and achieving this goal add to your own professional development against the Descriptor 2 of the Professional Standards Framework.

3. An analysis of the relative strengths of different methodologies for achieving your project aims.

The presentation needs to be shared with peers in the unit. This may be achieved either through presentation at a scheduled session1, or by uploading

1 Oral presentations will be recorded for quality assurance purposes. No other use will


your presentation to the designated are in MyLO for Assessment Task 1.A discussion board will be enabled to facilitate discussion and feedback on presentations.Criterion Measures Intended

Learning Outcome:Criterion 1 Clarity of description of the focus

area for your project investigation/development

1. Use reflection, data and higher education literature to identify an area for development or inquiry into teaching and learning in higher education

Criterion 2 Use of evidence to justify the focus area of your future investigation/development.

1.

Criterion 3 Identification of the goal of your project and how this relates to your professional development against the Professional Standards Framework [Descriptor 2]

2. Design development of or inquiry into an aspect of teaching and learning in higher educationFHEA D2

Criterion 4 Analysis of the relative strengths of different methodologies for achieving your project aims

2.

The rubric for this assessment task will be available on MyLO.

Alignment with the UKPSF

Conduct and completion of your project demonstrates your continuing professional development [A5] and commitment to both use evidence-informed approaches and to engage in the creation of evidence through evaluation of practice [V3]. The focus of this assessment task is the identification of an area of learning and teaching practice for development, evaluation or research [A5, V3: Criterion

be made of recordings without your express consent.


3]. You will discuss how the project will contribute to your own professional development against Descriptor 2 of the PSF [D2].

Task length 10 minutes

Due by date Presentations will be scheduled between Thursday 29/03/18 and 13/04/18, 2pm or a recorded presentation may be shared via MyLO, with the deadline of 13/04/18.

ELT531 Assessment task 2: Implementation Plan / Ethics ApplicationTask description The aim of this assessment task is to develop a

working project plan and/or ethics application. In this task, you will be assessed on the workability of the plan/application, and receive feedback to shape a successful plan or application.The exact format of the plan will depend on the nature of the project identified in Assessment Task 1. For many of those choosing the investigation stream, your research will require ethics approval, to allow it to be published. Therefore, this assessment task will take the form of an ethics application. You may also wish to add additional commentary to the ethics application, particularly in terms of the potential limitations of the methodology, and the relevance of the research to your teaching context. Links to the appropriate documentation are available on the Project Units MyLO site.For those in the development stream, your project will likely not require ethics approval. Therefore this assessment task will take the form of a project plan. Project plan templates for different forms of project are provided on the Project Units MyLO site.All forms of project plan or ethics application will include:

1. a clear articulation of the project aims (e.g., research question, development goals, project deliverables) (10%)

2. a review of higher education literature and other evidence on which the project aim is based. For example, in addition to relevant Higher Education literature, this may include: personal reflection; University policies, strategic plans,


etc; accreditation documents; student and other data; etc. This review will include an explanation of how the project addresses current themes and issues in Higher Education and your own teaching context. If this latter component does not ‘fit’ within the ethics application for your project, it should be added (30%)

3. a project design detailing what is planned for the project and when. This will include methodology for research investigations and implementations, and planned activities for development projects. The types of data to be gathered will also be outlined.

Your research plan should address the following questions;It is expected that work completed for assessment 2 will be revised and summarized for inclusion in the final dissemination activity (assessment 5).Criterion Measures Intended

Learning Outcome:Criterion 1 Framing of the project aims (10%) 2. Design

development of or inquiry into an aspect of teaching and learning in higher education(also ELT531 ILO1)

Criterion 2 Use of evidence, including higher education literature and other sources of data, to situate and justify your project, including an explanation of how the project addresses current themes and issues in Higher Education and your own teaching context (30%)

2

Criterion 3 Articulation of the project design, including methodological approach to the investigation or development, data collection methods & data sources, and analysis or evaluation plan (40%)

2

Criterion 4 Feasibility of plan (10%) 2


Criterion 5 Clarity of organisation and presentation of the plan (10%)

2



Conduct and completion of your project demonstrates your continuing professional development [A5] and commitment to both use evidence-informed approaches and to engage in the creation of evidence through evaluation of practice [V3]. In this assessment, you will consider your own teaching context and also the context beyond your own institution within which higher education operates [V4: Criterion 2]. In choosing and justifying a methodological approach for your project, you are likely to demonstrate your understanding of different ways of evaluating teaching and its outcomes [K5: Criterion 3], particularly if you are engaged in the personal professional development stream.

Task length 1500 words equivalent

Due by date 28/05/18, 2pm

ELT532 Assessment task 3: Reflective portfolio Task description This assessment task recognises the time and effort

involved in project implementation. In this task, you will be assessed on your ability to successfully implement a planned project, and to critically reflect on its progress and outcomes (in terms of data collection, rather than analysis). Documentary evidence will require a record of project activity and data collected. The nature of the data collected from your project will depend on the project planned. Some combination of quantitative and/or qualitative data would be expected for most projects. Where a personal professional development project is planned, data will include ongoing reflections on the development activities in which you participate. In your reflection, you may wish to comment on methodological, ethical or practical challenges that arose during the process of the project and suggestions for future project implementation. Criterion Measures Intended

Learning Outcome:


Criterion 1 Completeness of documentary record and data presented.

3. Collect data on a higher education project to evidence the process and completion of research, implementation or development

Criterion 2 Critical reflection on the project process

3



Depending on the nature of your project, you may present data evaluating the effectiveness of particular teaching techniques or approaches, thus evidencing your understanding of the different methods for obtaining this information [K5: Criterion 2]. Conduct and completion of your project demonstrates your continuing professional development [A5] and commitment to both use evidence-informed approaches and to engage in the creation of evidence through evaluation of practice [V3].

Task length To be negotiated.The reflective component has a word limit of 1000 words/10 minutes2 equivalent.The length/volume of data to be presented of this task will depend on the project.


ELT541 Assessment task 4: Evaluation portfolioTask description In this assessment task you will evidence your analysis

and evaluation of the outcomes of your project. This may include qualitative and/or quantitative data analysis.For those undertaking an investigation, this assessment task will essentially reflect the ‘results and discussion’ section(s) of a potential journal article. A similar approach can also be adopted for development projects.Therefore, you should present:

2 Oral presentations will be recorded for quality assurance purposes. No other use will be made of recordings without your express consent.


1. your analysis of the data2. your evaluation of the analyses (this may be

intermingled with the analyses) in terms of the key findings and your research aims

3. potential implications of the results/outcomes for university learning and teaching, whether that be focussed on impacts for students, teachers, university governance, scholarship, etc.

4. any limitations to the interpretation of the project outcomes.

Criterion Measures Intended Learning Outcome:

Criterion 1 Analysis of the data for themes/results.

4. evaluate the outcomes or data emerging from a higher education project

Criterion 2 Identification of key outcomes/findings from the project

4

Criterion 3 Evaluation of how the outcomes meet the project aims

Criterion 4 Critical analysis of how the project outcomes address, reflect and/or challenge the current thinking and research in higher education, your teaching practice, and the particular needs of your professional development, institution, colleagues and/or students.

4

Criterion 5 Presentation of project evaluation in appropriate format for dissemination

4


Your commitment to the University’s values will be evident as you discuss the implications of your project outcomes for the institution and your students [V1: Criterion 4]. Depending on the nature of your project and findings, you may also present your thinking regarding the implications of your project for widening participation [V2: Criterion 4] or the community and discipline within which your teaching is delivered [V4: Criterion 4].Conduct and completion of your project demonstrates


your continuing professional development [A5] and commitment to both use evidence-informed approaches and to engage in the creation of evidence through evaluation of practice [V3].The rubric for this assessment task will be available on MyLO.

Task length 2500 words equivalent

Due by date 15/10/18

ELT542 Assessment task 5: Dissemination activityTask description This assessment task provides significant evidence of

your achievement of two of the three course learning outcomes of the Grad Cert ULT. Overall, the project provides evidence of your ability to:

CLO2. Apply evidence from critical self-reflection, peer review, students and literature to continuously enhance your teaching practice.

This dissemination activity provides particular evidence of your ability to:

CLO3. Contribute to the development of university learning and teaching.

There is a range of options for the format of dissemination activity. The appropriate activity will depend on the nature of your project3, and should be negotiated with your project supervisor. Examples include:

a scholarly research paper intended for publication in a higher education journal

a conference presentation for a higher education conference, such as Teaching Matters or HERDSA.

an open learning object or open educational resources with supporting resources for dissemination through the learning object repository.

a briefing note and resources to support a learning and teaching, curriculum or course proposal for presentation to your organisation’s learning and teaching or governance bodies (e.g., Academic Senate, University Learning and



Teaching Committee) a learning and teaching grant proposal

The aim of the dissemination activity should be to contribute to university learning and teaching, beyond your own individual practice. The activity should involve communication in the style and language appropriate to the discipline of higher education, as well as appropriate for the purpose of the activity.Criterion Measures Intended

Learning Outcome:Criterion 1 Critical analysis and evaluation of

project outcomes/findings5. Disseminate good practice and/or research findings to enhance university learning and teaching

Criterion 2 Synthesis and evaluation of scholarly higher education literature 5

Criterion 3 Clear identification of how the outcomes/product/recommendations will improve university learning and teaching

5CLO3

Criterion 4 Evaluation/recommendations supported by evidence from a range of sources.

5

Criterion 5 Communication in disciplinary style and language of higher education (10%)

5



Your analysis and evaluations will be supported by evidence from a range of sources, including existing scholarship [V3: Criterion 3]. In this assessment task, you will identify how the project informs practices to support student learning [K3: Criterion 3]. Depending on your project, you may also present recommendations that inform quality assurance processes [K6: Criterion 3].

Task length Approximately 5,000 words/30 minutes seminar presentation equivalent.The length of this task will vary depending on the dissemination activity appropriate to and selected for


the project. For example, a draft research article for publication may be in the region of 5,000 to 7,000 words. A Teaching Matters Showcase presentation may be a 500 word abstract plus approximately 20 minutes presentation. Presentation of an innovation may take the format of an artefact (e.g., teaching object, course mapping), plus briefing note. The appropriate length/duration of your dissemination activity will be negotiated with the unit coordinator.


ELT542 Assessment task 6: Reflection – Teaching philosophy revisitTask description This assessment task is an opportunity for you to

reflect on your development as a university educator over the course of your studies, and in response to this project, in particular. You will have the opportunity to demonstrate how your thinking and practice has developed through your engagement in professional development activities in learning and teaching.Your reflection will be expected to demonstrate a broad understanding of effective approaches to teaching and learning support as key contributions to high quality student learning.If you have a teaching philosophy from your engagement with ELT502, ELT501, a Teaching Merit Certificate Application or other development work, you may wish to draw upon this as you reflect on any changes to your beliefs about teaching.You may also wish to draw on your teaching review. Where you have engaged in a separate observation process in ELT522 and for ELT542, you may find it interesting to reflect on any differences between these two peer reviews.Criterion Measures Intended

Learning Outcome:Criterion 1 Articulation of the theoretical and

experiential underpinnings of your approach to teaching and learning

6. Reflect on your development as a university educator

Criterion 2 Critical reflection on how your beliefs and practices as a university educator have developed over time

6


including how the outcomes of your project have impacted your teaching practice

Criterion 3 Situating your philosophy in relation to the Professional Values of the UKPSF

6D2 III

Criterion 4 Analyse and evidence the impact of your beliefs and reaching practices on your students’ learning and the learning environment

6



Your teaching philosophy will be grounded on your understanding of how students learn [K3: Criterion 1, Criterion 4]. In this assessment task, you will explicitly review your own beliefs about teaching and how they show your commitment to each of the Professional Values V1, V2, V3 and V4 [D2 III].You will reflect on your professional development up to this point [A5: Criterion 2, Criterion 4], how you have evaluated your teaching and how this has shaped your thinking [K5: Criterion 2, Criterion 4].When you explain how your teaching impacts your students’ learning and learning environment, you will consider some or all of your design, facilitation, assessment and support practices [(A1, A2, A3, A4): Criterion 4].

Task length 1500 words / 10 minutes4


ELT542 Hurdle: Peer review of teachingTask description Participants successfully graduating with a Graduate

Certificate in University Learning and Teaching (Grad Cert ULT) will be eligible for recognition as a Fellow of the UK Higher Education Academy (HEA) if they have completed the approved study sequence within the course.

In ELT542, this includes providing verification of your teaching practice through a peer review of teaching conducted by a nominated teacher from TILT.



The activity which is the subject of observation must be your teaching practice or support of learning, including the facilitation of activities to support students’ learning.

This observation should allow you to evidence your successful engagement in:

1. teaching and/or supporting learning

2. assessing and/or giving feedback to learners

3. developing effective learning environments and approaches to student support and guidance.

Feedback on your performance will be provided by the teacher in writing in addition to a negotiated meeting. An overall assessment of ‘Satisfactory’ or ‘Not yet satisfactory’ will be provided along with your feedback. If you have received an assessment of ‘Not yet satisfactory’, you will have the opportunity to negotiate a second observation session during the semester. Any participants not achieving a ‘Satisfactory’ observation of teaching during the unit will need to meet with the Course Coordinator and may arrange one further observation cycle. Participants who do not achieve a ‘Satisfactory’ observation assessment will not be eligible for recognition at FHEA on completion of the Grad Cert ULT.

The observation process should also be developmental. Therefore, there is room for you to identify areas on which you would particularly like feedback from the TILT teacher, in addition to an overall assessment against Descriptor 2 of the PSF. This peer review can be completed at a flexible time during completion of the Grad Cert ULT, such as alongside the peer review process in ELT522. However, we recommend, where possible, that you leave a meaningful gap between the timing of your peer review in ELT522 and this observation, so that this process can support reflection on your development over time.

The Grad Cert ULT may be completed as an exit point from the Bachelor of Education with Professional Honours (Higher Education) or within that course. For further information regarding the HEA fellowship scheme at the University of Tasmania, please see the


Course Guide for the Grad Cert ULT.

Criterion Measures Intended Learning Outcome:

Criterion 1 successful engagement in teaching and/or supporting learning Course

Intended Learning Outcome 2: Apply evidence from critical self-reflection, peer review, students and literature to continuously enhance your teaching practice FHEA Descriptor 2 IV Successful engagement in appropriate teaching practices related to the Areas of Activity

Criterion 2 successful engagement in assessing and/or giving feedback to learners

CLO2 D2 IV

Criterion 3 successful engagement in developing effective learning environments and approaches to student support and guidance.

CLO2 D2 IV


In your Grad Cert ULT, you will have had multiple opportunities to demonstrate your professional activities in learning design [A1] and your ongoing professional development [A5]. In ELT522, you will have experienced peer review of your teaching, before. This peer review process enables verification of your practice in three of the areas that may have been harder to demonstrate directly in your Grad Cert ULT assessments to date, namely, that you are engaging in appropriate professional activities [D2 IV] in the areas of:

teaching and/or supporting learning [A2:


Criterion 1] assessing and/or giving feedback [A3: Criterion

2, and developing effective learning environments and

approaches to student support and guidance [A3: Criterion 3].

You will demonstrate that you have put into practice your learning in the Grad Cert ULT. This second peer preview is also an opportunity to demonstrate your further development from ELT521, and provide valuable input for your final reflection (AT6).

Task length To be negotiated.

Due by date The teaching observation must be scheduled to allow determination by 04/01/19, 2pm

How your final result is determined*ELT531, ELT532, ELT541 & ELT542To pass this unit, you need to demonstrate your attainment of each of the Intended Learning Outcomes. As most ILOs are assessed summatively only once, you must pass each assessment task to demonstrate achievement of all ILOs and a passing grade for each unit. There will be opportunities for formative feedback on every assessment prior to submission, and should you not demonstrate achievement of one or more ILOs, you have the opportunity for resubmission5.

Candidates for Fellowship of the Higher Education Academy (FHEA)Participants successfully graduating with a Graduate Certificate in University Learning and Teaching (Grad Cert ULT) will be eligible for recognition as a Fellow of the UK Higher Education Academy (HEA), if they have completed the approved study sequence.

The study sequence within this unit requires successful completion of all assessment tasks, including the Hurdle task, which does not carry summative marks.

5 For more information about resubmission processes, please see the Course Handbook for the Grad Cert ULT.


Submission of assignments*All assessment tasks must be submitted on MyLO, to the relevant discussion board or Assignment dropbox folder, by 2pm on the due by date.

Requests for extensionsAll requests for extensions should be submitted via email to the Unit Coordinator well before the due date of the assignment. Generally, foreseeable work commitments will not be grounds for an extension. Unique submission dates for assessment tasks may be negotiated with the Unit Coordinator where appropriate to specific project formats.

Penalties*For most assessment tasks, students may submit assignments at any time up to the due by date. A penalty may be applied for submission after the due date unless a formal extension has been granted in MyLO. Weekend days attract the same penalties as weekdays.


The following late penalties apply.• Five-percent (5%) of the maximum mark available for the

assignment for each day late (including weekend days and public holidays) up until 10 days late.

• Assessments submitted more than two weeks after the due date will be graded, but will have a maximum possible mark of 50%.

Word & time limits have been set for assessment tasks. Submissions that exceed the word limit by more than 10% or the time limit by more than 5 minutes may incur a penalty of 10% of the awarded mark for each 10% over the word/time limit. Submissions below the word/time limit will not attract a penalty. If applied, penalties may reduce the standard of passing grade achieved, but will not impact on your eligibility to pass the unit. If you have demonstrated achievement of the learning outcomes of the unit, you will receive a pass. The application of penalties will not reduce an otherwise passing grade below 50%.

Review of results and appealsAppeals should go to the Unit Coordinator in the first instance. If unresolved, appeals are referred to the Course Coordinator. For more information about the processes for revision, appeal and remark or for making a query or complaint, please see the Grad Cert ULT Course Handbook.

Academic referencing*In your written work you will need to support your ideas by referring to scholarly literature, works of art and/or inventions. It is important that you understand how to correctly refer to the work of others, and how to maintain academic integrity.

Failure to appropriately acknowledge the ideas of others constitutes academic dishonesty (plagiarism), a matter considered by the University of Tasmania as a serious offence.

The appropriate referencing style for this unit is American Psychological Association (APA) referencing style as this style is the one most commonly adopted in Higher Education journals.

American Psychological Association. (2009). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.

However, our priority is that you use a referencing style consistently, and this will be the baseline expectation in all assessment tasks. If you are targeting a specific journal in your dissemination activity, we suggest that you adopt that journal’s referencing style for all assessment tasks.




The University library provides information on presentation of assignments, including referencing styles and should be referred to when completing tasks in this unit.

Please read the following statement on plagiarism. Should you require clarification please see your unit coordinator or lecturer.

PlagiarismPlagiarism is a form of cheating. It is taking and using someone else's thoughts, writings or inventions and representing them as your own; for example, using an author's words without putting them in quotation marks and citing the source, using an author's ideas without proper acknowledgment and citation, copying another student's work.

If you have any doubts about how to refer to the work of others in your assignments, please consult your lecturer or tutor for relevant referencing guidelines. You may also find the Academic Honesty site on MyLO of assistance.

The intentional copying of someone else’s work as one’s own is a serious offence punishable by penalties that may range from a fine or deduction/cancellation of marks and, in the most serious of cases, to exclusion from a unit, a course or the University.

The University and any persons authorised by the University may submit your assessable works to a plagiarism checking service, to obtain a report on possible instances of plagiarism. Assessable works may also be included in a reference database. It is a condition of this arrangement that the original author’s permission is required before a work within the database can be viewed.

For further information on this statement and general referencing guidelines, see the Plagiarism and Academic Integrity page on the University web site or the Academic Honesty site on MyLO.

Academic misconduct* Academic misconduct includes cheating, plagiarism, allowing another student to copy work for an assignment or an examination, and any other conduct by which a student:

a. seeks to gain, for themselves or for any other person, any academic advantage or advancement to which they or that other person are not entitled; or


http://www.teaching-learning.utas.edu.au/redirect-pages/go-to-academic-honesty-mylo-site

http://www.utas.edu.au/students/plagiarism/

http://www.teaching-learning.utas.edu.au/redirect-pages/go-to-academic-honesty-mylo-site

http://utas.libguides.com/referencing

http://utas.libguides.com/referencing

b. improperly disadvantages any other student.

Students engaging in any form of academic misconduct may be dealt with under the Ordinance of Student Discipline, and this can include imposition of penalties that range from a deduction/cancellation of marks to exclusion from a unit or the University. Details of penalties that can be imposed are available in Ordinance 9: Student Discipline – Part 3 Academic Misconduct.


http://www.utas.edu.au/__data/assets/pdf_file/0006/23991/Ordinance-9-Student-Discipline.pdf

WHAT LEARNING OPPORTUNITIES ARE THERE?MyLOMyLO is the online learning environment at the University of Tasmania. This is the system that will host the online learning materials and activities for this unit.

A single MyLO unit has been created for all four of the project units, reflecting the developmental and overlapping nature of these units. If you experience any issues with your access to this site (for example, if your enrolment has lapsed between units), please contact the Course Administrator for assistance.

Getting help with MyLOIt is important that you are able to access and use MyLO as part of your study in this unit. To find out more about the features and functions of MyLO, and to practice using them, visit the Getting Started in MyLO unit. For access to information about MyLO and a range of step-by-step guides in pdf, word and video format, visit the MyLO Student Support page on the University website.If something is not working as it should, contact the Service Desk ([email protected], phone 6226 1818), or Request IT Help Online.

ResourcesReading ListsReading Lists provide direct access to all material on unit reading lists in one place. This includes eReadings and items in Reserve. You can access the Reading List for these units from the link in MyLO, or by going to the Reading Lists page on the University Library website.

Recommended readingsThe relevant recommended readings for each project stream (investigation and development) and for selected common topics will be listed within MyLO.One or more of following texts are likely to be of interest to most students in the project units:

Boyer, E. (1990). Scholarship reconsidered: Priorities of the professoriate. New Jersey: The Carnegie Foundation for the Advancement of Teaching.


http://rlms.utas.edu.au/erl/

http://rlms.utas.edu.au/erl/

https://servicedesk.its.utas.edu.au/

https://servicedesk.its.utas.edu.au/

mailto:[email protected]

http://www.utas.edu.au/service-desk/

http://www.utas.edu.au/service-desk/

http://www.utas.edu.au/mylo/student-support

https://mylo.utas.edu.au/d2l/home/135294

https://mylo.utas.edu.au/d2l/home/135294

o Seminal work on SoTL Creswell, J.W. (2005). Educational research: Planning, conducting

and evaluating quantitative and qualitative research. New Jersey: Pearson/Merrill. Library Call no. LB 1028 C742 2005 (3 day loan).

o This is a general text, which provides a useful overview of educational research approaches, including how to write a literature review.

Dexter. B. & Seden, R. (2012). It’s really making a difference’: how small-scale research projects can enhance teaching and learning, Innovations in Education and Teaching International 49(1), 83-93. doi/10.1080/14703297.2012.647786

o The Dexter and Seden paper is about the benefits of small scale learning and teaching projects and places this in the broader HE context (in this case in the UK – but there are definite synergies with the Australian sector).

Butcher, J., & Stoncel, D. (2011). The impact of a Postgraduate Certificate in Teaching in Higher Education on university lecturers appointed for their professional expertise at a teaching-led university: ‘It’s made me braver’. International Journal for Academic Development, 17(2), 149-162.

o This article will be of interest to all students in the Graduate Certificate in University Learning and Teaching. It highlights the positive outcomes of engagement in such a degree at a UK university, and is relevant in the context of your continuing professional development.

The following websites will be useful in these units: o The HERDSA website has links to all refereed papers from

conferences for the past 10 years. These papers often describe scholarship of learning and teaching, or small scale teaching and learning innovations – and cover a range of discipline areas.

o The Higher Education Academy has an extensive range of resources to support your development. Of particular relevance to these project units are the Discipline pages with resources clustered into: Arts and Humanities; Health and Social Care; Social Sciences; and STEM.

Equipment, materials, software, accountsFor any on-campus sessions, it is highly recommended that you bring an internet connected device. Ideally, this would be a portable computer (e.g. laptop or notebook), or alternatively a tablet device (including iPads). Devices capable of successfully running MyLO will enable you to access any webconferences offered within the units.


https://www.heacademy.ac.uk/individuals/disciplines

http://www.heacademy.ac.uk/

http://www.herdsa.org.au/index.php?page_id=162

http://dx.doi.org/10.1080/14703297.2012.647786

Activities Learning expectations

The University is committed to high standards of professional conduct in all activities, and holds its commitment and responsibilities to its students as being of paramount importance. Likewise, it holds expectations about the responsibilities students have as they pursue their studies within the special environment the University offers.

Students are expected to participate actively and positively in the teaching/learning environment. They must attend classes when and as required, strive to maintain steady progress within the subject or unit framework, comply with workload expectations, and submit required work on time.

Details of teaching arrangements*These units will be facilitated in the online environment, with selected learning opportunities also offered on campus or via video-link facilities. Whilst attendance at on-campus or synchronous activities will not be mandatory, the opportunities for accelerated learning and peer feedback on your projects available in these environments, as well as general collegiality and opportunities for networking, mean that we strongly recommend you to attend when you can.

Specific attendance/performance requirements*Assessment tasks 1 and 2 must be completed, and feedback provided before submission of assessment tasks 3 to 6 will be accepted.

In this unit, your active engagement will be monitored in the following way:

1. Participation in the ‘Getting to know each other’ and ‘Where we’re up to’ discussion boards open in the first two weeks of the semester offering for each unit (ELT531, 532, 541 & 542)

2. Activity on the ‘learning activity selection’ quiz for each unit – identifying your plan for engaging with the learning activities for each unit (ELT531, 532, 541 & 542)

If you do not demonstrate evidence of having engaged actively with this unit by completing these two activities by Week 4 of semester for each unit, your enrolment in that unit may be cancelled or you may be withdrawn from the unit.


Teaching and learning strategiesThese units will be facilitated in the online environment, with selected learning opportunities also offered on campus or via video-link facilities. Whilst attendance at on-campus or synchronous activities will not be mandatory we recommend you attend when you can. Synchronous activities provide an excellent opportunity to share your practice with your colleagues.

Work Health and Safety (WHS)The University is committed to providing a safe and secure teaching and learning environment. In addition to specific requirements of this unit you should refer to the University’s Work Health and Safety website and policy.

Communication News and announcements regarding the unit will be posted to MyLO News, and students will be expected to be aware of the content of such posts within 72 hours of them being posted.

Questions about learning activities or assessment can be asked using the relevant discussion board in MyLO. Teaching staff will regularly review discussion boards and you can expect a response to your post within 72 hours.

The discussion tool in MyLO is preferred for communication in this unit to ensure equality of access to information for all students.

If you have a question of an individual or personal nature, please contact the relevant staff member via email.

Further information and assistanceIf you are experiencing difficulties with your studies or assignments, have personal or life-planning issues, disability or illness which may affect your course of study, you are advised to raise these with the unit coordinator in the first instance.

There is a range of University-wide support services available to you including Student Learning Support, Student Advisers, Disability Services, and more which can be found on the Student Support and Development page of the University website.

Should you require assistance in accessing the Library, visit their website for more information.


http://www.utas.edu.au/library/study

http://www.utas.edu.au/students/students/support-development

http://www.utas.edu.au/students/students/support-development

http://www.utas.edu.au/students/disability/students

http://www.utas.edu.au/students/disability/students

http://www.utas.edu.au/first-year/student-advisers

http://www.utas.edu.au/student-learning/

http://www.utas.edu.au/work-health-safety/

ELT531, ELT532, ELT541 & ELT542 Higher Education Project Development, Implementation, Evaluation & Capstone

Continuing professional learningYou have the opportunity in the Graduate Certificate in University Learning and Teaching to have your practice recognised through the University’s accredited HEA fellowship scheme. As discussed, your study in ELT531, 532, 541 and542 will add to the evidence from the other units of the Grad Cert ULT to enable you to demonstrate practice consistent with Descriptor 2 of the UKPSF, and gain recognition as a Fellow of the HEA.

As outlined in Figure 1, the full Grad Cert ULT, is accredited at Descriptor 2, Fellow of the HEA. Should you wish to pursue Senior Fellowship, you can do so through the University’s Peer Professional Learning Program for UKSF, which is a continuing professional development program, accredited at D3. Figure 1. Course structure of the Graduate Certificate in University Learning and Teaching

For more information about the University’s HEA fellowship programs and their integration with our Grad Cert ULT, please see the Grad Cert ULT Course Handbook available from the homepage for the Grad Cert’s parent course, the Bachelor of Education with Professional Honours (Higher Education).


D3 Senior Fellow

D2 FellowD1 Associate

FellowUniversity of Tasmania programs

Grad Cert ULT ELT521

ELT522 ELT531 ELT532

ELT501

D4 Principal Fellow

Peer Professional

Learning Program for

Direct application to the HEA

Unit schedulesSEMESTER/ WEEK DATE

BEGINNING

ACTIVITIES & IMPORTANT DATES

(DATES OF ON-CAMPUS OPTIONAL WORKSHOPS WILL BE SHOWN IN THE MYLO CALENDAR)

Semester 1 26/02/18

2 05/03/18

3 12/03/18 Eight Hours Day 12/03/18

4 19/03/18

5 26/03/18 AT1: Presentations commence Thursday 29/03/18 Good Friday 30/03/18

5 Cont’d 02/04/18 Easter Monday & Tuesday 02-03/04/18

6 09/04/18 AT1: Presentations conclude Friday 13/04/18

7 16/04/18

8 23/04/18 ANZAC Day 25/05/18

9 30/04/18

10 07/05/18

11 14/05/18

12 21/05/18

13 28/05/18 AT2: Research Plan/Ethics Application due by Monday 28/05/18, 2pm

Sem 1 Study period / Winter 1 04/06/18

Sem 1 Examinations/

Winter 211/06/18 Queen’s Birthday 11/06/18

3 18/06/184 25/06/185 02/07/18

6 09/07/18

Semester 1 16/07/18


2 23/07/18

3 30/07/18

4 06/08/18

5 13/08/18

6 20/08/18

7 27/08/18

Mid-semester break 03/09/18 AT3: Reflective portfolio due by Friday 07/09/18

8 10/09/18

9 17/09/18

10 24/09/18

11 01/10/18

12 08/10/18

13 15/10/18 AT4: Evaluation portfolio due by Monday 15/10/18

Sem 1 Study period/ Spring 1

22/10/18

Sem 1 Exams/ Spring 2

29/10/18

3 05/11/18

4 12/11/18

5 19/11/18

6 26/11/18 AT5: Dissemination activity due by Monday 26/11/18, 2pm

7 03/12/18

8 10/12/18 AT6: Reflection due by Monday 10/12/18, 2pm

9 17/12/18

25/12/18 Christmas 25/12/18; Boxing Day 26/12/18Christmas break 24/12/18 – 01/01/19

10 31/12/18 Hurdle: Peer review of teaching due by Friday 04/01/19


New Year’s Day 01/01/19


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