SLTC 27 April 2011

1

2011

MACQUARIE UNIVERSITY

SENATE LEARNING AND TEACHING COMMITTEE

Meeting of the Senate Learning and Teaching Committee will be held at 9:30am, 27 April 2011, in the Meeting Room Three, Level 2, E11A

A G E N D A

Page

1. APOLOGIES / WELCOME

2. MINUTES OF THE PREVIOUS MEETING 2-4

3. BUSINESS ARISING FROM THE MINUTES

3.1 Unit Guide Review

4. REPORTS

4.1 Provost

4.2 Chair

4.3 Director, Learning and Teaching Centre 5-8

4.4 Reports from the Offices:

COE

PACE

9-11 12-14

4.5 Policies Update

5. GENERAL BUSINESS

5.1 Ungraded Pass – Satisfactory??? For discussion

15 Attachment

5.2 Recognition of Prior Learning For discussion

16-26

6. MEMBERSHIP

6.1 Appointment of the Chair – Changes to the Terms of Reference of the SLTC

27

6.2 Member from the Faculty of Human Sciences 28

7. OTHER BUSINESS

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MACQUARIE UNIVERSITY

MINUTES OF THE SENATE LEARNING AND TEACHING COMMITTEE

Minutes of a meeting of the Senate Learning and Teaching Committee held on 23 March 2011 at 9.30am in the Senate Room 1, Level 3, Lincoln Building.

Present: Professor J Fitness (Acting Chair) Dr T Ambler Mr A Burrell Dr K Dadd A/Professor R Dowling (vice A/Professor I Solomonides) Ms L Evans Dr J Homewood Dr I Jamie Dr P Keegan Professor J Sachs Professor G Whiteford A/Professor L Wood

In Attendance: Ms L Clark Ms S Jeffares Ms B Kosman Ms B McLean Ms R Myton Mr B Windon 1. APOLOGIES / WELCOME

The Committee noted that apologies were received from: Dr J De Meyrick, A/Professor I Solomonides, A/Professor M Tani and A/Professor S Young.

2. MINUTES OF THE PREVIOUS MEETING

The Committee APPROVED the minutes of the meeting of 9 February 2011 as a true and correct record.

3. BUSINESS ARISING FROM THE MINUTES

Mr Burrell reported that the Centre for Open Education followed up the Committee‟s enquiry about retention and data on OUA. The COE is making further enquiries with the OUA.

4. REPORTS

4.1 Provost

Professor Sachs reported that the Teaching Standards project is now successfully completed and the report is submitted to the ALTC. The project received very positive feedback and is proposed to be piloted across other higher education providers, potentially extending to private self-accredited institutions.

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Professor Sachs also reported about her visits to a number of high schools in the Northern Sydney area and some interesting initiatives that come out of these visits, targeting exchange of ideas and expertise between school teachers and the University.

4.2 Chair

Among issues covered in the Chair‟s report were:

Discussions around TEQSA that took place at the Conference of Universities Australia held in Canberra;

Enrolment caps for next year;

Update on establishment of the new Standing Committee of Academic Senate – Admissions Committee.

4.3 Director, Learning and Teaching Centre

The Committee noted the report of the Learning and Teaching Centre (pp. 5-8 of http://senate.mq.edu.au/sltc/ltagenda/2011/0311/AGENDA_LTC_0311.pdf).

4.4 Reports from the Faculties The Committee noted the reports submitted by the Faculties (pp. 9-16 of http://senate.mq.edu.au/sltc/ltagenda/2011/0311/AGENDA_LTC_0311.pdf). The Associate Dean of each Faculty or their representatives highlighted selected items from the reports.

4.5 Disruption to Studies/ Special Consideration – Update Mr Windon updated the Committee on the review of the special consideration process. He reported that the review group received positive feedback for an online form that was designed to help students to report disruption to studies. He also reported about progress with mapping all the circumstances that lead to disruption of studies.

The Committee confirmed that it will continue supporting the work on reviewing special consideration.

4.6 Teaching Index: Report on 2010 Expenditure

Ms MacLean gave an overview of the Faculties‟ practices in spending the funds received under Teaching Index. She reported that there were some challenges in this process, i.e. communication issues.

5. GENERAL BUSINESS

5.1 Review of the Unit Guide Policy and Procedure

Ms Kosman reported that a review process has been initiated for the Unit Guide Policy and Procedure. She asked the Associate Deans of the Faculties to undertake the review of the attached Unit Guide policy and procedure (pp.30-36 of http://senate.mq.edu.au/sltc/ltagenda/2011/0311/AGENDA_LTC_0311.pdf) in their Faculties.

The Committee enforced the view reflected in the policy that the unit guides should be publicly available.

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5.2 Member from the Faculty of Arts

The Committee resolved as recommended the appointment of Dr Peter Keegan as its member from the Faculty of Arts.

6. OTHER BUSINESS There was no other business.

The meeting concluded at 10.30am.

Professor J Fitness Acting Chair

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Senate Learning and Teaching Committee April 2011

Report from Learning and Teaching Centre

MOODLE/iLearn Project

1. Project resource plan, phase one, completed and organisation chart with key

responsibilities and accountabilities being finalised.

2. OUA template agreed and build phase commencing.

3. Change management and communications plans developed.

4. Technical integration planning complete.

5. Training and support models for initial trials completed.

6. Technical stream: Continued involvement and planning with Informatics regarding

the integration with other University systems (Mortice2 project). Status meetings

are held weekly.

7. Working Parties have been created to review to additional scope amendments to

the Moodle Project being:

i. Online Assignment Submission

ii. Digital Object Repository

8. A paper recommending the acquisition of the Equella Digital Repository has been

circulated for approval by MACALT members. If approved, the Moodle Project

team will work with Informatics and Library stakeholders to undertake due

diligence activities.

9. A working party is reviewing Online Assignment Submission functionality for

adoption by MQU.

10. The Netspot hosted MQ Moodle will be available 9 May 2011

11. Requests for access to the MQ Moodle sandpit will be available after 9 May 2011

12. The iLearn website (www.mq.edu.au/ilearn) has been officially launched.

Academic Development Group

Assessment working party

1. Responded to the “Assessment and Examination in the Undergraduate

Program” discussion paper (dated 7/3/11) by John Simons, Executive Dean of

Arts. The Working Party welcomes all contributions that stimulate discussion

around key assessment issues. The Working Party concurs with the request of the

paper’s author that the Academic Senate Learning and Teaching Committee

undertake the following: i) discuss the paper; ii) recommend that its principles are

discussed at faculty and university Learning and Teaching committees; and, iii)

each faculty review its practice on the administration of unseen examinations and

to report back to Senate setting out its current and proposed positions in the light

of the review. LTC has provided some citations and references to points within

this and his other paper on “Known Knowns”.

2. Ongoing discussion on the matter of defining what is meant by ‘mode’ of

assessment; with the decision to insert into s3 of the Policy two additions:

a. Each unit will require more than one type of assessment. An example of one

type of assessment is individual work carried out under time limited

invigilation (e.g., final exam and in class tests).

b. One type of assessment cannot account for more than 80% of the total

assessment.

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Sessional Staff project

3. Grant application submitted to ALTC (with three partner universities of Canberra,

Tasmania and UTS).

Mentoring project

4. Spectrum Approach to Mentoring guide published.

5. Working together with the working party on PAL/ PACE/ Mentoring to achieve

synergies towards a PACE shell unit (via Social Inclusion)

ALTC Lessons Learnt project (Distributed Leadership in HE)

6. HERDSA showcase accepted.

7. Abstract submitted for the Tertiary Education Management Conference.

8. Distributed Leadership Matrix and ASERT tool out to review via participating

communities of practice.

Academic Development Group

9. Welcomed a new AD to the centre: Dr. Stefan Popenici

10. Teaching into the p/g program in Higher Education.

11. Liaison with faculties continues.

MARQUIS/UGO

1. MQUIS is currently being worked on by web developers and software engineers.

Their work requires constant input of advice and decisions on a daily to weekly

basis on aspects of design, web interfaces and so on. This has required the

involvement of many more academics from across campus. To this end two groups

have been formed.

a. Decision Making Committee – weekly c. 1.5 hour meetings – with

representatives from each faculty (AD L&T, Directors of L&T or their

nominees) to decide anything from which fonts will be used, to who should

have access to different parts of the system, to how approvals will be

managed etc.

b. Testing group – up to half a day per week – to test the software, web

interfaces etc as they are being built, and advise on minor matters of design.

The group is currently being put together, hopefully with representatives

from each faculty (only FBE have people in place right now). This is being

funded from monies from LTC which can be used specifically to facilitate

MQUIS. Each faculty is to be provided with $10K to assist in

releasing/providing academics to participate. The $10K can be used to buy

out marking or teaching, or other approved activities, so long as there is an

academic (or academics) for half a day per week. The process of getting this

group together is taking some time and may delay the build somewhat.

Educational Development Group

1. Educational Developers have collaboratively developed focus within for faculties.

2. New ED appointed for Arts focus – Venessa Warren, who starts after the Easter

Break, previously at UTAS.

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3. Online Educational Designers have been working closely and successfully in with

the Moodle Project team and various staff members to develop a number of

approaches to online learning design

4. The EDG Blended Learning Course has been well attended. Staff have been positive

about it’s content and delivery. A second co-hort has now been enrolled.

5. Staff submitted outlines to present to MoodleMoot in Sydney 2011 on educational

development aspects of course design in Moodle2.0

6. Academic Literacy Project in Human Science continues. The final stages being

completed by Cathy Mews.

7. Recruitment for an online educational designer commences after the Easter Break

8. Further development of the group’s research into ‘cybergogy’ – early adopters of

wikis continues with Sociology.

9. Internal development of a staff support portal for Moodle continues with a focus on

video and flexible resource delivery online at the point of need.

10. Internal staff development of Moodle for Teachers and Moodle for Course

Designers is underway with Moodle Bites, New Zealand.

MQAS

1. The last month has seen the successful hosting of the AGM of the Liberated

Learning Consortium and the Inclusive Practice Forum – Assisting students with a

hearing impairment, with input provided from both the international delegates and

Dr Kevin Franck from Cochlear Ltd. In addition to our international guests,

delegates attended from Universities and Government departments in Victoria,

Tasmania, Qld, ACT and regional NSW.

2. MQAS is actively attempting to increase its research profile. Research Workshops

are currently underway with Warrawarra block students looking into issues

surrounding Indigenous Students with Disabilities. This work is headed up by

Roslyn Sackley assisted by Dr Judith Booth.

3. MQAS is working closely with OUA to improve equity of access for all students.

4. Work is progressing with preparation for the PACE unit FBE 201 Working with and

employing people with Disabilities. Meetings with Australian Volunteers

International have been fruitful with potential placements for students being

investigated in Cambodia and other developing countries.

5. MQAS is continuing to provide support services across the sector and is increasingly

being called upon to provide accessibility testing and professional development

sessions for faculties and offices across campus. All enquiries for these services

should be directed to Sharon Kerr on Ext 1480.

Academic and Administrative Support Services Group

Attendance by Staff at Workshops run by LTC to date:

General

Female

General

Male

Academic

Female

Academic

Male

Other

classification

Female

Other

Classification

Male

External

Participants

TOTAL

34 8 95 82 29 7 58 313

1. MQ staff have responded well to new cut-off dates for ordering TEDS suggested by

the TEDS administrator. Cut off date for Learner Experience of Unit (LEU) surveys

was 18 April – 90% of expected orders were received by that date, exceeding 1000

orders for the semester.

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In response to repeated telephone enquiries from MQ staff, colorful posters have been

distributed to all departments, outlining basic steps in ordering procedure e.g. how to

obtain an MQ ID (essential before a staff member can enter the ordering system).

Learning Systems and Services

1. Netspot Hosting for Moodle and Bb Contracts signed.

2. LS&S staff for Moodle almost complete. Final TSO position filled. LS&S now have

34 F/T Continuing staff

3. LS Projects in progress: Data Projector Upgrade, iLecture Network Upgrade, E6A

Training Room Upgrade

4. Migration of LMS Ticket System to OneHelp in progress. To be completed by

Semester 2 2011

5. LS and Informatics in final stages of SLA for Lectern Computer Support

6. Pilot of Video Capture in Theatres in progress

7. Migration of iLecture to Echo 360 installation earmarked for Semester 2 2011.

Completion by Semester 1 2012.

8. Removal of VCR Players from Lecterns complete

9. Consolidation of AV inventory in W6B store room complete

10. iTunes pilot in progress. Feedback from users has been very positive.

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To: Members of SLTC

From: Andrew Burrell

Re: April COE Report

Date: 27th April 2011

Staffing

Since the last report we have had several new staff members join the Centre and one well regarded staff member who is leaving us.

o Megan Breden – Assistant Director, Operations ( a new position focusing on internal COE and MQ facing operations)

o Vanessa Chu – Senior Program Officer, Academic Services who is replacing Pat Smith in a position that has been expanded in terms of responsibilities covering Non Award and Summer School

o Tara Benjamin – Student Support Officer (0.5) (OUA postgraduate students) o Judy Hudson – will take up a position as Manager, Student Experience at the

AGSM in UNSW from 16th May. I would like to thank Judy for all of the wonderful

work she has done in growing and developing the successful and ever expanding OUA program at Macquarie, her contribution will be missed. This position will be advertised shortly and backfill arrangements include Lynn Negus taking on Judy‟s responsibilities during the intervening period.

We also have staff in the centre moving to new internal secondments and these include: o Angela Chow – moved from Office Manager to Manager, Course Delivery Services o Lynn Negus – moved from Student Support Officer (OUA undergraduate students)

to Office Manager and soon to Manager, OUA Program until Judy Hudson‟s replacement is found.

o We are currently recruiting a fixed term replacement for Lynn‟s substantive position of Student Support Officer (OUA undergraduate students)

Academic Services (Manager – Tanya Kysa x9497)

1. Summer School 2011 COE is working on expanding the range of units in Summer School that are in demand from the student cohort. Units at 300 level and above are seen as ideal as they allow International students who want to accelerate their degree. This will allow them to complete without committing to a further year of staying in Australia. The numbers for each unit in the recent Summer School are shown in attachment 1, note LAW offered a post graduate unit for the first time.

2. Non-award Currently the non-award cohort is predominantly made up of students using it as a pathway into undergraduate degrees. As reported before, COE in conjunction with the faculties has expanded the pathways from five undergraduate degrees to eleven. The breakdown of students is shown in the table and graph below.

Non Award Numbers

633 applications received 63% (398 pathway students) 88% retention rate

SM1 - 950 unit enrolments SM2 - 422 unit enrolments Total @25 March 1372

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Distance Education Student Services (Manager – Pepi Weinrauch) Student enrolment numbers 2011

Degree External

enrolments Total enrolments

Graduate Diploma Early Childhood 36 38

Bachelor of Education-Early Childhood Education 59 262

Graduate Certificate Statistics 9 -

Diploma of Languages 40 69

Diploma of Ancient Languages 2 4

Certificate of Languages 35 85

Certificate of Ancient Languages 5 12

Bachelor of Laws 124 183

Bachelor of Arts 44 603

Bachelor of Science 20 261

Bachelor of Teaching 2 26

Total 376 1543

OUA Section (Manager – Judy Hudson) SLTC Report February follow up on „data on the non-award OUA failure rate‟ Judy Hudson advises that there is no research data available on this but she has provided the following information:

Many of the students are new to university study and they don‟t realise they need to formally withdraw from a unit if they don‟t wish to continue. As this cohort often consists of busy people the need to withdraw correctly doesn‟t figure on their radar.

A small but significant number of students need to be enrolled in a full time load to keep their Centrelink benefits. It appears that they have no interest in completing their studies.

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There are a number of OUA students with a disability including mental disabilities and this group generally applies for retrospective withdrawal well after the study period ends.

Evaluation results are in for Study Period 4 (SP4) and Macquarie continues to received positive feedback above the mean as shown in the graph below.

Interest in the OUA Bachelor of Arts continues to increase in leaps and bounds, for example the undergraduate unit PSY130 for SP2 has received 818 enrolments so far, almost three times the previous level of enrolments with entries still open until 15 May, 2011. Course Delivery Services (Manager – Angela Chow) Assignment Processing

External Units 2009 2010

Units Assignments Units Assignments

Total No. 419 19169 424 19318

Being printed by request of Academic/marker 409 18730 412 19015

Being forwarded electronically 13 439 12 303

OUA Units 2009 2010

Units Assignments Units Assignments

Total No. 139 23184 148 25495

Being printed by request of Academic/marker 68 11027 74 14056

Being forwarded electronically 71 12157 74 11439

Material Despatch

Year External Units OUA Units Total

2009 98086 10882 108,968

2010 92664 12405 105,069

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SENATE LEARNING AND TEACHING COMMITTEE

PACE REPORT

UPDATE AGAINST TOP 15 PRIORITIES

(Priority # 1) – Better integration of PACE into MQ governance structures and

academic plans

Faculty Academic Directors of Participation (FADPs) now working in Faculties and seeking

membership of relevant committees (e.g. FLTC)

FADPs now members of PACE Advisory Committee

Form of Participation Unit representation in Handbook to be considered by ASQC at 19 April

2011 meeting (Schedule of Participation Units plus “P-flags” in degrees)

Completion of a Participation unit proposed for inclusion on transcript (internal and external)

and AHEGS.

(Priority #2) – Recruit Faculty-based PACE staff

All 4 of our new FADPs are on board. Most are transitioning to the roles on a part-time basis in

light of teaching and other commitments in their Departments/LTC.

All 4 Faculty Participation Managers (FPMs) are also on board.

Both the FADPs and the FPMs have been busy introducing themselves to people across their

respective Faculties, and have also been meeting regularly with PACE Hub staff.

(Priority #3 and #4) – Encourage accreditation of new and existing Participation units,

including Faculty shells

The FADPs and FPMs have been meeting with individual unit convenors in their Faculties to

progress the conversion of existing units to participation units.

The FADPs, FPMs and the PACE Office staff are holding a planning day on 28 April to nut out

detailed strategies for (a) achieving the revised Implementation Horizon (majority of degrees)

through conversion of existing and approval of new participation units, and (b) how the

Faculty-level participation units will work in practice.

(Priority #5) Develop a PACE Toolkit

A number of the PACE Working Parties are involved in developing key elements of the PACE

Toolkit for unit development, partner/project development, and student recruitment/

matching.

The FPMs have been giving us very helpful feedback on some of the previously approved

Toolkit documents, and Angela Voerman has kindly ‘road-tested’ a number of them during her

trip to the NT.

All of the Toolkit documents will be available on the Staff section of the new PACE website,

which is coming soon (see #11 below).

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(Priority #6) – Marketing and implementation strategy for partnership development

Preliminary meetings with Ku-ring-gai (LC) and Ryde (Prof Gail Whiteford) Councils who are

both keen to progress PACE partnerships. Heather Middleton has also met with a senior Policy

Manager in DEC (formerly DET) who is keen to progress a number of collaborations with

Macquarie. Also some interest in PACE partnerships from Cochlear, although (numerous)

other areas for potential collaboration between Cochlear and Macquarie have greater priority.

Angela Voerman has returned from her time in the NT working on a range of PACE-related

projects, including partnership development with indigenous communities in and around Alice

Springs.

Agreed strategy for working with the Careers Office to ensure potential partnerships and

student opportunities are notified through to the FPMs.

(Priority #9) – Develop a PACE research strategy

FADPs, HM and LC meeting on 21 April to discuss best way to progress this

(Priority #11) Develop and implement an internal and external communications

strategy to raise awareness of PACE

Commencing Roadshow series of seminars week beginning 18 April with

(a) an Information Session targeting management and professional staff needing to plan in

advance for the implementation of PACE, and academic and professional staff who are

involved in student advising. This will cover the what, when, how, and why of PACE –

particularly from the student perspective.

Subsequent sessions will include

(b) workshops for the ‘prospects’: aimed at enthusing academics who might be interested in

running a participation unit – involving passionate practitioners talking about the benefits

to students and staff of doing so

(c) workshop for the ‘converts’: nuts and bolts of how to develop or convert a unit into a

participation unit - the criteria, the process of accreditation, the resources to assist in

partnership and project development

(d) (available on-demand): the LTC workshops on assessment and reflection resources to

support the academic development of participation units

(e) ‘practical paperwork’ workshops to assist convenors make the best possible case to

FSQC/ASQC for having their units approved as participation units

PACE staff are holding a half-day meeting with the Marketing Unit to develop the framework

for our internal and external communications strategy for PACE. This will be on the morning

of 3 May.

The new PACE website will go live before Easter. We will hold a formal launch of the site at

some stage in May (possibly linked to one of the Roadshow seminars)

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(Priority #12) Actively identify and pursue alternative funding streams for PACE

4 responses received to consultancy brief to develop a Sponsorship Strategy for PACE,

including a corporate Prospectus, and consultants will be doing their pitches on 28 April. The

objectives of this exercise are

o To create new revenue streams for the PACE program and to thereby strengthen the

university’s ability to promote and support the PACE program;

o to develop sustainable and mutually beneficial relationships with sponsors; and

o to generate better awareness of the PACE program amongst key stakeholders

(Priority #13) Modify SONIA in line with emerging PACE business processes

Work is continuing on the trial of SONIA for a range of PACE-related unit/s and program/s –

these units are serving as ‘tests case/s’ for assessing SONIA's efficacy as a tool for matching

students to Participation projects (PSY399, PACE International projects, SOC301 and

FBE200/300), and more SONIA training for ‘pilot-ees’ has been held.

(Priority #15) Develop protocols and systems for student enrolment procedures and

managing staff workflows and workloads that recognise the significant lead-time

involved in matching students to partners/projects via participation units before their

actual semester of enrolment.

An initial scoping of the eApplication module within AMIS has been completed. It looks as

though this will provide an excellent early notification system for participation unit interest

and PACE International co-curricular activities. Pilot(s) now being pursued.

Other developments

A Working Party has been established to examine the existing student mobility assistance

schemes, such as International Exchange, Study Tours, PACE International and GLP, with a

view to providing the most equitable and efficient allocation of assistance to students

undertaking international learning activities. It is anticipated that the review will also lead to

improved coordination between Macquarie International and the PACE Office. The Working

Party is currently developing a Terms of Reference to guide its activities.

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UNGRADED PASS – SATISFACTORY???

Ruth McHugh, the Faculty Participation Manager for the Faculty of Science, has sent through the attached paper (http://senate.mq.edu.au/sltc/ltagenda/2011/0411/UngradedPasses.pdf) for discussion on the use of the word 'satisfactory' for ungraded units. The Associate Deans of the Faculties are asked to provide the Faculty‟s feedback on this paper.

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RECOGNITION OF PRIOR LEARNING DISCUSSION PAPER

BACKGROUND

The University currently awards credit for recognised tertiary-level studies undertaken at other accredited institutions – called credit for previous studies (CPS). This is not an automatic process, but one that requires the student to submit a request after they have accepted their offer. The request must be supported with sufficient acceptable documentary evidence ie official transcripts on institutional letterhead with details of all subjects attempted and grades achieved. There are a range of limits, restrictions and caveats that apply to CPS. At the undergraduate level, CPS counts towards 100 and 200-level requirements only. The decision relating to CPS is an administrative decision based on approved schedules.

A student who has been awarded CPS can then request an exemption from a specific unit or units. An exemption is a decision made by an Exemptions Officer. It is normally determined at the time of enrolment by a member of the academic staff from the relevant area of study. An exemption results in the student not being required to enrol in a particular unit. This is because they have successfully completed a similar unit at another recognised institution. An exemption is determined on the basis of overlap of content and can only be applied to a student who has been granted CPS. Exemptions count for prerequisite purposes.

A student requesting an exemption must provide the unit guide or outline which must include the following information:

Weekly topic outline

Methods of assessment

Textbook and/or reading list

Grading information

It is possible to request and obtain an exemption from a unit that is designated as a participation unit.

DISCUSSION

With the introduction of participation units, it is probable that students might now seek to have waived the requirement to complete the experiential component of a participation unit on the basis of their prior life/work experience. Recognising prior life/work experience is generally referred to as the Recognition of Prior Learning (RPL). The Australian Qualifications Framework (AQF) defines RPL as:

an assessment process that involves assessment of the individual’s relevant prior learning to determine the credit outcomes of an individual application for credit.1

Monash University describes it as: an assessment process that assesses the individual's non-formal and informal learning to determine the extent to which that individual has achieved the required learning outcomes, competency outcomes, or standards for entry to, and/or partial or total completion of, a qualification.

1 AQF, Monitoring the Framework, 2002 (p93)

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Curtin University awards credit on the basis of RPL and defines it as: recognition of prior studies undertaken at another accredited institution, or work experience that is relevant to the student's area of study. It is shown as credit toward a degree on the student's record and may enable the student to complete his or her studies faster than normal.

RPL is different to seeking an exemption from a participation unit, as it is not the whole unit for which the exemption is being sought, but rather a component within a unit. The University does not currently award academic credit for learning completed outside the formal accredited institutional environment, nor does it award partial unit exemptions – a student is either eligible for a full exemption or they are not.

CURRENT PRACTICE – GO8

Details on the practices at Go8 institutions is attached (Appendix A). All recognise prior learning outside the formal educational institution in some form.

RECOMMENDATION

That Academic Senate discuss the relative merits of RPL and whether it ought to be available to students of the institution.

ISSUES TO CONSIDER

1. Should Macquarie University recognise learning undertaken outside the formal

institutional environment?

2. If so, what definition should be applied to this term?

3. Should RPL be available for:

a. admission to a program

b. credit within a program

c. exemption

d. waiving a component within a unit

4. What evidence would be required?

5. Who should make the decision?

6. What enrolment implications would there be?

7. How long ago should the experience have happened for it to be still valid?

8. In relation to participation units, will the learning need to have been undertaken in an

organisation that meets the Participation Criteria?

9. Can a student use the same activity across more than one participation unit? What if the

activity involved substantially more hours than that required by minimum set by ASQC2.

10. Others?

FOR DISCUSSION 4 April 2011

2 ASQC: A minimum 50% of the total workload for a Participation Unit should be spent on the participation

activity – including all the components e.g. introduction/orientation, scaffolding, the experience/s or project/s,

debrief and assessment. A minimum 20 % of the total workload for a Participation Unit should be spent on the

experiential component. For a 3cp unit run over a 15 week period, a minimum of 135 hours would be the

expected workload. The 20% minimum would equate to 30 hours for the experiential component.

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Accept (Yes/No) Policy Notes

Australian

National

University

Yes. For graduate studies

Masters Framework

Credit:

AQF Vocational Awards at Certificate I-IV level

Other AQF Vocational Awards and Higher Education Awards without the required evidence of preparation (see Section 1)

Formal learning including courses delivered by an RTO

Informal learning The Course Authority can grant credit (status) upon satisfactory assessment against the course learning outcomes. No more than 25% of specified credit (status) can be granted in this category. http://info.anu.edu.au/ovc/assets/Committees/040PP_Education/uecmtg3_2009/1367bMFworkWP2008final17apr09.pdf

Master of Liberal Arts (Visual Culture Research)

If credit for RPL is sought a case must be presented in writing to the program convenor. Applications for entry on the basis of RPL only will require submission of a professional portfolio submitted to the program convenor. Relevant professional experience would most commonly relate to paid work in museums, cultural and collecting institutions or heritage sites or employment in a relevant government department or other industry organisation. Individual consultancy work or other professional experiences could also be relevant and will be assessed on a case by case basis by the program convenor according to a professional portfolio submitted by the applicant. Applications for entry on the basis of RPL only will require submission of a professional portfolio submitted to the program convenor. The portfolio should consist of:

a detailed CV.

a statement about relevant duties undertaken as part of the professional experience. This will include a statement of the number of years of professional experience and

ANU has RPL policies for Graduate Studies as they mentioned the adoption and amendment of RPL in Committee Minutes dated back to 2008. http://info.anu.edu.au/ovc/assets/Committees/040PP_Education/uecmtg3_2008/492abosrepmay08.pdf But details could not be found on its website. No information on RPL for undergraduate can be found.

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Item 5.2

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Accept (Yes/No) Policy Notes

the work conducted, as well as a statement by the applicant describing how and why this experience is equivalent to completion of an undergraduate degree in a relevant area.

a writing sample of the kind and to the standard that we would expect of graduates of an undergraduate degree. This might include a professional report, professional recommendations or submission, significance assessment, etc.

two referee's reports that confirm the capacity of the applicant to undertake postgraduate study.

http://studyat.anu.edu.au/programs/7146XVCR;overview.html

Monash

University

Yes Assessment of prior learning is an academic responsibility.

Standard assessments based on established precedents - in writing to faculty or school admissions staff, or International Admissions staff

Non-standard assessments or assessments without an established precedent - referred to nominated faculty academic staff

Applications for credit on the basis of RPL are assessed on the basis of evidence that the applicant has gained work experience or other experience, and/or completed non-accredited training such as professional development, with the result that they have achieved the learning outcomes of the unit or units for which credit is sought.

RPL is sought for work experience, evidence required comprises a CV, letters of reference and details of referees, together with certified copies of certificates for any professional development courses relevant to the application.

Faculties may also require applicants to undergo an interview and/or challenge tests or assessments, and/or to submit a folio of creative work, to confirm that they have achieved the requisite learning outcomes.

Where assessment of an applicant’s prior learning establishes that it is equivalent to a unit which can contribute to completion of the course, they will be given credit for the unit rather than an exemption, subject to the limits on total RPL credit stated in these procedures.

In this table, University –wide policy and detailed and specific policy for Faculty of Information Technology is listed. Other faculties in Monash do not publish the policy details online, all referring to university-wide policy.

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Accept (Yes/No) Policy Notes

There is no charge for assessment for recognition of prior learning for credit to Monash University course offerings at Australian campuses.

RPL will not normally be accepted for admission to undergraduate programs. A case for exceptions may be made to Coursework Admissions and Scholarships Committee (CASC). In such cases where there is an urgency, executive authority may be exercised by the Chair of CASC.

http://www.policy.monash.edu/policy-bank/academic/education/admissions/recognition-of-prior-learning-procedures.html Faculty of Information Technology RPL falls into two main areas:

1. Credentialed: recognition of skills, knowledge and competencies acquired other than from an Australian University or TAFE college, Registered Training Organisation or equivalent.

2. Uncredentialed: recognition of skills of a non-academic nature through work experience or through life experience.

Criteria for Assessment Curriculum Vitae (CV) List job titles held by applicant Description of major responsibilities: made presentations; level and language of

programming. Timelines for each position Letters of reference confirming data on CV and details of referees Certified copies of certificates for any professional development and their results. Interview process with relevant academic Appropriate unit exam/test. Folio of creative work

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Item 5.2

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Accept (Yes/No) Policy Notes

The relevant Credit Assessor will decide from the above range of assessment, the most appropriate means to assess and determine the applicant’s level and depth of knowledge for granting of RPL.

Procedure for Assessment of RPL

In the case of credentialed applications, evidence should be in the form of standard documents issued by the educational institution/enterprise involved, showing when the study/training was done, duration of the course, results (if any), and course contents.

In the case of uncredentialed applications, the applicant should submit a written report from their employer(s) or relevant person (e.g. Volunteer Program Coordinator), testifying to the work claimed by the applicant, and providing a detailed description of the nature of the work, its duration, and the particular role of the applicant.

When an RPL application is based on Overseas-gained learning/experience, then any documents or reports submitted must be verifiable. They should also be written in English or accompanied by a translation into English authorised as accurate and genuine.

All documents if not original must be certified by an appropriate person such as Justice of the Peace, registered Medical Practitioner or Veterinary Surgeon, Pharmacist, or a Police Officer who has served for more than 5 years.

Once assessment is complete, the assessor will provide a short report to the credit administrative staff member of the School, detailing the mode of assessment and the final decision. The School credit administrative staff member will then inform the applicant in writing of the success or failure of their application.

All completed applications for RPL will be submitted for noting and discussion at the Faculty Admission and Credit Transfer Sub Committee, to provide moderation and ensure consistency of approach across the Faculty.

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Item 5.2

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Accept (Yes/No) Policy Notes

General Guidelines The number of credit points allowed via RPL would normally be up to 12 points for

postgraduate programs and 24 points for an undergraduate program*. Exceptions to these limits may be allowed at the discretion of the Course Director and Credit Assessor and will be reported to the Faculty Education Committee.

RPL must have a recency requirement of 10 years for completion of previous non-accredited study or work experience. Where the Dean or Dean’s nominee authorises an exception to these limits, the exception will be reported to the Faculty Education Committee.

RPL will normally be granted only in the form of specific credit for Monash units. Several units of ‘prior learning’ can be assessed together to provide sufficient credit

for a whole undergraduate unit. Credit via RPL may apply to units at any year level. The Credit Assessor in collaboration with the Chief Examiner will assess and approve

credit based on RPL for a particular unit. Eligibility for credit based on RPL assessment does not guarantee an applicant a place

in the course in which such credit may be available

http://infotech.monash.edu/apply/process/credit/recognition-of-prior-learning.html

*For Postgraduate programs, 96cp for 2-year full time studies and 72cp for 1.5-year full time studies. For undergraduate programs, 144cp for 3-year fulltime studies.

University of

Adelaide

Yes The University may offer credit for:

formal learning, i.e. i. a successfully completed unit of learning that takes place during a structured

academic program which, if completed, would lead to an AQF higher education award or international equivalent; or

ii. a successfully completed unit of learning that takes place through a structured academic program that would lead to an AQF VET Diploma or Advanced Diploma, provided the student has completed the program as well as the unit.

non-formal learning, i.e. a successfully completed unit of learning that takes place through a structured program but does not lead to a formally recognised qualification

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Item 5.2

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Accept (Yes/No) Policy Notes

informal learning that occurs through work experience. The University will require evidence of all forms of learning before credit is granted. In the case of informal learning, the University may require a student to undertake tasks which enable their learning outcomes to be assessed. http://www.adelaide.edu.au/policies/3203/ http://www.adelaide.edu.au/policies/3203/?dsn=policy.document;field=data;id=5423;m=view

University of

Melbourne

Yes Nursing recognises three main types of prior learning:

accredited postgraduate nursing studies

eg. certificate or diploma courses from a tertiary education institution

clinical training programs relevant to your chosen specialty from Nursing's register of recognised courses

eg. NWMH mental health graduate program

significant clinical experience in your chosen specialty The University’s credit policy allows for students to receive credit for up to 50% of the course based on accredited postgraduate studies and up to 25% of the course based on clinical training and/or experience. However, each credit application is assessed on a case-by-case basis. Applying for recognition of prior learning In the case of clinical experience, you should provide a detailed resume, including training and performance development activities, and a recent performance appraisal. Please note that supporting documentation may be provided at a later date if necessary, eg. transcripts for courses not available at the time of application. However, all study recognised as prior learning must be completed before you commence your University of Melbourne course.

The university has adopted RPL but the detailed university – wide policy could not be found on the website. Social Work department publishes their specific policy for Nursing.

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Item 5.2

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Accept (Yes/No) Policy Notes

http://www.socialwork.unimelb.edu.au/__data/assets/pdf_file/0010/389080/MSW_Field_Education_RPL_policy_2011.pdf

University of

New South

Wales

Yes. No information about RPL policy on undergraduate programs could be found on website.

In all cases, RPL is at the discretion of the relevant course leader. RPL is not granted for elective courses*. Application requirements vary across the AGSM MBA Programs as shown below. Full-time MBA, Graduate Diploma in Management (GDM) and Hong Kong GDM A test will be administered to determine whether a student is granted credit for previous studies. Student is granted credit for previous studies. Students must achieve 70% or more in the test to be eligible for credit transfer. The test may be waived under the following circumstances, at the discretion of the course leader:

Students who have undertaken postgraduate management studies within the last five years with other tertiary institutions and university business schools may be eligible for exemption from some core courses (excluding full-time MBA). The principle followed is that there must be at least 70% match of content and students should have achieved a mark of 70% or above.

Students with current membership of or good standing in CPA Australia, ICAA or FINSIA may be given credit transfer for Accounting & Financial Management and Corporate Finance. Students who have completed the requirements of the GCCM with a weighted average mark (WAM) of 60% or more and who wish to continue their studies by embarking on the GDM may be given credit for Managing People & Organisations, Managerial Skills and Managing Change.

UNSW Institute of Languages offers Recognition of Prior Learning (RPL) to those who have completed the Certificate in English Language Teaching to Adults (CELTA) or the Certificate IV in TESOL.

*It does not specify for which course RPL is not applicable. Detailed policy could only be found within AGSM MBA program and Institute of Languages on the website.

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Item 5.2

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Accept (Yes/No) Policy Notes

University of

Queensland

Yes Assessment of RPL Assessment of RPL must fulfil the same criteria that are associated with assessment of learning outcomes in any conventional course: assessment must be valid, current, sufficient, reliable and authentic. Assessment will be the responsibility of the faculty. Assessment might rely on—

a portfolio containing a range of supporting materials and evidence; work-based assessments; examinations; projects; interviews; demonstrations; or some combination of the above.

University of

Sydney –

Sydney

Learning

Yes. In Sydney Learning only.

Application for RPL is open to everyone, however it is recommended that the students first contact us to discuss your experience and the RPL process before applying. There is no limit to the number of units for which you can achieve RPL. It is possible, in some circumstances, for a highly experienced participant to achieve RPL in all units of competency. In this situation you would bypass all workshops and assessments, and gain your qualification at a significantly reduced cost.

An assessor will work with you to match your current skills and work roles and responsibilities with each unit of competency.

Together you will build an extensive portfolio of evidence which will be submitted for RPL assessment. This portfolio will contain evidence such as workplace reports, client feedback, peer assessment, supervisor’s references, and project documentation.

To achieve RPL in each unit you must first show sufficient evidence of competency. For those units which evidence cannot be presented or is insufficient, you will be required complete a workshop.

University-wide policy could not be found. Little RPL information is provided on website which is with respect to previous learning from formal study, not informal/work experience. RPL relating informal study/work or life experience is mentioned and details can be

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Item 5.2

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Accept (Yes/No) Policy Notes

Diploma of Management RPL is granted to participants who throughout the Certificate IV in Frontline Management Program demonstrated their experience and competence through workplace based assignments, to supply evidence of working at a the Diploma level. http://www.sydneylearning.com.au/rpl

found in Sydney Learning.

University of

Western

Australia

Yes The application must:

Provide a summary statement articulating their eligibility for RPL

Submit documentation that provides evidence of their achievement of a standard of practice in line with First Placement Performance Outcomes

Complete the Critical Reflection and Review requirements outlined in the Portfolio of Learning

Provide other available material to support their claim for a capacity for critical thinking and effective interpersonal practice, such as client and/or colleague feedback

Provide two references speaking to the Performance Outcomes outlined above Before initiating this process, a student must discuss their application with the Field Placement Coordinator. Decisions in relation to credit will be made at the discretion of the Faculty, based on the Discipline’s recommendation. Students will be assessed on a case-by-case basis. Applications for credit will be assessed at a special Discipline meeting. The professional representative on the Board of Studies in Social Work and Social Policy will attend this meeting. Students will be informed in writing of the decision.

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Item 6.1

27

SENATE LEARNING AND TEACHING COMMITTEE

APPOINTMENT OF THE CHAIR

CHANGES TO THE TERMS OF REFERENCE OF THE SLTC

The SLTC received a nomination for appointing A/Professor Dominic Verity as the Chair of the Committee. The current TOR of the SLTC require that: "The Chair of the Learning and Teaching Committee shall be elected from within the membership." In practice, this position was filled from outside the membership including the current nomination made by the Chair of Academic Senate. It is proposed that the TOR of the Committee is reviewed to reflect this practice. RECOMMENDED That the Terms of Reference of the Senate Learning and Teaching Committee be amended so that "The Chair of the Learning and Teaching Committee shall be elected from within the membership." is replaced by: "Chair [Appointed by the Chair of Academic Senate]". Professor Julie Fitness Acting Chair Senate Learning and Teaching Committee

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Item 6.2

28

SENATE LEARNING AND TEACHING COMMITTEE

Member from the Faculty of Human Sciences

The Senate Learning and Teaching Committee received a nomination from the Faculty of Human Sciences to appoint Dr Michael Cavanagh from the Department of Education as a member of the Committee under the following category prescribed by Term of Reference: “One member per Faculty-nominated by the Executive Dean-who is a University or national learning and teaching award holder or past or present holder of a University teaching fellowship, any level of appointment.” In 2007 Dr Michael Cavanagh was awarded a Macquarie University Vice Chancellor's Citation for Outstanding Contribution to Student Learning, and in 2008, an Australian Learning and Teaching Council Citation for Outstanding Contribution to Student Learning. RECOMMENDED That Dr Michael Cavanagh is appointed as a member of the Senate Learning and Teaching Committee from the Faculty of Human Sciences.

Professor Julie Fitness Acting Chair Senate Learning and Teaching Committee

PARTICIPATION  AND  COMMUNITY  ENGAGEMENT  (PACE)  DISCUSSION  PAPER  

 UNGRADED  PASS  =  SATISFACTORY???  

Background  This   issue   has   arisen   from   the   Participation   and   Community   Engagement  initiative.  In  discussing  how  the  new  Participation  “Shell”  Units  which  have  been  created   for   each   Faculty   may   function,   some   Heads   of   Department   have  suggested   that   due   to   variations   occurring   within   placements,   the   units   may  sometimes   be   offered   on   a   Pass/Fail   basis.   This   is   allowed   for   in   the   current  Macquarie  University  grading  Policy:  

Satisfactory  Used  for  units  where  grading  is  on  a  pass  or  fail  basis  only.  The  learning  attainment  is  considered  satisfactory  in  relation  to  the  specified  outcomes.    S   Satisfactory   No  range  F   Fail     No  range  (http://www.mq.edu.au/policy/docs/grading/policy.html)  

Discussion  Further  to  this  it  was  raised  that  when  a  grade  is  considered  to  be  ungraded1  the  descriptor  of   “Satisfactory”   is  not  an  accurate  description  of  what  an  Ungraded  Pass  is.  

The   Cambridge   Online   dictionary   defines   Satisfactory   as:   “good   or   good  enough  for  a  particular  need  or  purpose”.  Other  definitions   include:   “acceptable,  sufficient”   (http://thesaurus.com/browse/satisfactory.)   Synonyms   include:  “adequate,  comfortable,  competent,  decent,  enough,  sufficient.”  

All  of   these  definitions  describe  a  status  which  could  be  perceived  as   less  than   complimentary  by   a   high   achieving   student.   In   fact   by  using   an   adjective,  “Satisfactory”,  an  implicit  grade  is  given  where  none  should  exist.  

Of   38   other   Australian   Universities   listed   on  http://www.universitiesaustralia.edu.au/   only   11   use   “Satisfactory”   for   an  Ungraded   Pass   in   official   grades.   The   most   common   descriptor   is   either  “Ungraded  Pass”  (UP),  “Non-­‐Graded  Pass”  (NGP)  or  a  variation  on  a  “Pass”  (#P,  P,  PU  etc,  see  attachment).    Recommendation  If   the  use  of  ungraded  passes   is   likely  to  be  more  commonplace  in  the  future  it  might   be   appropriate   at   this   time   to   discuss   replacing   the   grade   ‘Satisfactory’  with   a   neutral   and   less   descriptive   term   to   signify   the   achievement   of   such   a  grade.   This   would   align   Macquarie   University   with   the   majority   of   other  Australian   universities   and  would   reflect  more   correctly   the   true   nature   of   an  ungraded  pass.    FOR  CONSIDERATION  28  March  2011  

                                                                                                               1  for  example  where  the  involvement  of  external  assessors  makes  it  difficult  to  compare  students’  performance  in  an  equitable  fashion  or  the  unit  involves  group  activity  where  the  contribution  of  individual  students  cannot  be  distinguished  easily.  

Attachment:    Universities’  Coding  for  Ungraded  Pass  

By  Code  University   Code  SWINBURNE   #P  MELBOURNE   CMP  ANU   CRS  FLINDERS   NGP  GRIFFITH   NGP  ADELAIDE   NGP  UNDA   NGP  UniSA   NGP  ECU   P  LATROBE   P  UQ   P  USQ   P  CURTIN   PASS  UTS   Pass  -­‐  not  graded  MONASH   PGO  CQU   PN  ACU   PS  CDU   PU  USC   PU  RMIT   PX  Sydney   R  JCU   S  MACQUARIE   S  QUT   S  BALLARAT   S  UNE   S  UWS   S  UOW   S  VU   S  SCU   SR  CSU   SY  UNSW   SY  BOND   UGP  or  UGF  DEAKIN   UP  MURDOCH   UP  CANBERRA   UP  NEWCASTLE   UP  TASMANIA   UP  UWA   UP              

By  Institution  University   Code  ACU   PS  ADELAIDE   NGP  ANU   CRS  BALLARAT   S  BOND   UGP  or  UGF  CANBERRA   UP  CDU   PU  CQU   PN  CSU   SY  CURTIN   PASS  DEAKIN   UP  ECU   P  FLINDERS   NGP  GRIFFITH   NGP  JCU   S  LATROBE   P  MACQUARIE   S  MELBOURNE   CMP  MONASH   PGO  MURDOCH   UP  NEWCASTLE   UP  QUT   S  RMIT   PX  SCU   SR  SWINBURNE   #P  Sydney   R  TASMANIA   UP  UNDA   NGP  UNE   S  UniSA   NGP  UNSW   SY  UOW   S  UQ   P  USC   PU  USQ   P  UTS   Pass  -­‐  not  graded  UWA   UP  UWS   S  VU   S