Download PPT Session 4
Transcript of Download PPT Session 4
RSD at USP
Jito Vanualailai & Heena Lal
Refreshing the Curriculum with RSD: A Symposium
Tuesday, November 27, 2012
Monash University
Caulfield Campus, Melbourne, Australia
12 member Countries. Melanesia: •Fiji •Vanuatu •Solomon Is Polynesia •Tonga •Samoa •Niue •Cook Is •Tokelau •Tuvalu Micronesia •Kiribati •Nauru •Marshall Is
CONTEXT
“For USP to produce graduates with research literacy and skills to help address the environmental, economic, social and cultural challenges that face the Pacific region.” USP COUNCIL, 2010
COUNCIL
USP
Work within Graduate Outcomes
Professionalism
Ethics Critical
Thinking
Creativity Communication
Pacific
Consciousness
Teamwork
RSD Embracing all of
USP’s institutional
outcomes
Ethics
Creativity
Pacific
Consciousness
Sustaining Pacific
societies
Manages time
and processes
Research and
problem solving skills
Responsibility and
contribution
Clarity,
coherence and
citing
Gathering and
appraising information
Academic conventions,
and ethical perspective
and environment
Team Work
Critical Thinking
Communication Professionalism
Implementation of RSD starting 2011
University Generic Courses •UU100 Information and Communications Literacy •UU114 English for Academic Purposes •UU200 Ethics and Governance •UU204 Pacific Worlds
UU100 Information & Communications Literacy
AIM: To ensure that all incoming (first-year) students develop knowledge and competence in the use of computers and information resources. Initial impact on the course: •No change in course content. •The assessment activity and criteria were modified in one assignment
START
SMALL
UU100 Information & Communications Literacy
UU100 Assignment 2 marking
criteria for RSD
Next step for UU100 To use the RSD framework to frame the Final Assessment (40%) which is an ePortfolio submission in 2013.
USAGE
EXPANDED
Implementation of RSD at USP – UU114
AIM: To focus on developing students’ academic writing, reading and speaking skills to support their language needs in courses and in future professional tasks. Initial impact on the course: •No change in the course content and hardly any change in the elements •The only change was that the layout of the marking rubric was modified to align it with the RSD framework.
Implementation of RSD at USP – UU114
Marking rubric for UU114 Assignment 3 Research
Essay
Next step for UU114 To implement the RSD framework
in Assignment 3 in the DFL offering of the course in Semester 1 of 2013, and also to look at framing other Assignments with RSD.
Feedback – UU100 and UU114
• Greater clarity of academic expectations on
research literacy and skills for students. • Greater clarity of the marked assessment to
students in UU100. • Equivalent grading to the past as determined by
comparison of old criteria with RSD-framed criteria with sample of 2012 UU114 student assessments.
• Inter-rater reliability found to be high in UU114. • Common platform for developing research skills
and literacy
NEXT STEPS FOR USP
• To implement RSD in UU200 and UU204, and
100-level discipline based courses – 2013. • Working on questionnaires for pre-RSD and post-
RSD surveys to get students’ perceptions. • Survey of course coordinators, lecturers and
teaching assistants in 2013 for perceptions of RSD utility in their courses.
• Development of a database to show and keep
track of courses and disciplines/ majors which implement RSD.
NEXT STEP FOR THE PACIFIC REGION RSD for PICs universities: •6 in PNG •3 in Fiji •2 French territories •1 in Samoa