The University of Western Australia€¦ · University Policy on Changes to Units and Courses –...

File Ref: F68752

5th April 2018

MEMBERS OF THE CURRICULUM COMMITTEE

Acting Dean of Coursework Studies as Chair (Professor Graham Brown) Nominee of the Chair of Academic Board (Professor Robyn Carroll) Nominee of the Dean of Graduate Research School (Dr Sato Juniper) Academic Secretary (Dr Kabilan Krishnasamy) Nominee of the Director, Future Students (Recruitment) (Mr Joel Wittwer) Nominee of the Associate Director, Admissions (Mr Rick Ackerman) Senior Manager, Student Services (Ms Di Regan-Roots) Academic Coordinator, Bachelor of Philosophy (Hons) (Dr Kathy Sanders) Nominee of the President of the UWA Student Guild (Mr Conrad Hogg) Nominee of the President of the Postgraduate Students’ Association (Mr Alexander Tan) Associate Dean (Learning and Teaching) of each faculty or nominee and the nominee of the Pro Vice-Chancellor (Indigenous Education):

Faculty of Arts, Business, Law and Education (Professor Philip Hancock) (Deputy Chair) Faculty of Engineering and Mathematical Sciences (Dr Dianne Hesterman) Faculty of Health and Medical Sciences (Dr Daniela Ulgiati) Faculty of Science (Associate Professor Peter Hammond) (Associate Chair) School of Indigenous Studies (Associate Professor Grant Revell)

INVITEE Dr Jason Bell, School of Psychological Science for item 9

IN ATTENDANCE Ms Sally Jackson, Office of the Dean of Coursework Studies Ms Jessica Stubbs, Office of the Dean of Coursework Studies

CURRICULUM COMMITTEE MEETING – WEDNESDAY 11TH APRIL 2018

This is to confirm that the next meeting of the Curriculum Committee will be held from 2.00pm to 4.00pm on Wednesday 11th April in the Senate Room.

Members are advised that this agenda has been formatted to be ‘electronic device friendly’ by including bookmarks to provide easier navigation throughout the document. Click here for details.

Part 1 of the agenda relates to items for noting, Part 2 of the agenda relates to items for decision to be dealt with en bloc by motion by the Chair. Part 3 is for discussion. A member may request the transfer of an item from Parts 1 and/or 2 to Part 3.

Relevant background information has been provided for each item on the agenda, but if members require further details they are welcome to contact the Executive Officer (via [email protected]).

Ms Kath Williams Executive Officer, Office of the Dean of Coursework Studies

WELCOME

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The Chair will welcome members to the first meeting of the Curriculum Committee in 2018 and in particular welcome the following new members:

• Dr Dianne Hesterman • Mr Conrad Hogg • Mr Alexander Tan

APOLOGIES

The Chair will record any apologies. Members are reminded that apologies should be forwarded to the Executive Officer (via eo-deancswk @uwa.edu.au) prior to the meeting.

DECLARATIONS OF POTENTIAL FOR CONFLICT OR PERCEIVED CONFLICTS OF INTEREST

The Chair will invite members to declare potential for conflict or perceived conflicts of interest, if applicable, with regard to items on the agenda.

1. MINUTES – REF: F68752

Confirmation of the:

• minutes of last meeting 8th November 2017; • noting of decisions 22nd November 2017; • noting of decisions 28th November 2017; • noting of decisions 7th December 2017; • noting of decisions 17th January 2018; • noting of decisions 14th February 2018; • noting of decisions 14th March 2018; and • noting of decisions 19th March 2018.

Minutes are available from the Committee’s web page.

PART 1 – ITEMS FOR COMMUNICATION TO BE DEALT WITH EN BLOC

2. MEETING DATES IN 2018 FOR THE CURRICULUM COMMITTEE – REF: F68755

Members will note that the meeting dates and the cut-off dates for receipt of agenda material for 2018 for the Curriculum Committee have been confirmed as follows:

2018 meeting date and time Cut-off date for receipt of agenda items Venue 1pm - 3pm,Wednesday, 14th February – Cancelled

Wednesday, 31st January Senate Room

2pm - 4pm, Wednesday, 14th March – Cancelled

Wednesday, 28th February Senate Room

2pm - 4pm, Wednesday, 11th April Wednesday, 28th March Senate Room

2pm - 4pm, Wednesday, 9th May Wednesday, 25th April Senate Room

2pm - 4pm, Wednesday, 13th June Wednesday, 30th May Senate Room

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2pm - 4pm, Wednesday, 11th July Wednesday, 27th June Senate Room

2pm - 4pm, Wednesday, 8th August Wednesday, 25th July Senate Room

2pm - 4pm, Wednesday, 12th September Wednesday, 29th August Senate Room

2pm - 4pm, Wednesday, 10th October Wednesday, 26th September Senate Room

2pm - 4pm, Wednesday, 14th November Wednesday, 31st October Senate Room

For noting.

3. CHANGES TO POSTGRADUATE CURRICULUM FROM 2018

By way of background members will note that with the introduction of the course 32550 Master of Teaching – Secondary (coursework), the “Secondary” specialisation in the course 31520 Master of Teaching (coursework) was removed, effective from 2018. However, pending confirmation that the course 32550 Master of Teaching – Secondary (coursework) will be eligible for Income Support, it has been necessary to re-instate the “Secondary” specialisation back into 31520 Master of Teaching (coursework) which is eligible for Income Support for 2018. Approval for this change was required by the 31 March 2018 census date to enable the timely transfer of students into 31520 Master of Teaching (coursework) to avoid financial implications (Income support) by the affected students.

This change was approved by the Chair of the Committee via delegated authority of the Committee on 20 March 2018.

For noting.

PART 2 – ITEMS FOR DECISION TO BE DEALT WITH EN BLOC

4. PROPSALS FOR NEW UNIVERSITY PRIZES

In accordance with the University Policy on Prizes the Curriculum Committee is responsible for the establishment, amendment or rescission of undergraduate prizes for pass or honours degree courses. The following prize conditions have been received from the Prizes Unit and the Committee is asked to consider and establish these prizes:

CONVOCATION UNDERGRADUATE PRIZE IN BACHELOR OF ARTS – REF F173549 4.1.

Attached (Attachment A) for members’ consideration are proposed prize conditions for the Convocation Undergraduate Prize in Bachelor of Arts. In accordance with the University Policy on Prizes, the minimum value for a prize at the pass degree course level is $1,500.

The Chair recommends that the Curriculum Committee establish the Convocation Undergraduate Prize in Bachelor of Arts in accordance with the prize conditions as attached to the Agenda (Attachment A1).

In so recommending it should be noted that the prize will be managed by the Coursework Scholarships and Prizes unit and awarded for the first time in 2018 to the 2017 academic year. The prizes unit have confirmed that the associated processes are in place for the timely awarding of the prize in 2018.

CONVOCATION UNDERGRADUATE PRIZE IN BACHELOR BIOMEDICAL SCIENCE – REF 4.2.F173551

Attached (Attachment A) for members’ consideration are proposed prize conditions for the Convocation Undergraduate Prize in Bachelor of Biomedical Science. In accordance with the University Policy on Prizes, the minimum value for a prize at the pass degree course level is $1,500.

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The Chair recommends that the Curriculum Committee establish the Convocation Undergraduate Prize in Bachelor of Biomedical Science in accordance with the prize conditions as attached to the Agenda (Attachment A3).


CONVOCATION UNDERGRADUATE PRIZE IN BACHELOR OF COMMERCE – REF F173548 4.3.

Attached (Attachment A) for members’ consideration are proposed prize conditions for the Convocation Undergraduate Prize in Bachelor of Commerce. In accordance with the University Policy on Prizes, the minimum value for a prize at the pass degree course level is $1,500.

The Chair recommends that the Curriculum Committee establish the Convocation Undergraduate Prize in Bachelor of Commerce in accordance with the prize conditions as attached to the Agenda (Attachment A5).


CONVOCATION UNDERGRADUATE PRIZE IN BACHELOR OF SCIENCE – REF F173550 4.4.

Attached (Attachment A) for members’ consideration are proposed prize conditions for the Convocation Undergraduate Prize in Bachelor of Science. In accordance with the University Policy on Prizes, the minimum value for a prize at the pass degree course level is $1,500.

The Chair recommends that the Curriculum Committee establish the Convocation Undergraduate Prize in Bachelor of Science in accordance with the prize conditions as attached to the Agenda (Attachment A7).


CONVOCATION INDIGENOUS UNDERGRADUATE PRIZE – REF F173579 4.5.

Attached (Attachment A) for members’ consideration are proposed prize conditions for the Convocation Indigenous Undergraduate Prize. In accordance with the University Policy on Prizes, the minimum value for a prize at the pass degree course level is $1,500.

The Chair recommends that the Curriculum Committee establish the Convocation Indigenous Undergraduate Prize in accordance with the prize conditions as attached to the Agenda (Attachment A9).


5. NEW UNDERGRADUATE UNATTACHED ELECTIVE UNIT FROM 2019

Members are asked to consider the following proposed new unattached elective for offering from 2019:

Item TRIM Curriculum item Degree Att 5.1. F18/965 HIST1004 Who Do You Think You Are? Doing Family History BA B

The Chair recommends that the Curriculum Committee • approve HIST1004 Who Do You Think You Are? Doing Family History for offering as unattached

elective from 2019; • recommend to the Academic Council that the status of Broadening Category A for HIST1004 Who Do

You Think You Are? Doing Family History, as set out in the agenda attachments, be approved effective from 2019.

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6. CHANGES TO UNDERGRADUATE CURRICULUM FROM 2019

Planned annual changes to undergraduate curriculum may occur at the unit level and/or major level and/or honours level and will need to take place, where relevant, in line with the University Policy on Changes to Units and University Policy on Courses – Undergraduate.

To this end, the Committee is asked to consider the following change proposal:

Bachelor of Science 6.1.

Item TRIM Curriculum item Change summary Att 6.1.1. F31402 HON-PSYCH Psychology • Change to entry

requirements • Change to learning

outcomes

C

The Chair recommends that the Curriculum Committee approve the proposed changes to HON-PSYCH Psychology, as set out in the attachments, effective from 2019.

7. CHANGES TO POSTGRADUATE CURRICULUM FROM 2019

Planned annual changes to postgraduate curriculum may occur at the unit level and/or postgraduate course level and will need to take place, where relevant, in line with the University Policy on Changes to Units and Courses – Postgraduate Coursework.

To this end, the Committee is asked to consider the following change proposals:

Faculty of Arts, Business, Law and Education 7.1.

Item TRIM Curriculum item Change summary Att 7.1.1. F5508 20350 Graduate Diploma in Legal Practice • Availability – offered as

Exit Award only D1

7.1.2. F73319 12320 Graduate Diploma in Translation Studies • Availability – offered as Exit Award only

D3

The Chair recommends that the Curriculum Committee recommend to the Academic Council that the proposed changes to 20350 Graduate Diploma in Legal Practice and 12320 Graduate Diploma in Translation Studies, as set out in the attachments, be approved effective from 2019.

Item TRIM Curriculum item Change summary 7.1.3. F18759 20590 Executive Master of Public Administration

(coursework) • Availability - Rescinded

immediately with no students eligible to re-enrol

Members will note that 20590 Executive Master of Public Administration (coursework) has been taught out and no students remain to re-enrol. The Chair recommends that the Curriculum Committee recommend to the Academic Council that 20590 Executive Master of Public Administration (coursework), be rescinded immediately with no students eligible to re-enrol, effective from 2019.

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PART 3 – ITEMS FOR DISCUSSION AND DECISION

8. MODUS OPERANDI FOR THE CURRICULUM COMMITTEE – REF: F68755

In accordance with the Committee’s practice, the Chair will briefly outline the role and operation of the Committee and the expectations of its members, which are guided by the following University policies and practices:

• Constitution of the Curriculum Committee • Principles for the Operation of Committees • Rules for the Operation of Committees • University Committee Members’ Code of Conduct • The Effective Committee Member

A comprehensive online induction package contains information on the protocols for best practice in committees, the above policies and practices, curriculum development criteria and links to relevant curriculum policy. The package should serve as a reminder to all members as to the protocols for best practice in the Curriculum Committee.

The Curriculum Committee, as a standing committee of the Education Committee, is subject to annual review by its members. A review of the Curriculum Committee’s performance in 2017 was conducted in December 2017 by the Office of Strategy, Planning and Performance. The result of this performance review is attached (Attachment E) and the Chair will speak to this.

In addition to responding to a survey at the end of each year, members are encouraged, during the course of the year, to raise any issues associated with the committee’s activities and processes which may improve its efficiency and effectiveness.

For discussion and referral to the Education Committee.

9. UNIVERSITY POLICY ON ADMISSION: COURSEWORK - PROPOSED AMENDMENTS TO SCHEDULE D – REF F79902

Members are asked to consider a proposal from the School of Psychology whereby it is proposed that the University withdraw the Direct Pathway (Assured Entry) routes to Psychology (Honours) for UWPYA (Arts) and UWPYS (Science). Members will note this was previously considered by the Committee, via the 19 March 2018 Curriculum Committee Circular, whereby a member requested that this be referred to the next meeting of the Committee for discussion.

Attached for members’ consideration are the following:

I. Request from the School of Psychology (Attachment F1). II. An amendment in ‘track changes’ to Schedule D of the University Policy on Admission - Coursework

UP16/5 (Attachment F2). III. Request for item to be referred to a meeting of the Committee (Attachment F3).

For discussion and recommendation to the Academic Council.

10. UNIVERSITY POLICY ON ADMISSION: COURSEWORK - PROPOSED AMENDMENTS TO SCHEDULE A – REF F79902

By way of background, members will note that Schedule A (Part 4) of the University Policy on Admission: Coursework (UP16/5) sets out the requirements for demonstrating English language competence by students with tertiary studies.

Members will note that by R27/17 the Curriculum Committee had resolved to recommend a change proposal relating to those students who had completed more than two years ago at least two years of degree study taught and examined in English outside Australia. In turn this was considered by the Academic Council whereby:

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i. Admissions were asked to develop a schedule comprising a listing of the recognised academic institutions at which English has been used as the medium of instruction regardless of whether these institutions were from English-speaking countries.

ii. In addition the policy statement should be amended to read as follows: “At least two years successful full-time or equivalent degree level studies undertaken and examined in English at a tertiary institution outside Australia, and assessed by UWA to be equivalent to Australia degree studies, as set out in a Schedule.”

Attached for members’ consideration are the following:

a. An amendment in ‘track changes’ to Schedule A (Part 4) of the University Policy on Admission - Coursework UP16/5 (Attachment G1).

b. A schedule listing the recognised countries for the purpose of satisfying English language competency (Attachment G2).

c. Extract from the minutes of a meeting of the Academic Council held on Wednesday 4 October 2017 (Attachment G8).


11. NEW UNDERGRADUATE CURRICULUM PROPOSALS FROM 2019

Members are asked to consider the Phase 2 proposals for the offering of new majors. Members are encouraged to consider the proposal in light of the Phase 2 curriculum development criteria and the University Policy on Courses – Undergraduate.

Bachelor of Arts 11.1.

Item TRIM Curriculum item Att 11.1.1.F17/2717 F17/2315

MJD-PPETG Philosophy, Politics and Economics - Phase 2 INTG3001 Integrating Philosophy, Politics and Economics

H1 H8


Bachelor of Arts and Bachelor of Biomedical Science 11.2.

Item TRIM Curriculum item Att 11.2.1.F17/1951 F18/757 F18/766 F18/767 F18/768

MJD-HHMED Humanities in Health and Medicine - Phase 2 BMED2001 Humanities in Health and Medicine BMED3001 Narrative Medicine for research, education and practice BMED3002 Application of Humanities to Health care BMED3003 Building the bridge while walking over it: the journey to person centred health care

I1 I8 I11 I13 I15


12. NEW POSTGRADUATE CURRICULUM PROPOSAL FROM 2019

Members are asked to consider the Phase 2 proposal for the offering of a new course from the Faculty of Arts, Business, Law and Education. Members are encouraged to consider the proposal in light of the Phase 2 curriculum development criteria and the University Policy on: Courses – Postgraduate Coursework. Members will note that with the introduction of the course below the Faculty are proposing that the current course 20350 Graduate Diploma in Legal Practice become an exit award as per item 7.1.1 above.

Item TRIM Curriculum item Att 12.1. F17/2748 21560 Master of Legal Practice (coursework) – Phase2 J


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Convocation Undergraduate Prize in Bachelor of Arts [F17/3549]

Prize name: Convocation Undergraduate Prize in Bachelor of Arts

Governed by: the University Policy on Prizes and the following conditions

Prize file number: F17/3549

Donor: UWA Convocation

Value: $1500

Awarded by: the relevant board

Awarded to: the graduating student who has the highest weighted average mark (WAM) in the Bachelor of Arts

Additional information: By delegation of the Curriculum Committee, Coursework Scholarships and Prizes will select the prize winner and notify the Curriculum Committee for information.

Coursework Scholarships and Prizes will notify the appropriate faculty of the awardee for inclusion of the award at a relevant prize giving ceremony.

Established:

A1


PRIZE ADMINISTRATION – For Information Number of Prizes to be awarded annually

1

Prize(s) to be awarded in perpetuity

No

Year prize (s) will be awarded for the first time

2017 academic year (awarded in 2018)

Year prize(s) will be awarded for the last time ( if NOT in perpetuity)* Note: minimum duration is five years


A2

Convocation Undergraduate Prize in Bachelor of Biomedical Science [F17/3551]

Prize name: Convocation Undergraduate Prize in Bachelor of Biomedical Science




Value: $1500


Awarded to: the graduating student who has the highest weighted average mark (WAM) in the Bachelor of Biomedical Science



A3


Established:


1

Prize(s) to be awarded in perpetuity No Year prize (s) will be awarded for the first time




A4

Convocation Undergraduate Prize in Bachelor of Commerce [F17/3548]

Prize name: Convocation Undergraduate Prize in Bachelor of Commerce




Value: $1500


Awarded to: the graduating student who has the highest weighted average mark (WAM) in the Bachelor of Commerce



Established:

A5



1


No





A6

Convocation Undergraduate Prize in Bachelor of Science [F17/3550]

Prize name: Convocation Undergraduate Prize in Bachelor of Science


Prize file number: 17/3550


Value: $1500


Awarded to: the graduating student who has the highest weighted average mark (WAM) in the Bachelor of Science



Established:

A7



1


No





A8

Convocation Indigenous Undergraduate Prize [F17/3579]

Prize name: Convocation Indigenous Undergraduate Prize




Value: $1500


Awarded to: the graduating Indigenous student who has the highest weighted average mark (WAM)

Additional information: By delegation of the Curriculum Committee, the School of Indigenous Studies will select the prize winner and notify, through Coursework Scholarships and Prizes, the Curriculum Committee for information.


Established:

A9



1


No





A10

B1

Proposed unit as at 04-04-2018

HIST1004 Who Do You Think You Are? Doing FamilyHistory

TRIM: F18/965ID: 6976

This unit is not yet approved.

Unit information

Code HIST1004

Title Who Do You Think You Are? Doing Family History

Level 1

Unit type Undergraduate unattached elective

Undergraduatedegree

BA

Faculty Arts, Business, Law and Education

ResponsibleOrganisationalEntity

Humanities

Unit coordinator Professor Jane Lydon

Proposed 14/03/2018

First year of offer 2021

Credit points 6 points

Contact hours 2 hour workshop per week for 12 weeks.

Elective? True

Unit has WorkIntegrated Learningcomponent

True

Broadening category

Broadeningcategory

Broadening Category A

Area of Knowledge(for broadening)

Society and Culture

Type of Broadeningcategory A

Main focus on some aspect of the globalised and culturally diverse environment

Why BroadeningCategory A

The unit applies core historical research skills and interpretation to culturally and globally diverse issues such as globalmigration and multi-cultural identities and histories. This unit is proposed for Broadening Category A because its main focusrelates to the globalised and culturally diverse environment in which the student operates, and specifically the unit designrequirement 1. (b) where learning occurs by applying the disciplinary focus of the unit to global and culturally diversecontexts; and 1. d) where learning occurs through global biography case study approaches, including field study and trips,to understanding global-cultural diversities. 97% of Australian citizens originate from globally diverse places and cultures,having migrated to the country over the last 230 years. This unit seeks to give students an understanding of these globaland historical processes of migration and identity-building through tracing family histories, from local to global. The unitgives students the conceptual and methodological tools and skills to write family histories at personal, social and globalscales. They will understand the range of sources, information, and techniques employed by family historians in constructinggenealogies, including oral interviews, historical records, and other records to obtain information about a family and todemonstrate kinship of its members. Through collaboration with the State Records Office of Western Australia and the StateLibrary of Western Australia, which hold many relevant records and provide access to users, the unit will comprise a seriesof case studies including hands-on workshops addressing different categories of historical subjects and their life journeys.

B2

Designrequirements forthis type ofBroadeningCategory A

Requirements for proposing a ‘Category A’ broadening unit that addresses aspects relating to a globalised and culturallydiverse environment in which the student operates:1. The main focus of the academic content of the unit must be focused on enabling the student to understand aspects of globalised andculturally diverse environments.

This requirement may be met through one or more of the following methods:(a) where the unit content explicitly focuses on cultural and global diversity;(b) where learning occurs by applying the disciplinary focus of the unit to global and culturally diverse contexts;(c) where learning occurs through comparative study of global-cultural diversities and contexts;(d) where learning occurs through case study approaches, including field study and trips, to understanding global-cultural diversities.

[N.B: where a unit is designed as an ‘Indigenous-embedded’ unit (i.e. Indigenous content account for 20 per cent or more of unit content),the proposal should demonstrate that it has been developed in consultation with the School of Indigenous Studies.]

2. Learning outcomes of the unit must be designed to enable students to develop personal, social and ethical awareness in a globalcontext.

3. Assessment must adequately demonstrate that the student will meet requirements 1 and 2.

Academic information

Content This unit aims to provide students with the basic knowledge and skills required to research and write family history in aglobal and culturally diverse context. Students explore both 1., how to do family history research and write their own familyhistory and/or a globally and culturally diverse biography, as well as 2., how to use these skills in writing a range of otherforms of history. Students are introduced to the relevant sources, information, and techniques employed by family historiansin constructing genealogies, including oral interviews, historical records, and photographs, to obtain information about afamily and to demonstrate kinship of its members. Through collaboration with the State Records Office of Western Australiaand the State Library of Western Australia, which hold many relevant records and provide access to users, the unit willcomprise a series of case studies including hands-on workshops. Key themes are the exploration of global and historicalprocesses of migration and identity-building through tracing family histories, from local to global.

Outcomes Students are able to (1) formulate sound arguments about how the lives of migrants to Australia over the last 230 years hasbeen shaped by historical contexts (social, political, economic, cultural, and environmental); (2) describe the historical andcultural processes leading to the global movement and migration of individuals, families and social groups to Australia overthe last 230 years, through the medium of a family history; (3) demonstrate knowledge of a range of key historical debatesthat contextualise family history and its cognate historical fields, including the history of domestic and gender relationsincluding women's and children's history; penal and legal history; and multi-cultural and world histories; (4) identify,critically evaluate and respond to evidence presented in historical sources relevant to family history; (5) express ideascogently in verbal and essay forms; and (6) reference written work in accordance with the History guide to documentation ofsources.

How outcomes willbe assessed

# Outcome How outcome will be assessed

1 formulate sound arguments about how the lives of migrants to Australia over the last 230 years has beenshaped by historical contexts (social, political, economic, cultural, and environmental)

research essay, family narrative

2 describe the historical and cultural processes leading to the global movement and migration of individuals,families and social groups to Australia over the last 230 years, through the medium of a family history

family narrative, research essay,workshops

3 demonstrate knowledge of a range of key historical debates that contextualise family history and itscognate historical fields, including the history of domestic and gender relations including women's andchildren's history; penal and legal history; and multi-cultural and world histories

research essay, family narrative,workshops

4 identify, critically evaluate and respond to evidence presented in historical sources relevant to familyhistory

research essay, family narrative,workshops

5 express ideas cogently in verbal and essay forms research essay, family narrative

6 reference written work in accordance with the History guide to documentation of sources research essay, family narrative

Assessment items Typically this unit is assessed in the following ways: (1) a family history narrative; (2) research essay; and (3) participationwithin a series of workshop activities including within archives. Further information is available in the unit outline.

# Assessment Likely weighting Failed component

1 a family history narrative 30%

2 research essay 40%

3 participation within a series of workshop activities including within archives 30%

Supplementaryassessmentstatement

Supplementary assessment is not available in this unit except in the case of a bachelor's pass degree student who hasobtained a mark of 45 to 49 overall and is currently enrolled in this unit, and it is the only remaining unit that the studentmust pass in order to complete their course.

Teachingresponsibilities

Teaching organisation Notes %

FAC10 Arts, Business, Law and Education Coordination and teaching 100%

B3

Unit rules

Prerequisites Nil

Corequisites Nil

Incompatibilities Nil

Advisable priorstudy

Nil

Unit offered/shared in courses

Unattached elective in BA

Availabilities

Teaching period Location Mode Details

Semester 1, 2021 Crawley Face to face

Teaching collaborations with other organisation

Collaboration withother organisationindelivering/teachingthe unit

Organisation Summarise collaborations Percentage

State Records Office of WA Provide resources and guidance to archival holdings to students enrolled as users. Provide specialistworkshops.

10%

State Library of Western Australia Provide resources and guidance to archival holdings to students enrolled as users. Provide specialistworkshops.

10%

Consultations checklist

Consultations - Employer, employer group, professional body and/or accreditation body- Leading Australian and/or overseas universities offering courses in a similar field- Other faculties or schools of the University, including relevant academic staff which may have an interest in thiscurriculum.

History and committee endorsements/approvals

Event Date Outcome

School / ROE 14-03-2018 Endorsed: Endorsed by the School of Humanities TLCApproval reference: Contact Ned Curthoys

Faculty 14-03-2018 Endorsed: FABLE Curriculum Committee 13 March 2018, R2/18Approval reference: Contact Executive Officer

Curriculum Committee Not yet endorsed

Academic Council Not yet approved

Displaying data as it is on 04/04/2018. Report generated 04/04/18 03:04.

1

Active honours specialisation as at 01-01-2019

HON-PSYCH PsychologyTRIM: F31402

ID: 4591

Showing proposed annual changes for 2019

Honours information

Code HON-PSYCH

Title Psychology

Faculty Science


Psychological Science

Honours coordinator Dr Allison Fox

Undergraduatedegree

BA & BSc(Hons)

Approved 14/07/2014


Availability Available for new enrolments

Entry requirements

Entry requirements (1) (a) Completed a double major in Psychology, or both the Psychological Science and Psychology in Society majors, orequivalent and (b) achieved the equivalent of a UWA weighted average mark of at least 65 per cent in the Level 3psychology units. (2) Admission will be awarded to the highest ranked applicants under (1) (b) for the intake quota for thatyear. (3) Students in the Bachelor of the Psychological Science and Psychology in Society majorsPhilosophy (Honours) areexempt from (2). Ensure you read the School of Psychological Science's full set of requirements for honours.

Rationale and impactassessment for changeto Entry requirements

Increase clarity for students and student advisors


Academic objectives Honours in Psychology has been awarded Conditional Accreditation by the Australian Psychology Accreditation Council(APAC) as a for a fourth year of psychology, and includes a substantial research component. This Honours specialisationcontinues the research preparation for students from the earlier undergraduate years and prepares students for entry intothe PhD and accredited master's degrees that have a research component.

Outcomes Students are able to (1) demonstrate critical evaluation of current psychological research; (2) formulate a testablehypothesis in an area of psychology; (3) design an experimental evaluation of that hypothesis using appropriatepsychological methods; (4) collect original research data; (5) analyse complex data sets by using a variety of advancedstatistical techniques; (6) communicate research findings orally and in writing; (7) write and compile a scientific dissertationin a format appropriate for the discipline; (8) demonstrate evaluation of a variety of theoretical and empirical approaches tosome of the major issues relating to modern psychology and apply these approaches within the broad context of modernpsychology; (9) present their research in an informative and interesting way to a range of audiences; and (10) demonstratean understanding of some basic skills in applying a science-informed approach to integrating assessment and interventioninformation.

Rationale and impactassessment for change

to Outcomes

update

Researchcomponent

The research component is a 24-point research project taken over two semesters (PSYC4421 & PSYC4422: PsychologyHonours Research Projects Parts 1 & 2). Students will undertake four core coursework units including a research and dataunit (PSYC4418) and a research and communication skills unit (PSYC4410) which support the research project. These unitswill provide a solid foundation for students to undertake their Honours research projects.

Unit sequence

EFFE

CTIVE 0

1/01/2

019 I

F CHANGES

APPROVED

C1

http://www.psychology.uwa.edu.au/students/honours#requirements

2

Take all units (48 points):

PSYC4410 Psychological Research Communication Skills 6 points Active

PSYC4413 Psychological Research and Practice 6 points Active

PSYC4416 Psychological Research and Theory 6 points Active

PSYC4418 Advanced Quantitative Methods in Psychology 6 points Active

PSYC4421 Psychology Honours Research Project Part 1 12 points Active

PSYC4422 Psychology Honours Research Project Part 2 12 points Active

Accreditation

Accreditationbody

Requirements Benefits for students Review cycle Lastapprovaldate

Nextrenewaldate

Contact information inUWA

AustralianPsychologyAccreditationCouncil (APAC)(ConditionalAccreditationawarded)

Completion of theAPAC accreditedcourse sequence

Students who completethis AustralianPsychologyAccreditation Council(APAC) accreditedfourth year ofpsychology are eligiblefor provisionalregistration with thePsychology Board ofAustralia.

Conditionalaccreditationawarded untilSeptember 2018

22-11-2017 30-09-2018 This graduate hascompleted an AustralianPsychological AccreditationCouncil (APAC) accreditedfourth year of psychologyand is eligible forprovisional registration withthe Psychology Board ofAustralia.

Psychology Honours hasbeen awarded ConditionalAccreditation by theAustralian PsychologyAccreditation Council(APAC) as a fourth-year ofpsychology study, andgraduates are eligible forprovisional registration withthe Psychology Board ofAustralia

Intake

Intake periods(broad)

Beginning of year and mid-year (mid-year intake for part-time study only)

History of endorsements/approvals for changes

Event Date Outcome

Faculty 02-02-2018 Endorsed: Associate Dean Teaching and Learning Peter Hammond

School / ROE 28-03-2018 Endorsed: HOS

Curriculum Committee Not yet approved

Comparing current approved data to the data as it will be on 01/01/2019 if changes are approved. Report generated 03/04/18 03:04.EF

FECT

IVE 01/0

1/201

9 IF C

HANGES APP

ROVED

C2

http://www.caidi.uwa.edu.au/summary.php?type=Unit&id=4887






D1

Proposed changes for postgraduate coursework course as at 01/01/2019

Annual changes to 20350 Graduate Diploma in LegalPractice

TRIM: F5508ID: 96


ID Field Change Rationale

205593 Availability Available for newenrolmentsOffered as ExitAward only

The newly proposed Master of Legal Practice (48-96), commencing in 2019, will provide GDexit award for students who are required to only undertake 24-42 points of study, asprescribed by the Legal Practice Board of WA, to enable them of practice Law in WA.

Notes: Change made on annual change revision form.

Rules

Applicability of theStudent Rules,policies andprocedures

1.(1) The Student Rules apply to students in this course.

(2) The policy, policy statements and guidance documents and student procedures apply, except as otherwise indicated inthe rules for this course.

Academic ConductEssentials module

2.(1) Except as stated in (2), a student who enrols in this course for the first time irrespective of whether they havepreviously been enrolled in another course of the University, must undertake the Academic Conduct Essentials module (theACE module).

(2) A student who has previously achieved a result of Ungraded Pass (UP) for the ACE module is not required to repeat themodule.

Admission rules -English languagecompetencyrequirements

3.(1) To be considered eligible for consideration for admission to this course an applicant must satisfy the University'sEnglish language competence requirement as set out in the University Policy on Admission: Coursework, except asotherwise indicated in the rules for this course.

(2) Applicants presenting with the IELTS Academic require an overall score of at least 7.0 and no band less than 6.5.

(3) Applicants presenting with the TOEFL iBT require an overall score of at least 106, a miminum score of 28 in the Speakingsection, and no other sub-score less than 26.

(4) Applicants presenting with the TOEFL Paper Based score require an overall score of at least 580 and a miminum score of5.0 in the Essay Rating / Test of Written English (TWE).

(5) Applicants presenting with the Pearson Test of English (PTE) (Academic) require an overall score of at least 70 and nosub-score less than 70.

(6) Applicants presenting with the UWA Centre for English Language Teaching (CELT) Bridging Course require a minimumgrade of Grade A (85%) in the final CELT examination, with no band less than 80%.

Admission rules -admissionrequirements

4. To be considered for admission to this course an applicant must have—

(a) a Juris Doctor or Bachelor of Laws, or equivalent as recognised by UWA;

and

(b) an assessment of this qualification by the Legal Practice Board of Western Australia that outlines which units arerequired to practice.

Admission rules -ranking andselection

5. Where relevant, admission will be awarded to the highest ranked applicants or applicants selected based on the relevantrequirements.

Articulation and ExitAwards

6. This course does not form part of an articulated sequence.

Course structure 7.(1) The course consists of units to a total value of 90 points (maximum value) which include conversion units to a value of66 points.

(2) Units must be selected in accordance with the course structure, as set out in these rules.

(3) Students who have completed Requirements as set by the Legal Practice Board of WA are granted credit for conversionunits up to a value of 66 points.

Satisfactoryprogress rule

8. To make satisfactory progress in a calendar year a student must pass units to a value of at least half the total value ofunits in which they remain enrolled after the final date for withdrawal without academic penalty.

9. A student who has not achieved a result of Ungraded Pass (UP) for the ACE module when their progress status isassessed will not have made satisfactory progress even if they have met the other requirements for satisfactory progress inRule 8.


D2

Progress status 10.(1) Part-time students, or those commencing mid-year, who fail to make satisfactory progress under Rule 8 in their firstyear of enrolment are assigned the progress status of 'On Probation' by the Faculty.

(2) Students other than those covered by (1) who fail to make satisfactory progress under Rule 8 are assigned the progressstatus of 'Excluded' unless the Faculty determines otherwise in light of exceptional circumstances.

11. A student who does not make satisfactory progress in terms of Rule 9 is assigned the progress status of 'On Probation',unless they have been assigned a progress status of 'Suspended' or 'Excluded' for failure to meet other satisfactory progressrequirements in Rule 8.

Award withdistinction rule

12. This rule is not applicable to this course.


Event Date Outcome

Faculty 26-09-2017 Endorsed: Associate Dean Education Professor Phil Hancock x1835



Comparing current approved data to the data as it will be on 01/01/2019 if changes are approved. Report generated 04/04/18 03:04.

D3

Proposed changes for postgraduate coursework course as at 01/01/2019

Annual changes to 12320 Graduate Diploma inTranslation Studies

TRIM: F73319ID: 448


ID Field Change Rationale

213604 Availability Available for newenrolmentsOffered as ExitAward only

The Master of Translation Studies will lose the Student Income Support eligibility available to students ifthis course is not withdrawn as an enrolled course as it is considered the fastest pathway into industry(via accreditation). The Department of Social Services have advised us that: the Master of TranslationStudies has been assessed as no longer meeting the approval criteria, due to the availability of theaccredited Diploma as a stand alone course, and it will be recommended to the Minister for SocialServices for removal from the Student Assistance (Education Institutions and Courses) Determination2009 (No.2) and subsequently no longer approved for student payments. We can appeal this decision by30 March, notifying the department that we are removing the Diploma as enrolled course for 2019. Anyremaining students enrolled in this course will not be impacted.

Rules








3. To be considered eligible for consideration for admission to this course an applicant must satisfy the University's Englishlanguage competence requirement as set out in the University Policy on Admission: Coursework.



(a) a relevant bachelor's degree, or an equivalent qualification, as recognised by UWA;

and

(b) the equivalent of a UWA weighted average mark of at least 65 per cent in the Level 3 units of a relevant major.




6.(1) The following courses form part of an articulated sequence:• 12220 Graduate Certificate in Translation Studies (24 points)• 12320 Graduate Diploma in Translation Studies (48 points)• 12520 Master of Translation Studies (96 points)

(2) A student who withdraws from the Graduate Diploma in Translation Studies course before completing it, but afterfulfilling the requirements of a lesser award in the above sequence, may apply for the relevant award.

Course structure 7.(1) The course consists of units to a total value of 48 points which must include course core units and specialisation units.The course comprises the following specialisations:






D4

Progress status 10.(1) Students who fail to make satisfactory progress under Rule 8 after being enrolled at the University for one or twosemesters only are assigned a progress status of 'On Probation' by the Faculty.

(2) Unless the Faculty determines otherwise in exceptional circumstances, students who fail to make satisfactory progressunder Rule 8 and who have been enrolled at the University for more than two semesters are assigned a progress status of'Suspended' by the Faculty.

(3) Unless the Faculty determines otherwise in exceptional circumstances, students who have previously been allocated aprogress status of 'Suspended' and fail again to make satisfactory progress under Rule 8 are assigned a progress status of'Excluded' by the Faculty.





Event Date Outcome

Faculty 27-03-2018 Endorsed: Associate Dean Teaching and Learning Professor Phil Hancockx1835



Comparing current approved data to the data as it will be on 01/01/2019 if changes are approved. Report generated 04/04/18 03:04.

Curriculum Committee – Survey 2017

Introduction At the end of each year, members of the Academic Council and its sub-committees are asked to evaluate their committee’s performance during the past year through a survey. This report presents the results of the Curriculum Committee. Summary of results The total numbers of survey distributions were 14. Responses to the online survey were received from 7 members of the Curriculum Committee, a response rate of 50%. In this survey the structured items requested a response on a 4-point scale. The percentage results of the top two categories have been combined for a grouped measure of performance. A higher percentage score for the top two categories represents a better result. Overall, members rated the performance of the Curriculum Committee positively. From a total of 21 questions, 19 questions were rated 90% or better (19 questions recorded 100%, and a further two questions scored above 80%). A percentage score of 70% or less in the top two categories suggests a need for improvement. In this survey there were no questions with scores of 70% or less. Detailed results, including respondents’ comments, are presented below. A copy of the survey form is attached in Appendix A.

E1

Role of the Curriculum Committee and its members:

Question n Number Percentage % top two

categories*

Strongly disagree Disagree Agree

Strongly agree


Strongly agree

1 The role of the Curriculum Committee is clearly defined in its Constitution ................................. 7 0 0 3 4 0.0 0.0 42.9 57.1 100.0


Strongly agree


Strongly agree

2

The Chair and Executive Officer have provided me with clear and sufficient information about my role and responsibilities as a member of the Curriculum Committee, and the induction I received when I joined was useful .............................................................................................. 7 0 0 3 4 0.0 0.0 42.9 57.1 100.0

* Percentage of responses in the top two categories (Agree or Strongly Agree for Questions 1, and 2)

Performance of the Curriculum Committee:

* Percentage of responses in the top two categories (Agree or Strongly Agree for Questions 3, 4 and 5, and Effectively or Very Effectively for Question 6 and Confident and Very confident for Question 7)

Question n Number Percentage

% top two

categories*


Strongly agree


Strongly agree

3

The Curriculum Committee operates according to the University’s Principles for the Operation of Committees, Rules for the Operation of Committees, and University Committee Member’s Code of Conduct .................................................................................. 6 0 0 1 5 0.0 0.0 16.7 83.3 100.0

4

The Curriculum Committee has performed appropriately in decision-making on key curriculum related and policy matters during 2017 .................................................................. 7 0 0 2 5 0.0 0.0 28.6 71.4 100.0

5

The Curriculum Committee has performed appropriately in the process for the endorsement/approval of relevant University policies during 2017 .......................................... 7 0 0 3 4 0.0 0.0 42.9 57.1 100.0

6

In your role as a member of the Curriculum Committee, how effectively have you been able to use your skills, abilities and experience to fulfil the roles of the Curriculum Committee and Committee(s) concerned? ................................................................................................ 7

Not at all effective

Not very effectively Effectively

Very effectively

Not at all effective

Not very effectively Effectively

Very effectively

100.0 0 0 4 3 0.0 0.0 57.1 42.9

Not at all confident

Not very confident Confident

Very confident

Not at all confident

Not very confident Confident

Very confident

7

How confident are you that you can obtain any information or advice you need about Curriculum Committee and related activities from the Chair, Deputy Chair or the Secretariat? ............................................................................................................................ 7 0 0 1 6 0.0 0.0 14.3 85.7 100.0

E2

Curriculum Committee agendas and minutes:


categories* Rarely Sometimes Usually Always Rarely Sometimes Usually Always

8a Agendas were received in sufficient time to allow members to give due consideration to the business .................................................................................................................................... 7 0 1 1 5 0.0 14.3 14.3 71.4 85.7

8b Agendas provided clear, sufficient, and focussed information which enabled members to understand the issues, engage in debate and make well-informed decisions ............................. 7 0 0 4 3 0.0 0.0 57.1 42.9 100.0

8c Agenda items made clear what the Curriculum Committee was being asked to do .................... 7 0 0 3 4 0.0 0.0 42.9 57.1 100.0 8d Agenda papers were well organised and easy to navigate ......................................................... 7 0 0 1 6 0.0 0.0 14.3 85.7 100.0 8e Minutes of meetings were accurate, clear and sufficiently full..................................................... 7 0 0 3 4 0.0 0.0 42.9 57.1 100.0 8f Minutes were received within a reasonable time after meetings ................................................. 7 0 0 2 5 0.0 0.0 28.6 71.4 100.0

* Percentage of responses in the top two categories (Usually or Always) Conduct of Curriculum Committee meetings:


categories*

Rarely Sometimes Usually Always Rarely Sometimes Usually Always

9a The Chair conducted meetings efficiently and effectively ........................................................... 7 0 0 2 5 0.0 0.0 28.6 71.4 100.0 9b The Chair enabled all members to participate in meetings ......................................................... 7 0 0 0 7 0.0 0.0 0.0 100.0 100.0

9c The Chair ensured that the Curriculum Committee devoted about the right amount of time to items on its agendas. ................................................................................................................. 7 0 0 3 4 0.0 0.0 42.9 57.1 100.0

9d The atmosphere at meetings was conducive to open and productive discussion of issues ......... 7 0 1 2 4 0.0 14.3 28.6 57.1 85.7 9e Members of the Curriculum Committee acted professionally at meetings ................................... 7 0 0 1 6 0.0 0.0 14.3 85.7 100.0

* Percentage of responses in the top two categories (Usually or Always) Key relationships:


categories*

Less than

satisfactory Satisfactory Good Excellent Less than

satisfactory Satisfactory Good Excellent

10a The working relationship between the Chair and the rest of the Curriculum Committee was: .. 7 0 0 0 7 0.0 0.0 0.0 100.0 100.0

10b The working relationships between members of the Curriculum Committee were: .................. 7 0 0 2 5 0.0 0.0 28.6 71.4 100.0 * Percentage of responses in the top two categories (Good or Excellent)

Membership:


categories*

Strongly disagree Disagree Agree Strongly

agree Strongly disagree Disagree Agree Strongly

agree 11. With regard to the membership of the Curriculum Committee during 2017: a. The mix of skills, experience and other attributes amongst members enabled the Curriculum Committee to perform effectively and added value to the Curriculum Committee's operations.

7 0 0 3 4 0.0 0.0 42.9 57.1 100.0

* Percentage of responses in the top two categories (Agree or Strongly Agree for Question 11a)

E3

Curriculum Committee – Survey 2017

Additional Comments

Comments (n = 8) are reported verbatim below.

PERFORMANCE OF THE CURRICULUM COMMITTEE Question 5: If you have any comments regarding relevant University policies and other curriculum related matters, please provide these below:

• I would like to see wider consultations on some University policies. Often they are developed with a focus that is too narrow and sometimes too prescriptive.

Question 7: If you have any comments regarding obtaining information or advice about Curriculum Committee matters, please provide them below:

• For the most part, staff have been responsive to my requests for clarification. • The Chair is professional and easy to work with.

CURRICULUM COMMITTEE AGENDAS AND MINUTES Question 8: If you have any general comments regarding the agendas and minutes of the Curriculum Committee, please provide these below:

• There are too many circulars. If possible, they should be consolidated. I think one month there were three separate agendas? This is too many. My preference would be to meet in person more, with fewer emails.

CONDUCT OF CURRICULUM COMMITTEE MEETINGS Question 9: If you have any general comments regarding the conduct of the Curriculum Committee, please provide these below:

• Sometimes I feel as though too long is spent on minor issues, particularly around wording as opposed to intent. I also feel that sometimes, ego or competitiveness between faculties can hinder productive or efficient communications and outcomes.

OTHER COMMENTS Question 12: Please use the space below to make any other observations about the performance of the Curriculum Committee in 2017, or to make suggestions for improvements in 2018.

• I would like to see less circulars. • If a member raises a specific issue around an item, if this item progresses to higher governing

bodies (e.g. Academic Council or Senate), the member should be notified of the final outcome. • I would like to see stronger participation by the student representatives.

E4

Appendix A

Curriculum Committee - Survey 2017

Please indicate your response to the following questions on the basis of your experience of the Curriculum Committee in 2017. If you feel that there is scope for improvement in any area, please add comments at the end of the relevant section of the survey.

1. The role of the Curriculum Committee is clearly defined in its Constitution. http://www.governance.uwa.edu.au/committees/other/curriculum-committee

o Strongly disagree (1)

o Disagree (2)

o Agree (3)

o Strongly agree (4)

If you have any comments regarding the role of the Curriculum Committee, please provide these below:

2. The Chair and Executive Officer have provided me with clear and sufficient information about my role and responsibilities as a member of the Curriculum Committee.


o Disagree (2)

o Agree (3)


If you have any comments regarding your role and responsibilities or your induction, please provide these below:

3. The Curriculum Committee operates according to the University's Principles for the Operation of Committees, Rules for the Operation of Committees, and University Committee Members' Code of Conduct. http://www.governance.uwa.edu.au/committees/principles/rules


o Disagree (2)

o Agree (3)


E5

If you have any comments regarding Curriculum Committee operating according to these Principles, Rules and Code, please provide them below:

4. The Curriculum Committee has performed appropriately when considering proposals, submitted through the appropriate process, for the introduction of new curriculum offerings and major changes to curriculum.


o Disagree (2)

o Agree (3)


If you have any comments regarding proposals for the introduction of new curriculum offerings and major changes to curriculum, please provide these below:

Q30 5. The Curriculum Committee has performed appropriately when considering relevant University policy and other curriculum related matters during 2017.


o Disagree (2)

o Agree (3)


If you have any comments regarding relevant University policies and other curriculum related matters, please provide these below:

6. In your role as a member of the Curriculum Committee, how effectively have you been able to use your skills, abilities and experience to fulfill the roles of the Curriculum Committee and Committee(s) concerned?

o Not at all effective (1)

o Not very effectively (2)

o Effectively (3)

o Very effectively (4)

If you have any comments regarding the effective use of your skills on the Curriculum Committee, please provide these below:

E6

7. How confident are you that you can obtain any information or advice you need about the Curriculum Committee and related activities from the Chair, Deputy Chair, Associate Chair, Executive Officer or the Curriculum Management Team?

o Not at all confident (1)

o Not very confident (2)

o Confident (3)

o Very confident (4)

If you have any comments regarding obtaining information or advice about Curriculum Committee matters, please provide them below:

E7

8. With reference to the Curriculum Committee agendas and minutes in 2017, please indicate how often the following statements were true:

Rarely (1) Sometimes (2) Usually (3) Always (4)

a. Agendas were received in sufficient

time to allow members to give due

consideration to the business. Note: The University requires

agendas to be circulated at least three University

working days prior to the meeting. (1)

o o o o

b. Agendas provided clear, sufficient and focused information

which enabled members to

understand the issues, engage in debate and make well-informed

decisions. (7)

o o o o

c. Agenda items made clear what the

Curriculum Committee was being asked to do.

(3) o o o o

d. Agenda papers were well organised

and easy to navigate. (4) o o o o

e. Minutes of meetings were accurate, clear

and sufficiently full. (5) o o o o f. Minutes were

received within a reasonable time after meetings. Note: The University requires

minutes to be circulated within 10 University Working

days. (6)

o o o o

If you have any general comments regarding the agendas and minutes of the Curriculum Committee, please provide these below:

E8

9. With reference to the Curriculum Committee meetings in 2017, please indicate how often the following statements were true:

Rarely (1) Sometimes (2) Usually (3) Always (4)

a. The Chair conducted meetings

efficiently and effectively. (1) o o o o

b. The Chair enabled all members to participate in meetings. (2) o o o o

c. The Chair ensured that the Curriculum Committee devoted

about the right amount of time to items on its

agendas. (3) o o o o

d. The atmosphere at meetings this year was conducive to open and productive discussion

of issues. (4) o o o o

e. Members of the Curriculum Committee acted professionally at

meetings. (5) o o o o

If you have any general comments regarding the conduct of the Curriculum Committee, please provide these below:

10. With reference to the Curriculum Committee meetings in 2017:

Less than satisfactory (1) Satisfactory (2) Good (3) Excellent (4)

a. The working relationship between the Chair and the rest

of the Curriculum Committee was: (1)

o o o o b. The working

relationships between members of the

Curriculum Committee were: (2)

o o o o

If you have any general comments regarding Curriculum Committee working relationships, please provide these below:

E9

11. With regard to the membership of the Curriculum Committee during 2017: a. The mix of skills, experience and other attributes amongst members enabled the Curriculum Committee to perform effectively and added value to the Curriculum Committee's operations.


o Disagree (2)

o Agree (3)


b. If you have any comments regarding skills, abilities and attributes of members of Curriculum Committee, please provide these below.

12. Please use the space below to make any other observations about the performance of the Curriculum Committee in 2017, or to make suggestions for improvements in 2018.

Please submit your responses.

E10

30 January 2018

Professor Graham Brown Dean of Coursework Studies

Dear Professor Brown, I am writing to you on behalf of the School of Psychological Science, requesting that the university withdraw the Direct Pathway (Assured Entry) routes to Psychology (Honours): • UWPYA (Arts) • UWPYS (Science) These Pathways create an equity issue and are also now largely redundant: Equity: Entry into the Psychological Science Honours year is highly competitive. Applicants are ranked based on their average across 8, Level 3 UG Psychology units. For 2017, the ranking cut-off was 77.48. For 2018, despite the “half cohort”, this number is 75.13. The current minimum requirement for students enrolled in Direct Pathway programs is a GPA of 5.5 (approx. 68% WAM). In 2018, the first year of Direct Pathway students reaching Honours, 4 of 7 students will be undertaking Honours even though their academic ranking would not otherwise entitle them to a place were they to apply via competitive entry. This inequity will likely grow substantially, with up to 56 places (over 1/3rd of our total intake) in our 2019 & 2020 Honours cohorts being allocated to Direct Pathway students, even though based on current data, 31% will likely have a WAM below the Honours entry competitive cut-off. Because our Honours intake is subject to a quota, displaced non-Pathway students with high WAM’s lose their offer. A further inequity is that these pathways do nothing to increase our applications from lower SES schools (of the 17 2018 Direct Pathway offers accepted thus far, 16 are from higher SES schools). Redundancy: These Direct Pathways were instituted at a time when Psychological Science was unable to mount an accredited Psychology Double Major in both the Arts and Science streams. I am pleased to say these two Double Majors are now offered. Given our enrolment numbers are very strong (approx. 1000 at Level 1 with 200+ applicants for Honours), the need for the Direct Pathway has gone. The School of Psychological Science requests that the two Direct Pathways be withdrawn as soon as possible, to prevent applications for 2019 enrolment. If we are to continue with these pathways, we increase the risk that non-Pathway students will transfer to Curtin because they perceive that it is too difficult to achieve entry to Honours in Psychological Science at UWA. This is already happening: the impact of the Direct Pathways will make this more likely. Thank you for your consideration of our request.

Professor Romola Bucks Head of School, Psychological Science Cc: Prof Tony O’Donnell, Pro- Vice Chancellor and Executive Dean, Science Prof Peter Hammond, Associate Dean, Learning and Teaching, Science Prof Phil Hancock, Associate Dean, Learning and Teaching, FABLE

School of Psychological Science

Faculty of Science

F1


Procedure for Updating Schedule D – see Appendix 1

Part 1: Direct Pathways

Direct Pathway Degree Availability Minimum ATAR or equivalent1

Quota Course Additional Selection Criteria Progression Rule

Bachelor of Arts (Honours) in Psychology

Bachelor of Arts Semester 1 only

95 Yes - Psychology Quota

No Completion of a Bachelor of Arts with a double major in Psychology (or equivalent) with a minimum GPA of 5.5

Bachelor of Philosophy (Honours) in Psychology

Bachelor of Philosophy (Honours)

Semester 1 only

98 Yes - Psychology Quota & BPhil Quota

No Not applicable – students will not progress to a second degree

Bachelor of Science (Honours) in Psychology

Bachelor of Science Semester 1 only

95 Yes - Psychology Quota

No Completion of a Bachelor of Science with a double major in Psychology (or equivalent) with a minimum GPA of 5.5

Doctor of Dental Medicine Bachelor of Arts, Bachelor of Commerce, Bachelor of Science

Semester 1 only

99 (Domestic School Leavers)

96 (Broadway / Rural School Leaver / Indigenous School Leaver / International Student)

Yes – DMD Quota Domestic students: UMAT, interview and manual dexterity and spatial awareness test with final rank based on combined ATAR, UMAT and interview score

International Students: ISAT, interview and manual dexterity and spatial awareness test with final rank based on combined ATAR, ISAT and interview score

Completion of a UWA Bachelor Degree with a minimum Faculty GPA of 5.5 in three years (four for students undertaking an honours year)

Bachelor of Philosophy (Honours)



Yes – DMD Quota & BPhil Quota

Doctor of Medicine Bachelor of Arts, Bachelor of Commerce, Bachelor of Science

Semester 1 only



Yes – MD Quota Domestic students: UMAT and interview with final rank based on combined ATAR, UMAT and interview score

International Students: ISAT and interview with final rank based on combined ATAR, ISAT and interview score

Completion of a UWA Bachelor Degree with a minimum Faculty GPA of 5.5 in three years (four for students undertaking an honours year)

1 There is some flexibility for Indigenous School Leavers, on advice from the School of Indigenous Studies.

Last updated 13/03/2018 Page 1

F2

From: Joel WittwerTo: eo-deancswkSubject: Curriculum Committee Agenda ObjectionsDate: Tuesday, 20 March 2018 9:41:59 AM

Hi Kath, As I mentioned on the phone, Future Students and the OPVCI have objections to item 2 in the Curriculum Committee agenda. I managed to get some numbers around this pathway from Admissions yesterday. Based on the numbers supplied and our tracking of outcomes, we have determined the following about the pathway:

· There were 38 applicants in 2017 and 18, 9 of whom got offers and only two that accepted

· There were two acceptances into different courses from this cohort· The most frequent nationalities were India, China and Singapore, however it is worth

noting no Indian student received an offer for the course If there is different information available, please let me know. While we are not talking huge numbers around this course, we think the pathway does attract interest to UWA and therefore oppose the removal of it. We also would like to clarify:

· Domestically, typically TISC applicants require a two year notice in changes to courses due to when they put in their preferences – is there a reputational risk to the University removing this pathway given this timeline?

· An alternative way to address the inequity would be to raise the UWA GPA requirement for honours to 6 – has this been considered?

Please let me know if you need any of the above clarified. Kind Regards, Mr Joel WittwerManager, Agent Support Team (Acting)Future Students • M355, 35 Stirling Highway, Crawley, WA, 6009 AustraliaP +61 8 6488 3761 E [email protected] W https://study.uwa.edu.au/for-agents

CRICOS Code: 00126G

F3

mailto:/O=EXCHANGELABS/OU=EXCHANGE ADMINISTRATIVE GROUP (FYDIBOHF23SPDLT)/CN=RECIPIENTS/CN=720218C7F1024E4F8CED43526E9E6893-00068705



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Qualification Subject or Piece of Work Required Grade

German Abitur German Abitur in conjunction with DAAD (German Academic Exchange Service) Certificate of Language Proficiency test

Minimum grade 3 in conjunction with Minimum grade B or **** (four) in each section

Hong Kong A-Level Examination (HKALE) Literature in English Minimum grade C

Hong Kong Diploma of Secondary Education (HKDSE)

Core in English Language A score of 4 or higher

Literature in English elective A score of 3 or higher

International Baccalaureate Diploma (IB) English A1 at HL or SL Minimum score 4

English A2 at HL or SL Minimum score 4

English B at HL Minimum score 5

Irish Leaving Certificate English Language - Higher A score of C2 or higher.

Netherlands VWO High School Certificate (Voorbereident Wetenschappelljk Onderwijs)

English component Minimum grade 8

New Zealand – Bursary English Minimum score 50

New Zealand – NCEA Level 2: 8 credit points with at least ‘Achievement with Merit’ in at least 4 of reading and writing Achievement Standards, of which 3 must be externally assessed, excluding AS90379 and AS90374.

Norwegian Vitnemål English component Minimum grade 4

Swedish Slutbetyg English paper Minimum grade VG / C

US High School Diploma Year 12 English paper Minimum grade B

Overseas secondary studies taught and examined in English

Secondary teaching and examination in English is acceptable if: - deemed equivalent to Australian matriculation (Year 12); - final year English paper is completed to required standard; - completed within two years of application.

Pass in final year English paper

Part 4: Tertiary Qualifications

Studies Required Level

Degree studies in Australia At least one successful year of full-time or equivalent degree studies undertaken in Australia within the last two years

At least two successful years of full-time or equivalent degree studies undertaken in Australia completed more than two years ago At least two years of successful full-time or equivalent degree level studies undertaken and examined in English at a tertiary institution outside Australia, and assessed by UWA to be equivalent to Australian degree studies, as set out in a Schedule A (Appendix 2)

Degree studies taught and examined in English outside Australia At least one successful year of full-time or equivalent degree studies, undertaken in Canada (excluding Quebec), Ireland, New Zealand, the United Kingdom

Last updated 4/04/2018 Page 3

University Policy on: Admissions – English Language Competence – Schedule A

G1G1

Country Institution(s)

Antigua and Barbuda All

Armenia American University of Armenia (CHEA Approved)

Australia All

Austria MOI from the following institutions is required:Graz University of TechnologyIMC University of Applied Sciences of KremsManagement Center InnsbruckTechnikum Vienna University of Applied ScienceUniversity of Applied Sciences Wiener NeustadtVienna University of Economics & Business

Bahamas University of the West Indies

Barbados Barbados Community College University of the West Indies

Belize University of the West Indies

Botswana All

Canada (Ex. Quebec) All

Canada (Quebec) Bishop's UniversityConcordia UniversityMcGill University

Denmark MOI from the following institutions is required:Copenhagen Business SchoolRoskilde UniversityTechnical University of DemarkUniversity of Copenhagen University of Southern Denmark

Fiji Fiji National UniversityThe University of FijiUniversity of the South Pacific

MOI = A formal letter from the institution stating the medium of instruction being English for the particular course is required.

University Policy on: Admissions – English Language Competence – Schedule A (Appendix 2)

G2G2


Finland MOI from the following institutions is required:Aalto University

University of Lapland

France MOI from the following institutions is required:EM Strasbourg Business School (University of Strasbourg)

ESSEC Business SchoolESC Dijon Bourgogne (Burgundy School of Business)ESC Rennes School of BusinessJean Moulin Lyon 3, Université

Gambia University of the Gambia

Germany MOI from the following institution is required:WHU - Otto Beisheim School of Management

Ghana All

Guyana All

Hong Kong City University of Hong KongLingnan UniversityThe Hong Kong University of Science and TechnologyThe University of Hong Kong (Excludes SPACE)

Hungary MOI from the following institution is required:

Central European University (CHEA Approved)

Ireland All

Italy MOI from the following institution is required:

Luigi Bocconi University

Jamaica All

Kenya All

Lesotho All

Liberia All

Malawi All


G3G3


Malta University of Malta


G4G4


Namibia All

Netherlands MOI from the following institutions is required:CAH University of Applied ScienceDesign Academy EindhovenEde Christian UniversityEindhoven University of TechnologyErasmus University RotterdamINHOLLAND University of Applied SciencesInstitute of Housing & Urban Development StudiesLeiden UniversityMaastricht School of ManagementMaastricht UniversityNHTV Breda University of Applied SciencesRadboud University NijmegenRotterdam University of Applied SciencesRoyal Tropical InsituteSaxion Universities of Applied SciencesStenden University of Applied SciencesThe Hague University of Applied SciencesTilburg UniversityTIO University of Applied SciencesUniversity of AmsterdamUniversity of GroningenUtrecht UniversityVrije UniversityWageningen University & Research CentreWebster UniversityWittenborg University of Applied Sciences

New Zealand All

Nigeria All

Northern Ireland All

Norway MOI from the following institutions is required:Norwegian School of EconomicsNorwegian University of Life Sciences

MOI = A formal letter from the institution stating the medium of instruction being English for the particular course is required.


G5G5

Country Institution(s)University of AgderUniversity of OsloUniversity of Stavanger

Papua New Guinea All

Samoa University of the South Pacific

Seychelles All

Sierra Leone All

Singapore All

Solomon Islands All

South Africa All - MOI from the following institutions is required:

North-West UniversityStellenbosch UniversityTshwane University of TechnologyUniversity of PretoriaUniversity of South AfricaUniversity of the Free State

Sri Lanka All

St Kitts and Nevis All

St Lucia All

St Vincent and the Grenadines All

Swaziland All

Sweden MOI from the following institutions is required:

Chalmers University of TechnologyDalarna UniversityJonkoping UniversityKarlstad UniversityLinkoping UniversityLinnaeus UniversityLund UniversityMalmo University


G6G6

http://www.4icu.org/reviews/7671.htm




Sodertorn UniversityUmea UniversityUniversity of Gothenburg

Switzerland MOI from the following institutions is required: StudiesLucerne University of Applied Sciences and ArtsUniversity of LausanneUniversity of St Gallen

Taiwan MOI from the following institution is required:National Taiwan Normal University

Tanzania All

Tonga University of the South Pacific

Trinidad and Tobago All

Uganda All

United Arab Emirates American University in Dubai (CHEA Approved)American University of Sharjah (CHEA Approved)

United Kingdom All

United States of America All

Zambia All

Zimbabwe All


G7G7

EXTRACT FROM THE MINUTES OF A MEETING OF THE ACADEMIC COUNCIL HELD ON WEDNESDAY 4 OCTOBER 2017 AT 2PM IN THE SENATE ROOM

5. PROPOSED AMEDNEMNTS TO UNIVERSITY POLICIES

5.1. University Policy on Admission: Coursework - Proposed amendments to Schedule A – Ref F79902

Members noted that Schedule A (Part 4) of the University Policy on Admission: Coursework (UP16/5) sets out the requirements for demonstrating English language competence by students with tertiary studies. It was noted to state that students with tertiary qualifications must meet one of the following requirements to demonstrate the University’s English language competency requirement:

i. at least one successful year of full time or equivalent degree studies within the last two years; or ii. at least two years of full-time or equivalent degree studies completed more than two years ago.

The above requirements applied in the case of those who have undertaken (a) degree studies in Australia and (b) degree studies taught and examined in English outside Australia. At its meeting held on 7 August 2017, the Education Committee considered a proposal to amend the requirements for demonstrating ELC by those who have completed at least two years of full time or equivalent degree studies more than two years ago taught and examined in English outside Australia. The amendment involved identifying countries from where previous studies have been acceptable for satisfying English requirements.

Council was advised that most institutions outside Australia listed multiple languages of instruction or simply do not state a language. By stating a list of countries for the purpose of satisfying English language competency requirements through previous studies, the University could have a level of certainty that English was the medium of instruction for which the studies were undertaken outside Australia. Further, the listing of countries from where previous studies have been acceptable for satisfying English requirements was a common practice by accreditation bodies such as the Australian Health Practitioner Regulation Agency (AHPRA), which accepted previous studies taught in Australia, Canada, New Zealand, Ireland, South Africa, the United Kingdom and the United States of America for registration as a health professional in Australia; and the Western Australian Teachers Registration Board has been listing countries for the purpose of satisfying the English requirements for Teacher registration as Australia, Canada, New Zealand, Ireland, the United Kingdom and the United States of America.

Members noted that the Education Committee had agreed for the development of a Schedule comprising a listing of recognised academic institutions at which English has been used as the medium of instruction regardless of whether these institutions were from English-speaking countries.

It was noted that the Education Committee consequently agreed for the policy to be amended to read as follows in the long-run: “At least two years of successful full-time or equivalent degree level studies undertaken and examined in English at a tertiary institution outside Australia, and assessed by UWA to be equivalent to Australian degree studies, as set out in a Schedule”.

It was clarified that the above policy clause would only come into effect once a Schedule was made available and approved by the Academic Council.

It was further clarified that the Education Committee resolved by R23/17 to recommend to the Academic Council that the following proposed changes to Schedule A (Part 4) of the University Policy on Admission: Coursework (UP16/5) be approved as an interim arrangement, effective immediately until a full list of recognised countries for the purpose of satisfying English language competency requirements through previous studies has been developed and submitted by Admissions to the Academic Council for approval via the Curriculum Committee:

“At least two years of successful full-time or equivalent degree level studies undertaken and examined in English outside Australia, and assessed by UWA to be equivalent to Australian degree studies”. (1) in Canada, Ireland, New Zealand, South Africa, the United Kingdom, the United States of America; or (2) at a tertiary institution outside Australia which has comparable English language entry standards to that of UWA and assessed to be equivalent to Australian degree studies.”

One member was concerned with the need to establish comparability of English language entry standard of tertiary institutions outside Australia with that of UWA as recommended in (2). It was argued that certain internationally reputable higher educational providers outside Australia might not

G8




necessarily have a comparable English language entry standard with that of UWA, and thus suggested that (2) be amended to read as follows:

“At least two years of successful full-time or equivalent degree level studies undertaken and examined in English at a tertiary institution outside Australia which has comparable English language entry standards to that of UWA and assessed to be equivalent to Australian degree studies.”

The following two motions were mooted: (a) a move to amend the proposed interim recommendation from the Education Committee and (b) that the wording of the recommendation in (2) be amended to read as follows: “(2) at a tertiary institution outside Australia assessed to be equivalent to Australian degree studies”. Both motions were put to a vote separately and, by way of unanimous support from members Council,

RESOLVED – 66 to approve the inclusion of the following statement as an amendment to the relevant existing requirement set out in Schedule A (Part 4) of the University Policy on Admission: Coursework (UP16/5) as an interim arrangement effective immediately, until a full list of recognised countries for the purpose of satisfying English language competency requirements through previous studies is developed and submitted by Admissions to the Academic Council for approval via the Curriculum Committee: At least two years of successful full-time or equivalent degree level studies undertaken and examined in English (1) in Canada, Ireland, New Zealand, South Africa, the United Kingdom, the United States of America; or (2) at a tertiary institution outside Australia assessed to be equivalent to Australian degree studies.

Date Sender (Name) Action Required Extract emailed to:

11/10/2017 Dr Kabilan Krishnasamy

For appropriate action: Academic Secretariat: update policy as required

Executive Deans; Dean of Coursework Studies (Professor Grady Venville); Associate Director, International Relationships (Ms Milly Ingate); Associate Director, Admissions (Ms Zoe Morrison)

For Information/Noting: Executive Deans; Associate Director, International Relationships (Ms Milly Ingate); Associate Director, Admissions (Ms Zoe Morrison)

G9


H1

Proposed major phase 2 (detailed proposal) as at 04-04-2018

MJD-PPETG Philosophy, Politics and EconomicsTRIM: F17/2717

ID: 4810

This major is not yet approved.

Major information

Code MJD-PPETG

Title Philosophy, Politics and Economics

Undergraduatedegree

BA


Society and Culture



Faculty Office - Arts, Business, Law and Education

Coordinator Professor Michael McLure (Economics), Dr Nin Kirkham (Philosophy) and Associate Professor Jie Chen (Political Science andInternational Relations)

Proposed 07/03/2018


Structure 3+5+6

Why non-standardstructure

For the proposed PPE major 3 level one core units (one in philosophy, one in politics and one in economics) must beincluded, rather than the usual 2 units. 5 level 2 units are proposed; and 6 level 3 units. The PPE major will be comprised of14 units.

Major type

Type of major Double

Why double major? The PPE major is broad in scope that spans three related disciplines that require synthesis. A significant degree of depth isrequired in each of these three discipline areas, which is not amenable to the standard 8 units structure of a single major.

[Note: as indicated below, an end-on honours program is being contemplated for the PPE double major. However, as thehonours year would not be introduced until 2021, no formal proposal for honours in PPE will be submitted to the CurriculumCommittee this year.]

Degree-specificmajor?

True

Second major? False

Major has end-onhonours?

True

Details

About this major The study of politics had its origins in philosophy; and the study of political economy, which we now call economics, had it'sorigins in both philosophy and politics. The philosophers John Locke and David Hume contributed to monetary theory andeconomic thinking; the commonly acknowledged founder of economics, Adam Smith, was a moral philosopher; and JohnStuart Mill contributed to philosophy, politics and economics in roughly equal measure. Welfare economics grew out ofphilosophical reflection of Sidgwick and Pigou, and, more recently, the intersection between philosophy, politics andeconomics featured in the work of thinkers like John Rawls and F.A. Hayek. UWA's Philosophy, Politics and Economics doublemajor is a challenging and rigorous program that allows students to consider social and political life through themultidisciplinary perspectives provided by philosophy, politics and economics.

H2

Outcomes # Outcome

1 Integrate Philosophical, Political and Economic Ideas.

2 independently construct arguments for:(a) philosophical positions(b) political positions(c) economic positions

3 understand and apply the methods of:(a) contemporary philosophy(b) contemporary politics(c) contemporary economics.

4 identify and evaluate assumptions underpinning philosophical, political and/or economic viewpoints on social and legal topics

5 demonstrate sound research skills and written and oral communication skills

Employment outcomes, pathways and graduate destinations

Employmentdestinations

This is an undergraduate program with target employment in the following areas:

(i) public service (Treasuries, Department of Premier and Cabinet / Department of Prime Minister and Cabinet, line agencies)(ii) politician's staff(iii) political / economic journalists(iv) academia (interdisciplinary research / teaching and policy)

Opportunities themajor can lead to

In the British context, the Guardian (23/03/2017) suggests:"More than any other course at any other university, more than any revered or resented private school, and in a mannerprobably unmatched in any other democracy, the Oxford PPE pervades British political life"

There will obviously be significant difference between Britain and Australia and between Oxford and UWA, but thefundamental point is unchanged: the proposed UWA PPE is targeted at the broad scope of political life.

Rules

Prerequisites Nil

Corequisites Nil

Incompatibilities MJD-PHILY Philosophy (ID 630) ; MJD-POLSC Political Science and International Relations (ID 997) ; MJD-ECNSM Economics (ID631)

Requirements forUndergraduateDiploma (graduate-only entry)

NA

Justifications forUndergraduateDiploma (graduate-only entry)

NA

Unit sequence

Sequence notes:The major has a non-conventional structure: three level 1 units (one each from Philosophy, Politics, and Economics); five level 2 units (two each fromPhilosophy and Economics, and one from Politics); six level 3 units (two each from Philosophy and Politics, one from Economics, and a capstone unit);and four complementary units (two from Law, one from Politics, and one from Economics).

Level 1


ECON1101 Microeconomics: Prices and Markets 6 points Active

PHIL1002 Introduction to Critical Thinking 6 points Active

POLS1101 The Liberal Democratic State 6 points Active

Take all complementary units (6 points):

LAWS1111 Law, Conflict and Change 6 points Active

Level 2





H3


ECON2105 Rise of the Global Economy 6 points Active

ECON2233 Microeconomics: Policy and Applications 6 points Active

PHIL2001 Bioethics 6 points Active

PHIL2007 Knowledge and the Justification of Belief 6 points Active

POLS2220 Foundations of Global Political Economy 6 points Active


LAWS2224 Evolution of Human Rights 6 points Active

POLS2211 History of Political Ideas 6 points Active

Level 3


ECON3395 Economic Policy 6 points Active

INTG3001 Integrating Philosophy, Politics and Economics 6 points Proposed


ECON3310 History of Economic Ideas 6 points Active

Philosophy: Take unit(s) to the value of 12 points:

PHIL3002 Aesthetics 6 points Active

PHIL3003 Moral Theory 6 points Active

PHIL3005 Continental Philosophy: The Origin and Influence of Phenomenology 6 points Active

PHIL3006 Philosophy East and West 6 points Active

Politics: Take unit(s) to the value of 12 points:

ASIA3005 Democratisation in Asia 6 points Active

POLS3323 Elections, Mass Media and Politics 6 points Active

POLS3327 Contemporary Political Theory 6 points Active

POLS3335 Social Movements and the Politics of Change 6 points Active

POLS3342 Global Environmental Politics 6 points Active

Mapping of outcomes

Outcomes mappingdocument URL

https://uniwa.sharepoint.com/sites/registrars/studentservices/APS/cc/default.aspx

Rules met withinmajor?

True

Justification forcomplementaryunits

The LAWS complimentary units (LAWS1111 Laws, Conflict and Change and LAWS2224 Evolution of Human Rights) havebeen included to highlight the legal dimension to philosophical, political and economic issues.

POLS2211 History of Political Ideas and ECON3310 History of Economic Ideas address intellectual history, knowledge that isfundamental to the course. Both units were originally included in the core structure at the respective levels but that doesnot align with permissible course structure.




















https://uniwa.sharepoint.com/sites/registrars/studentservices/APS/cc/default.aspx

H4

Educational Principles

EducationalPrinciple 1: developdisciplinary andinterdisciplinaryknowledge andskills through studyand research-basedenquiry

Level 1: Beginning Level 2: Developing Level 3: Advanced

The three introductory units laythe essential theoretical andintellectual foundation forsubsequent study in each of thethree disciplines within PPEgroup.

The level 2 prerequisites are set in a mannerthat demonstrates how each discipline withinthe PPE group builds on the previous level ofstudy. The end result is that the logic andanalytical skills necessary to question theaccepted wisdom are developed.

The level 3 prerequisites are set in a manner that demonstrateshow each discipline within the PPE group builds on the previouslevel of study. But the level 3 units also broaden the scope forapplying PPE disciplines from core areas to sub-fields within thedisciplines. INTG3001: Integrating Philosophy Politics and Economicrequires a level 2 base of all disciplines of the PPE disciplines sothat a suitable synthesis of the three can be considered.

EducationalPrinciple 2: developthe skills requiredto learn from avariety of sourcesand experiences


Introductory level PPE provides asound basis for life long learningin economic, political and socialmatters.

Intermediate level PPE provides theanalytical skills necessary for life longreflection and learning on matters related tothe economy, the polity, and society moregenerally.

Advanced level PPE provides the analytical and synthesis skills thatenable life long reflection and learning on matters related to theeconomy, the polity and society to take place at an original and farreaching level. It inspires life long reading in social matters andprovides a sound platform for retraining or the acquisition of newskills.

EducationalPrinciple 3: developpersonal, social andethical awareness inan internationalcontext


Introduces awareness of social, political, andeconomic systems and diversity within thosesystems. Provides the basis of analytical skills forthinking critically on such matters and reflectingon the relationship between values, culture, andsociety, especially in liberal democratic societies.

Further develops understanding of culturalidentity within social, political and economicsystems. Develops a more criticalunderstanding of social systems and therelationship between values, culture, andsociety.

The core level 3 PPE units, Integrating PPE andEconomic Policy, provide a basis for directingthinking on economic, social, and political systemsin a policy context, within which diversity andculture feature. The optional level PPE unitsaddress all these issues from a pluralisticperspective.

EducationalPrinciple 4:communicateclearly, effectivelyand appropriately ina range of contexts


The necessity of increased effectiveness in spokenand written communication increases with thecomplexity of the conceptual framework andanalysis. Clarity of communication and discussion iscovered for introductory level economics inECON1111 and philosophy in PHIL1002.

Written communication and discussionsuitable for discussing and exploringcontext specific issues having ofintermediate levels of complexity arecovered in ECON2233, POLS2211,PHIL2001 and PHIL2007.

Communication and discussion suitable forexploring context specific issues with high levels ofcomplexity and considered with the aid of highlyabstract concepts are covered in INTG3001Integrating Philosophy Politics and Economic aswell as in the level 3 PPE options.

Embedding communication skills

How arecommunicationskills requirementssatisfied?

Embedded

Embeddedcommunicationskills


Students demonstratewriting that is clear,well structured andappropriate toaudience and purpose

The necessity of increased clarity of writingincreases with the complexity of theconceptual framework and analysis. Clarityof writing is covered in introductory leveleconomics in ECON1111, political sciencein POLS1101 and philosophy in PHIL1002.

Writing suitable for discussingand exploring issues having ofintermediate levels of complexityare covered in ECON2233 andPHIL2001 and PHIL2007.

Writing suitable for discussing andexploring issues involving highlyabstract concepts and high levels ofcomplexity are covered in INTG3001Integrating Philosophy Politics andEconomics.

Students give oralpresentations that areclear, well structuredand appropriate toaudience and purpose

The necessity of increased clarity of oraldiscussion and/or presentation increaseswith the complexity of the conceptualframework and analysis. Clarity of oralcommunication and discussion is coveredin introductory level economics inECON1111 and in philosophy in PHIL1002.

Oral communication anddiscussion suitable for discussingand exploring issues having ofintermediate levels of complexityare covered in ECON2233,POLS2211, PHIL2001 andPHIL2007.

Oral communication and discussionsuitable for exploring issues with highlevels of complexity and consideredwith the aid of highly abstract conceptsare covered in INTG3001 IntegratingPhilosophy Politics and Economic.

Students demonstratecritical informationliteracy skills that areappropriate to context

High order critical information and literacyskills are essential for the major, whichrelives heavily on dense and complex text.At the beginning of the major, a learningand development by doing approach willbe adopted. To that end, critical andinformation skills are developed throughthe introduction of discipline specificvocabulary and associated ideas inintroductory level economics in ECON1111and in philosophy in PHIL1002.

In the intermediate phase of themajor, greater breadth will begiven to critical and informationskills in ECON2233 and PHIL2001and PHIL2007; and through theintroduction of sub-fields andassociated vocabulary inECON2105, POLS2211 andPOLS2220; and PHIL2001 andPHIL2007.

In the intermediate phase of the major,greater breadth will be given to criticaland information skills necessary forsuitable for exploring issues with highlevels of complexity and consideredwith the aid of highly abstract conceptsare covered in INTG3001 IntegratingPhilosophy Politics and Economic;ECON3395 as well as the optional unitswithin the major.

Students demonstrateinterpersonal skillsthat are sensitive andappropriate to context

Interpersonal skills, teamwork, andunderstanding and recognising socialissues are addressed in the threeintroductory units (one for each ofeconomics, politics and philosophy).

The interpersonal skillsdeveloped in the first year of theprogram are reinforced in allsubsequent level 2 units.

The increased complexity of socialissues treated in level 3 PPE unitsmeans that the interpersonal skillsreinforced in all level 2 units aredeveloped further as studentengagement in level 3 issues for whichthe scope for conflicting views isenhanced.

H5

Embedding research skills

EmbeddingResearch SkillsElement A (theevolution of thediscipline includingits history,philosophy &theorizing)


Curriculumcontent

As per the 'philosophy' major; the 'politicalscience and international relations' major and'economics' major; from which the PPE sequenceis derived

[Note: the PPE major comprises 5 units from theexisting philosophy major; 5 units from theexisting political science major; 5 units from theexisting economics major; 1 new unit thatsysthesises philosophical, political and economicthinking; plus two law 'complementary units' toprovide PPE with its legal context]

As per the 'philosophy' major; the'political science and internationalrelations' major and 'economics'major; from which the PPE sequenceis derived.

As per the 'philosophy' major; the 'politicalscience and international relations' majorand 'economics' major; from which the PPEsequence is derived.

The curriculum content of the capstoneunit covers the overlap between eachdiscipline of the PPE.

Pedagogy As per the 'philosophy' major; the 'politicalscience and international relations' major and'economics' major; from which the PPE sequenceis derived



The capstone unit will involve discussionand reference PPE perspectives fromwithin each discipline of the PPE group andrelate them to public policy

Assessment As per the 'philosophy' major; the 'politicalscience and international relations' major and'economics' major; from which the PPE sequenceis derived



In relation to content, the capstone unitwill assess discussion/debate; writtenresearch and will include examination.

EmbeddingResearch SkillsElement B (themethods of enquirythat the disciplineuses, includingmethods of researchethics)


Curriculumcontent

As per the 'philosophy' major; the 'politicalscience and international relations' major and'economics' major; from which the PPEsequence is derived




The capstone unit will discuss enquiry intothe overlap between PPE perspectives andreference PPE ideas to public policy

Pedagogy As per the 'philosophy' major; the 'politicalscience and international relations' major and'economics' major; from which the PPEsequence is derived.



The capstone unit will involve criticalenquiry-based thinking in relation to thephilosophy of economics, the economics ofpolitics, the politics of economics and soon.

Assessment As per the 'philosophy' major; the 'politicalscience and international relations' major and'economics' major; from which the PPEsequence is derived.



In relation to methods of enquiry-basedthinking, the capstone unit will assessdiscussion/debate; written research andwill include examination.

H6

EmbeddingResearch SkillsElement C (thepractice of enquiry -based thinkingrelevant to thediscipline)


Curriculumcontent

As per the 'philosophy' major; the 'politicalscience and international relations' major and'economics' major; from which the PPEsequence is derived.




The capstone unit will involve criticalenquiry-based thinking on in relation to heoverlap between PPE perspectives andreference PPE ideas to public policy

Pedagogy As per the 'philosophy' major; the 'politicalscience and international relations' major and'economics' major; from which the PPEsequence is derived.



The capstone unit will involve criticalenquiry-based thinking in relation to thephilosophy of economics, the economics ofpolitics, the politics of economics and soon.

Assessment As per the 'philosophy' major; the 'politicalscience and international relations' major and'economics' major; from which the PPEsequence is derived.



In relation to methods of enquiry-basedthinking, the capstone unit will assessdiscussion/debate; written research and willinclude examination.

EmbeddingResearch SkillsElement D (thediscourseconventions of thediscipline)


Curriculumcontent

As per the 'philosophy' major; the 'politicalscience and international relations' major and'economics' major; from which the PPE sequenceis derived.




The convention of open discourse willfeature in the capstone unit.

Pedagogy As per the 'philosophy' major; the 'politicalscience and international relations' major and'economics' major; from which the PPE sequenceis derived.



The convention of open discourse willfeature in the capstone unit.

Assessment As per the 'philosophy' major; the 'politicalscience and international relations' major and'economics' major; from which the PPE sequenceis derived.



The capstone unit will assess opendiscourse through discussion/debate.

Additional Information

Additionalinformation(detailed proposal)

This proposal is supported by Humanities, Social Sciences and Business. Law is not opposed to the proposal, but has somereservations and would prefer to see greater law content within the major.


Phase Event Date Outcome

1 Faculty 08-08-2017 Endorsed: FABLE Curriculum Committee 43/17 11 July 2017Approval reference: Contact Executive Officer

1 Curriculum Committee 22-09-2017 Endorsed: Delegated Authority

1 Education Committee 13-11-2017 Endorsed: R29/17Approval reference:http://www.worldclasseducation.uwa.edu.au/committees/education-committee/education-committee-agendas-and-minutes-2015

H7


1 Academic Council 06-12-2017 Endorsed: R88/17Approval reference:http://www.governance.uwa.edu.au/committees/academic-boardcouncil-agendas-and-minutes-archive

2 Faculty 21-03-2018 Endorsed: FABLE Curriculum Committee 43/17 11 July 2017 Approvalreference: Contact Executive OfficerApproval reference: Contact Executive Officer of FABLE CC

2 Curriculum Committee Not yet endorsed

2 Academic Council Not yet approved


H8


INTG3001 Integrating Philosophy, Politics andEconomics

TRIM: F17/2315ID: 6794


Unit information

Code INTG3001

Title Integrating Philosophy, Politics and Economics

Level 3

Unit type Undergraduate unit in major(s)

Undergraduatedegree

BA



Faculty Office - Arts, Business, Law and Education

Unit coordinator Professor Michael McLure (Economics), Dr Nin Kirkham (Philosophy) and Associate Professor Jie Chen (Political Science andInternational Relations)

Proposed 01/03/2018



Contact hours 3 hours per week: 2 hours lecture; and 1 hour tutorial

Elective? True

Broadeningcategory

Broadening Category B


Content This capstone unit for the PPE program reinforces the core philosophical, political and economic concepts and skills anddevelop the capacity to synthetically integrate those three perspectives when considering economic and social policy issues.The unit content covers four themes. One, the economic approach to politics is investigated through a critical appraisal ofthe 'public choice' approach to collective action. Two, philosophical assessments of economics and welfare are considered.Three, John Rawls's ‘reflective equilibrium' from his Theory of Justice is presented and the economic and politicalimplications of that approach are identified. Four, students will bring philosophical, political and economic perspectivestogether in their reflections on an economic/social problem in contemporary politics; and present a synthesis of those threeperspective to develop a public policy that addresses that economic/social problem.

Outcomes Students are able to (1) demonstrate an understanding of the strengths and limitations of the economic approach to politics;(2) demonstrate an understanding of the strengths and limitations of philosophical criticism of economics and economicwelfare; (3) demonstrate an understanding of the strengths and limitations of the notion of ‘reflective equilibrium' presentedRawls's from his Theory of Justice; (4) undertake self-directed learning and reflection when analysing social issues.; and (5)develop a synthesis of philosophical, political and economic ideas to investigate issues of public policy..



1 demonstrate an understanding of the strengths and limitations of the economic approachto politics

class presentation; research essay; and examinations

2 demonstrate an understanding of the strengths and limitations of philosophical criticism ofeconomics and economic welfare


3 demonstrate an understanding of the strengths and limitations of the notion of ‘reflectiveequilibrium' presented Rawls's from his Theory of Justice


4 undertake self-directed learning and reflection when analysing social issues. class presentation and research essay

5 develop a synthesis of philosophical, political and economic ideas to investigate issues ofpublic policy.


H9

Assessment items Typically this unit is assessed in the following ways: (1) examination; (2) research essay; and (3) tutorial activities. Furtherinformation is available in the unit outline.


1 examination 65%

2 research essay 25%

3 tutorial activities 10%





00125 Social Sciences Manage and deliver the unit 33.3%

00420 UWA Business School Manage and deliver the unit 33.3%

00120 Humanities Manage and deliver the unit 33.3%

Unit rules

Prerequisites PHIL2007 Knowledge and the Justification of Belief; POLS2220 Foundations of Global Political Economy and ECON2233Microeconomics: Policy and Applications

Corequisites Nil



PHIL2001 Bioethics; ECON2105 Rise of the Global Economy; POLS2211 History of Political Ideas


Intended courses This is a capstone unit for the proposed Politics, Philosophy and Economics major. As such, it is a 'core' unit. Its objectivesare to reinforce the core philosophical, political and economic concepts and skills used in analysing social phenomena; anddevelop the capacity to synthetically integrate those three perspectives when considering significant social issues.

Course Course type Status in course Role

MJD-PPETG Philosophy, Politics and Economics Major Proposed Core

Availabilities


Semester 1, 2021 Crawley Face to face

Additional information

Unit has indigenouscontent?

False

Additionalinformation fromproposer

This unit proposal must be submitted in conjunction with the phase 2 proposal for the BA double major in 'Philosophy,Politics and Economics".


Consultations - Employer, employer group, professional body and/or accreditation body- Leading Australian and/or overseas universities offering courses in a similar field- Other faculties or schools of the University, including relevant academic staff which may have an interest in thiscurriculum.

http://www.caidi.uwa.edu.au/summary.php?type=Major&id=4810

H10


Event Date Outcome

Faculty 01-03-2018 Endorsed: FABLE Curriculum Committee 43/17 11 July 2017Approval reference: Contact Executive Officer



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Proposed major phase 2 (detailed proposal) as at 05-04-2018

MJD-HHMED Humanities in Health and MedicineTRIM: F17/1951

ID: 4808

This major is not yet approved.

Major information

Code MJD-HHMED

Title Humanities in Health and Medicine

Undergraduatedegree

BA & BBiomedSc


Life and Health Sciences

Faculty Health and Medical Sciences


Allied Health

Coordinator Professor Sandra Carr

Proposed 22/03/2018


Structure 2+3+3

Why non-standardstructure

Medical humanities is an interdisciplinary field which includes the humanities (literature, philosophy, ethics, history andspirituality), social science (anthropology, cultural studies, psychology, sociology, health geography) and the arts (literature,theatre, film, music and visual arts) and focuses on their application to health professional education and practice. Thestructure of the major was revised following consultation with academics from the Faculties of HMS and ABLE to a 2+3+3model. This revised structure allows students to gain either a broad foundation of units or to focus their learning towards aspecific area of interest (Public Health, Anthropology, Philosophy, Psychology or Indigenous studies) allowing students tohave a strong theoretical foundation by the end of level 2. The single core unit in level 2 explores the relationships betweenhumanities and health and presents the methods of enquiry utilised by the different disciplines so as to provide clarityaround the various theoretical perspectives for students. The three level 3 core units move the student forward from theirstrong foundation, towards both an understanding of how humanities can influence health and health care, and the practicalapplication of this knowledge to the formation of future health professionals. The curriculum map illustrates how thelearning outcomes of the major can be achieved through a range of combinations and how the 4 core units address each ofthe learning outcomes explicitly. It is also important to acknowledge that on review of the units listed in the sequence forLevel 2, each had an aspect of learning or assessment that relates to the Advanced Educational Principles, embeddedcommunication skills and embedded research skills and together complement the high level skills gained in the three coreunits in Level 3.

Major type

Type of major Single

Degree-specificmajor?

True

Second major? True

Corequisites assecond major

Nil

Major has end-onhonours?

False

Details

About this major In order to be effective, health care professionals need to understand not only the workings of the body from a scientificperspective, but also to know how people and societies function, and the art and science of caring for people. A caringhealth professional is assisted by interpretive ability and insight, applies ethical sensitivity and has an awareness of theirown values and attitudes. The aim of this major is to prepare individuals working across the health professions for caring forpoeple through bringing together the traditions of humanities, inquiry, compassion, and judgment to bear on themanagement and on the promotion of health and the treatment of illness. Those traditions include the many ways cultureshave of representing, narrating, analyzing, knowing, and organizing health, illness, treatment and human interactions.

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Outcomes # Outcome

1 Demonstrate understanding of the historical, cultural, religious and political contexts of theories and practices related to health and medicine

2 Demonstrate utility of perspectives derived from the humanities in analyzing approaches and practices related to health and medicine

3 Explore and understand connections among health and medicine with the arts including literature, music and visual arts, and the use of the arts asa tool for healing

4 Review, analyse, consolidate and synthesize knowledge from a variety of sources about what it means to be human and its translation into theoptimal care of people

5 Demonstrate ability to self-reflect on values and unconscious biases that impact on health and health care

6 Apply effective communication skills using written, visual and verbal forms in demonstrating understanding of learning outcomes and in thepotential care of others

Employment outcomes, pathways and graduate destinations


Many students will complete the major to prepare for a cycle 2 program in any of the registrable Health Professions(medicine, nursing, dentistry, pharmacy, social work, podiatry). Other students will utilise the learning to proceed to a careeror further education in health care policy or medica law, psychology, sociology, public health, global health, environmentalmanagement or patient advocacy.

Opportunities themajor can lead to

The aim of this undergraduate major is to prepare individuals working across the health care professions who bring thetraditions of humanistic inquiry, compassion, and judgment to bear on the management and promotion of health and thetreatment of illness. Those traditions include the many ways cultures have of representing, narrating, analyzing, knowing,and organizing health, illness, treatment and human interactions.

Rules

Prerequisites NIL

Corequisites NIL

Incompatibilities NIL

Requirements forUndergraduateDiploma (graduate-only entry)

NIL

Justifications forUndergraduateDiploma (graduate-only entry)

NA

Unit sequence

Level 1

Level One: Take unit(s) to the value of 12 points:

ANTH1001 Being Human: Culture, Identity and Society 6 points Active

ENGL1902 Reading Bodies 6 points Active

INDG1150 Aboriginal Encounters: Strangers in our Backyard 6 points Active

NEUR1001 Neuroscience in Society 6 points Active

PHIL1002 Introduction to Critical Thinking 6 points Active

PSYC1102 Psychology: Behaviour in Context 6 points Active

PUBH1101 Health and Illness in Human Populations 6 points Active

Level 2

Level 2: Take all units (6 points):

BMED2001 Humanities in Health and Medicine 6 points Proposed









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Level 2 Options: Take unit(s) to the value of 12 points:

AHEA2201 Aboriginal Health and Wellbeing 6 points Active

ANTH2405 Sex, Gender and Social Life 6 points Active

IMED2200 Mental Wellbeing for Today's World 6 points Active

LAWS2220 Birth, Life, Death and the Law 6 points Active

PHIL2001 Bioethics 6 points Active

PHIL2006 Problems in Philosophical Psychology 6 points Active

PUBH2209 Plagues, Pox and Pandemics: the History of Death and Disease 6 points Active

VISA2214 Aesthetic Crossovers of Art and Science 6 points Active

Level 3


BMED3001 Narrative Medicine for research, education and practice 6 points Proposed

BMED3002 Application of Humanities to Health care 6 points Proposed

BMED3003 Building the bridge while walking over it: the journey to person centred health care 6 points Proposed

For BA students undertaking this major as a degree specific major: take all complimentary units:

ANTH3501 Mind, Body, Culture 6 points Active

HIST3017 Mysticism, Melancholy and Madness 6 points Active

Mapping of outcomes

Outcomes mappingdocument URL

https://uniwa.sharepoint.com/SitePages/Home.aspx

Rules met withinmajor?

True

Justification forcomplementaryunits

Units ANTH 3501 and HIST 3017 have been re-positioned as Complimentary Units in response to feedback from theAcademic Secretary and consultation with the Coordinator of the Major. Please note that these units may be valuable tocomplement the unit sequence but are not required to complete the major. Students reserve the option of taking both orone of these units.

Educational Principles

EducationalPrinciple 1: developdisciplinary andinterdisciplinaryknowledge andskills through studyand research-basedenquiry


In the first year, students are introduced to the breadthof health humanities through the units from a range ofdifferent disciplines (philosophy, sociology, anthropology,history and health). In each of these units students areencouraged to think analytically, to identify and evaluateassumptions underpinning disciplinary viewpoints on arange of topics and are introduced to social researchmethods.

In year two students continue to be exposedto knowledge from a range of disciplines andthe diversity of approaches applicable forresearch based enquiry in the healthhumanities. The first core unit will explicitlydiscuss how these approaches converge in thefield of humanities for health and medicine.

In year three, students will choose andapply specific enquiry based approacheswithin the assignments for each of therequired three core units. The focus willbe on how humanities in health arerelevant for health care professionals andperson centred care.

EducationalPrinciple 2: developthe skills requiredto learn from avariety of sourcesand experiences


Students in any of the first year units arerequired to collect and describe datarelevant to different disciplines under studyand to draw appropriate inferences fromthat data.

Students in year two apply social research methodsincluding critical appraisal of literature to evaluateeffective prevention of ill-health and promotion ofwell-being by consideration of the socialdeterminants of health.

Students are challenged to integrate knowledgeand evidence with experiences specific tohealth humanities in different settings and toengage in reflections from those learningexperiences.














https://uniwa.sharepoint.com/SitePages/Home.aspx

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EducationalPrinciple 3: developpersonal, social andethical awareness inan internationalcontext


The first year units provides students with abroad introduction to those factors that influencewhat it means to be human. Each unit includeslearning around social, cultural, philosophicaland or historical factors that may influencehuman health and wellbeing.

Year 2 sees continued opportunities for studentsto explore culture and diversity, ethics and valuesthrough the elective units. The core unit offersmore focused discussion and reflection onphilosophical reasoning in areas of medical ethicsand health professional practice

Students are exposed to debate andcontroversies surrounding the role of societal,cultural and religious beliefs in healthoutcomes and ways they can be assessed andincorporated in disease prevention andmanagement in today's society.

EducationalPrinciple 4:communicateclearly, effectivelyand appropriately ina range of contexts


Each first year unit has stated learning outcomes andlinked assessments that require students todemonstrate their ability to communicate in writtenand verbal forms via a range of classroom and onlinecontexts including interpersonal interactions withother students and staff members

Students are required to demonstrate theirdeveloping ability to communicate in written andverbal forms via a range of classroom and onlinecontexts including written assessments,presentations and interpersonal interactions withother students and staff members

Students demonstrate well developedability to communicate ideas, principlesand knowledge to peers and communityaudiences using a range of formats(written, oral, visual etc.)

Embedding communication skills

How arecommunicationskills requirementssatisfied?

Embedded

Embeddedcommunicationskills


Studentsdemonstrate writingthat is clear, wellstructured andappropriate toaudience andpurpose

Each first year unit has statedlearning outcomes and linkedassessments that require studentsto demonstrate their ability tocommunicate in written forms

The electives and core unit in Level 2requires students to demonstrate theirdeveloping ability to communicate in writtenforms via a range of classroom and onlinecontexts including written assessments,blogs, online discussions

Each of the core units in level 3 assessstudents ability to locate, criticallyevaluate and synthesize evidence andto use this evidence logically incompletion of written assignments,reflections and presentations

Students give oralpresentations thatare clear, wellstructured andappropriate toaudience andpurpose

Each first year unit has statedlearning outcomes anddescriptions of content andlearning experiences that fosterthe development ofinterdisciplinary communicationand group interactions. Theseoften include participating inclassroom discussions, small groupwork and learning from others.

BMED2001 active participation in seminarand online activities and class discussions isencouraged and expected. Students willneed to work in small groups to present theirsecond assignment- case study 1 where theywill choose a piece from the arts orliterature, explore its meaning in relation tohealth and present it to the class. Thispresentation will be shared with otherstudents in the unit and will include self andpeer assessment of the presentation.

The three core units in year 3 focus onapplication of humanities to theprovision of person centred, empathiccare meaning each student hasopportunities to develop, practice andevaluate verbal communication skillsin themselves and others includingteamwork.

Studentsdemonstrate criticalinformation literacyskills that areappropriate tocontext

Each first year unit has statedlearning outcomes andassessment that requires studentsto obtain information from a rangeof sources, evaluate the quality ofthat information and to incorporatethis information into writtenassignments.

BMED 2001 has stated learning outcomeslinked to assessment where the studentshave to explain the development of medicalhumanities and its relationships with healthbeliefs and the art of caring. This requiresstudents to explore the literature andidentify the best evidence.

Each of the core units in level 3 assessstudents ability to locate, criticallyevaluate and synthesize evidence andto use this evidence logically incompletion of written assignments,reflections and presentations

Studentsdemonstrateinterpersonal skillsthat are sensitiveand appropriate tocontext

Several of the first year electivesunits identify opportunities forsmall group learning wherestudents must reason in aconstructive and cooperativemanner to explore content. Thislearning includes communicationwith others in the class.

BMED 2001 includes active small groupdiscussions where students are exploringhealth belief systems. This includesdiscussions around factors that influence ourpersonal health beliefs which may challengevalues. The principles around effective smallgroup learning – including the formation ofgroups and ground rules aroundinterpersonal communications are presentedand discussed as preparation for the smallgroup collaborative learning.

The three core units in year 3 focus onapplication of humanities to theprovision of person centred, empathiccare meaning each student hasopportunities to develop, practice andevaluate verbal communication skillsin themselves and others includingteamwork. Students are assessed ontheir developed ability tocommunicate ideas, principles andknowledge to peers and communityaudiences using a range of formats(written, oral, visual etc.).BMED3001 Introduces the concepts ofnarrative medicine including attentivelistening, narrative writing, closereading skills, literary andphilosophical analysis and reflectivereasoning and how to translate thislearning to education and clinicalsettingsBMED 3002 in class explores the roleof societal, cultural and religiousbeliefs in health outcome and waysthey can be assessed andincorporated in disease preventionand management. Studentsparticipation in these class discussionsis monitored and forms part of theassessmentIn BMED3003 includes reflections onapplied interpersonal skills observedin practice settings and exploration ofthe students own teamwork andinterpersonal skills through writtencritical self-reflection

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Embedding research skills

EmbeddingResearch SkillsElement A (theevolution of thediscipline includingits history,philosophy &theorizing)


Curriculumcontent

Broadly covering the evolution ofimportant concepts and theories fromdifferent disciplines that contribute tothe discipline of medical humanities-philosophy, history, sociology

The broad evolution of concepts andtheories is placed within a healthframework.

Concepts and theories are placed within ahealth framework that promotes logic andreasoning and encourages understanding ofmultiple perspectives that are applicable forperson or community centred care

Pedagogy Elective units present a variety of waysin which research is conducted in thedifference disciplines – philosophy,history, sociology etc

The core unit examines theconvergence of research methods asthey are applied to medicalhumanities through seminars andtutorials

Active small group learning and service learningwith case studies are utilised to facilitateapplication of different research approaches

Assessment Examination questions and assignments Conceptual questions in assignmentsto explore student understanding

Critique of past research and theory andapplication to health care practice

EmbeddingResearch SkillsElement B (themethods of enquirythat the disciplineuses, includingmethods of researchethics)


Curriculumcontent

The diversity of ways in which researchersapproach research and research ethics areincluded in the elective units

Introduces mixed methodsapproaches often used in socialresearch.

Application of mixed methods research skillsthrough the formation of research questionsand critique of data

Pedagogy A range of methods of enquiry is presentedthrough the elective year 1 units usinglectures, tutorials

The core unit examines theconvergence of research methodsapplied to medical humanities

Mixed methods approaches are applied to thestudy of medical humanities in caseenhanced learning

Assessment Through essays and examinations Through case studies and essays Literature review, identify a research questionand analysing and interpreting data

EmbeddingResearch SkillsElement C (thepractice of enquiry -based thinkingrelevant to thediscipline)


Curriculumcontent

Exposure to the variety of ways in enquirybased thinking is approached in thediverse disciplines that contribute tohumanities for health and medicine

Discussion on how the practice of enquirybased thinking can be used to develop anappreciation of the multiple perspectivesapplicable for medical humanities research

Application of a selection of mixedmethods research skills to the theoryand practice surrounding health care

Pedagogy Small and large group teaching methods-face to face

Engagement through observation anddiscussion in large and small group forums

Formation of research questions andtesting of hypothesis on placements

Assessment Essays, quizzes and examinations Assignments and Essays Research informed case studies

EmbeddingResearch SkillsElement D (thediscourseconventions of thediscipline)


Curriculumcontent

Introduction to the diversity ofapproaches that contribute tohumanities for health and medicine

The discourse is placed within ahealth framework

The discourse and concepts are organised tofacilitate understanding and internalising ofpractice of and professionalism in health care

Pedagogy Learning will be supported by relevantand up to date materials and resources

Large group seminars and smallgroup interactive onlinediscussions

Service learning placements and opportunities foractive small group case enhanced discussions

Assessment Exams and assignments Essays and case studies Reflective case studies



Phase One of the proposal for this major has been approved to belong to both Bachelor of Arts (BP001) and Bachelor ofBiomedical Sciences (BP006), but the CAIDi form does not provide this option.During the detailed development of this major, and considering the available existing units that were most relevant, it wasdecided that the major should be offered in a 2 plus 3 plus 3 format, rather than the 2+2+4 of the Phase One concept. Weare unable to change this criteria in this form.It is also proposed that when the major is introduced in 2019, since there are no new level 1 units, that both level 1 andlevel 2 will be available.CAIDi is not saving changes to the unit sequence.

The following consultations have taken place:October 2016 : Sandra Carr tabled the idea at a meeting of the Network for Medical HumanitiesMarch 2017: tabled the concept to the Network. Contacted coordinators of Units identified as aligning with the graduateoutcomes. Head of School – Humanities involved in discussion- giving full support for the proposal to proceedMeeting of UC 27th March27th March – ALL Associate Deans for every Faculty notified about proposed major30th March Email to Head of School of Social SciencesApril- began development of phase One in CAIDi- several emails with UC's ….contacted by around 14 requesting inclusion oftheir unitsMay- interactions with Academic Secretary- about degree specific major in ARTS, Biomedical ScienceEmails to all FHMS – HOS looking for support- received reply emails and spoke with HOS from POP Health.18th May- proposal sent to all interested parties including Associate Dean for FABLE, HOS for Humanities and SocialSciences

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Late May- received request to speak with Jo Elving Hwang. Did so on 6/6- summary of meeting outcomes sent to HOS forSocial Sciences and Assoc Dean FABLE on June 7th.June Phase one proposal approved FHMS Faculty BoardSubmitted for University approvals on June 14th Clarification was sought …to ensure that it was for a Degree specific majorin ARTS and Biomedical ScienceApproved at Curriculum Committee on July 6thApproved at Education Committee on August 8thApproved at Academic Council on August 31st.On October 30th a group of 45 academic staff from across both FHMS and FABLE were invited to consider the phase twoproposal. From this meeting the proposal was changed to a 2 + 3 + 3 model with the addition of 2 complementary units atLevel 3 for students taking the major as their degree specific major in the BA.In January 2018 the Phase Two proposal was submitted and approved at SAH T&L and HMS Faculty Board. The phase twoproposal was then shared at the School of FABLE Curriculum Committee in February with no feedback or commentsreceived.In February 2018 - a working party with reps from SAH, MED, HUM, ANTHR was formed to monitor the development of theLevel 2 core unit.



1 Faculty 14-06-2017 Endorsed: Endorsed for inclusion in both BA and BBiomed Sci, R17/09Faculty Board 31/5/17Approval reference: The minutes are not yet on the web. Happy tosupply a copy, theywill sit http://www.meddent.uwa.edu.au/staff/boards/faculty

1 Curriculum Committee 06-07-2017 Endorsed: Delegated Authority


1 Academic Council 31-08-2017 Endorsed: R40/17

1 School / ROE 17-11-2017 Endorsed: Endorsed School T&L 17 November , 2017Approval reference: Satu Stephenson



1 School / ROE 17-11-2017 Endorsed: Endorsed School T&L 17 November, 2017Approval reference: Satu Stephenson

1 School / ROE 17-11-2017 Endorsed: School T&L 17/11/17Approval reference: Satu Stephenson

1 School / ROE 17-11-2017 Endorsed: School T&L 17/11/17Approval reference: Satu Stephenson



1 School / ROE 17-11-2017 Endorsed: Approved School T&L 17/11/17






1 School / ROE 05-04-2018 Endorsed: SLTC 17th November 2017. Approval Ref Satu Stephenson




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1 School / ROE 05-04-2018 Endorsed: Endorsed by Faculty

1 School / ROE 05-04-2018 Endorsed: Endorsed by Faculty

1 School / ROE 05-04-2018 Endorsed: Endorsed School T&L 17 November 2017

1 School / ROE 05-04-2018 Endorsed: Endorsed School T&L 17 November 2017

1 School / ROE 05-04-2018 Endorsed: School T&L 17 November 2017Approval reference: Satu Stephenson

2 Faculty 22-02-2018 Endorsed: Endorsed HMS Faculty Board R2/18 This endorsementincludes the additional information aboveApproval reference: Heather Morton 6488 3303




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BMED2001 Humanities in Health and MedicineTRIM: F18/757

ID: 6754


Unit information

Code BMED2001

Title Humanities in Health and Medicine

Level 2


Undergraduatedegree

BBiomedSc



Allied Health

Unit coordinator Professor Sandra Carr

Proposed 12/03/2018



Contact hours Seminars 2 hours per week, tutorials 1 hour per week for 12 weeks and 6 online lectures

Broadeningcategory

Broadening Category B


Content This unit provides an introduction to the interdisciplinary field of humanities for health and medicine, and to the methods ofenquiry and interpretive approaches used by the disciplines that contribute to this field. Learning in this unit is achievedthrough a series of 6 modules that explores the relationships between the humanities and medicine and connects todayspractice of medicine and healthcare to interactions with culture, history, literature, art and music, spirituality, philosophyand the environment

Outcomes Students are able to (1) explain the development of medical humanities and the art of caring; (2) discuss how beliefs aroundhealth may develop e.g. experience, reason, scientific method of enquiry; (3) explore ways in which the humanities canimprove the understanding of social and cultural issues affecting health and the delivery of health care; (4) explore the roleof the arts and humanities in health; (5) discuss what it means to be human and explore how this is applied to health careprovision; and (6) discuss philosophical reasoning in areas of medical ethics and professional practice.



1 explain the development of medical humanities and the art of caring Written Assessment

2 discuss how beliefs around health may develop e.g. experience, reason, scientific method of enquiry Case study 2 - individual

3 explore ways in which the humanities can improve the understanding of social and cultural issues affectinghealth and the delivery of health care

Case Study 2- individual

4 explore the role of the arts and humanities in health Written Assessment

5 discuss what it means to be human and explore how this is applied to health care provision Written AssessmentCase Study 1-group

6 discuss philosophical reasoning in areas of medical ethics and professional practice Written AssessmentCase Study 2- individual

Assessment items Typically this unit is assessed in the following ways: (1) written assessment; (2) case study 1 group; and (3) case study 2individual. Further information is available in the unit outline.


1 written assessment 40%

2 case study 1 group 30%

3 case study 2 individual 30%



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00820 Allied Health Coordinating 100%

Unit rules

Prerequisites Any two of: ANTH1001 Being Human: Culture, Identity and Society,PSYC1102 Psychology: Behaviour in Context,PHIL1002 Introduction to Critical Thinking,INDG1150 Aboriginal Encounters: Strangers in our BackyardENGL1902 Reading Bodies,NEUR1001 Neuroscience in Society orPUBH1101 Health and Illness in Human Populations

Corequisites NIL



NIL


Intended courses Major in Humanities for Health and Medicine, Phase One approved for both Bachelor of Biomedical Science BP006 andBachelor of Arts BP001. This combined option is not available in the box below in the CAIDi form.


MJD-HHMED Humanities in Health and Medicine Major Proposed Core

Availabilities


Semester 1, 2019 Crawley Face to face Expected class size: 50Contact hours: 3



True


Phase One of the proposal for this major has been approved to belong to both Bachelor of Arts (BP001) and Bachelor ofBiomedical Sciences (BP006), but the CAIDi form does not provide this option.

Teaching collaborations with other organisation

Collaboration withother organisationindelivering/teachingthe unit

Organisation Summarise collaborations Percentage

Medical School collaboration with teachers from several disciplines within the School of Medicine, teaching on Crawley campus andonline lecture

10%

Humanities collaboration with teachers from several disciplines within the School of Humanities, teaching on Crawley campus andonline lecture

10%

CAMDH consultation with Director of CAMDH, teaching by CAMDH staff on Crawley campus 10%

Social Sciences collaboration directly with teachers from several disciplines within the School of Social Sciences, teaching on Crawleycampus and online lecture

10%


Consultations - Other faculties or schools of the University, including relevant academic staff which may have an interest in thiscurriculum.- Campus Management, in regard to learning spaces / venues.- School of Indigenous Studies, in regards to any proposed Indigenous content.


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Event Date Outcome

School / ROE 17-11-2017 Endorsed: Endorsed by School T&L 17 Nov, 2017Approval reference: Satu Stephenson

Faculty 22-02-2018 Endorsed: Endorsed Faculty Board R2/18 22/2/18Approval reference: Heather Morton Executive Officer, 6488 3303



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BMED3001 Narrative Medicine for research, educationand practice

TRIM: F18/766ID: 6778


Unit information

Code BMED3001

Title Narrative Medicine for research, education and practice

Level 3


Undergraduatedegree

BBiomedSc



Allied Health

Unit coordinator Dr Gabrielle Brand

Proposed 12/03/2018



Contact hours Seminars 2 hours per week for 12 weeks with 4 x online Lectures

Broadeningcategory

Not broadening

Why undergraduateunit not BroadeningCategory B

This unit is only being offered for students undertaking the major in Humanities for Health and Medicine


Content As humans we cast our identity in a narrative form as a way of expressing ourselves and our world to one another indifferent forms, including both literature and art. Narrative Medicine (Charon, 2000) refers to clinical practice infused withnarrative competence – the capacity to recognize, absorb, metabolize, interpret, and be moved by stories of illness. It allowsthe clinician to enter the narrative world of the patient– through the stories they tell, to dwell and comprehend what is atstake there. This can be achieved through drawing on established literature or writing about oneself and one's patients inorder to access deeper meaning and understanding of clinical practice that is otherwise unobtainable. This unit introducesthe concepts of narrative medicine including attentive listening, narrative writing, close reading skills, literary andphilosophical analysis and reflective reasoning and how to translate this learning to education and clinical settings.

Outcomes Students are able to (1) define narrative medicine and explore how it can be used in research, education and practice.; (2)develop an understanding of how narrative medicine tools of close reading, attentive listening and narrative writing fromclinical practice can encourage empathy and promote deeper understanding between clinician and patient.; (3) reflect onhow narrative approaches can enrich understandings of illness, surface unexplored meanings in everyday clinical practiceand foster personal and professional growth and development.; (4) demonstrate techniques used in narrative interviewingand explore how they can be used to see the fuller picture of patient's outer (culture, society) and their inner (motives,interests, emotions) lives.; and (5) explore and discuss narrative learning, pedagogy and how it can be used as a researchmethodology in health..


# Outcome How outcome will beassessed

1 define narrative medicine and explore how it can be used in research, education and practice. narrative interviewwritten assignmentcreative narration

2 develop an understanding of how narrative medicine tools of close reading, attentive listening and narrative writingfrom clinical practice can encourage empathy and promote deeper understanding between clinician and patient.

narrative interviewwritten assignmentcreative narration

3 reflect on how narrative approaches can enrich understandings of illness, surface unexplored meanings in everydayclinical practice and foster personal and professional growth and development.

narrative interviewcreative narration

4 demonstrate techniques used in narrative interviewing and explore how they can be used to see the fuller picture ofpatient's outer (culture, society) and their inner (motives, interests, emotions) lives.

narrative interviewwritten assignmentcreative narration

5 explore and discuss narrative learning, pedagogy and how it can be used as a research methodology in health. written assignmentcreative narration

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Assessment items Typically this unit is assessed in the following ways: (1) narrative interview; (2) written assignment; and (3) creativenarration. Further information is available in the unit outline.


1 narrative interview 40%

2 written assignment 30%

3 creative narration 30%





00820 Allied Health Unit Cooridnator 100%

Unit rules

Prerequisites BMED2001 Humanities in Health and Medicine

Corequisites BMED3002 Application of Humanities to Health care






Availabilities


Semester 1, 2020 Crawley Face to face Contact hours: 2



False




Consultations - Other faculties or schools of the University, including relevant academic staff which may have an interest in thiscurriculum.


Event Date Outcome

School / ROE 17-11-2017 Endorsed: Endorsed by School T&L, 17 November 2017Approval reference: Satu Stephenson





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BMED3002 Application of Humanities to Health careTRIM: F18/767

ID: 6779


Unit information

Code BMED3002

Title Application of Humanities to Health care

Level 3


Undergraduatedegree

BBiomedSc



Allied Health

Unit coordinator Associate Professor Nahal Mavaddat and Professor Sandra Carr

Proposed 12/03/2018



Contact hours Seminars: 3 hours a week for 12 weeks

Broadeningcategory

Not broadening


This unit is only available for students completing the major in Humanities for Health and Medicine


Content This unit will help students understand the practical applications of medical humanities to health care, with the aim ofdeveloping more empathic health care professionals who understand the personal, social, cultural and environmentaldeterminants of health and disease.

Outcomes Students are able to (1) understand the multifactorial determinants of health and disease; (2) explore the role of personalbeliefs in health outcome e.g. beliefs about illness, lifestyle, hope and optimism; (3) explore the role of societal, cultural andreligious beliefs in health outcome and ways they can be assessed and incorporated in disease prevention andmanagement; (4) understand and know the scientific evidence behind ways in which the arts including the visual arts,music, writing and creativity can affect health and improve wellbeing; and (5) explore concepts of empathy, communication,social bonding and their impacts on health and demonstrate self-reflection in these areas.



1 understand the multifactorial determinants of health and disease literature review

2 explore the role of personal beliefs in health outcome e.g. beliefs about illness, lifestyle, hope and optimism video presentation

3 explore the role of societal, cultural and religious beliefs in health outcome and ways they can be assessed andincorporated in disease prevention and management

literature reviewvideo presentation

4 understand and know the scientific evidence behind ways in which the arts including the visual arts, music,writing and creativity can affect health and improve wellbeing

literature reviewvideo presentation

5 explore concepts of empathy, communication, social bonding and their impacts on health and demonstrate self-reflection in these areas

video presentation

Assessment items Typically this unit is assessed in the following ways: (1) literature review and (2) video presentation. Further information isavailable in the unit outline.


1 literature review 50%

2 video presentation 50%

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00820 Allied Health unit coordinator 30%

00855 Medical School unit coordinator/teacher 70%

Unit rules


Corequisites BMED3001 Narrative Medicine for clinical practice, research and education






Availabilities





True




Consultations - Other faculties or schools of the University, including relevant academic staff which may have an interest in thiscurriculum.- School of Indigenous Studies, in regards to any proposed Indigenous content.


Event Date Outcome






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BMED3003 Building the bridge while walking over it:the journey to person centred health care

TRIM: F18/768ID: 6780


Unit information

Code BMED3003

Title Building the bridge while walking over it: the journey to person centred health care

Level 3


Undergraduatedegree

BBiomedSc



Allied Health

Unit coordinator Professor Sandra Carr

Proposed 12/03/2018



Contact hours Seminars 6 x 2 hour seminars plustotal 16 to 20 hours work integrated/ service learning placements over 4 weeks

Broadeningcategory

Not broadening


only available for students enrolled in the major in Humanities for Health and Medicine


Content Health care based on standard Australian biomedical models of medicine is useful in identifying and reducing disease and isa necessity in all societies. However, many believe that the current health system has been developed to suit professionaland organisational needs, ahead of those of consumers.This unit offers students an opportunity to explore approaches towards person -centred care; that aims to close the gap inhealth disparities and be better at preventing ill-health and promoting wellness through effective consumer participation.This will be achieved through the analysis of a series of personal narratives presented through the arts, literature and musicto explore the relationships and interconnectedness between health professionals and health consumers.Students will be expected to participate in some work integrated learning activities

Outcomes Students are able to (1) integrate information from a range of sources to present an analysis of person centred care; (2)document strategies for establishing effective partnerships between the health care system and consumers; (3) describeopportunities to increase health literacy especially within more disadvantaged populations to enhance better healthoutcomes for all; (4) apply social research methods to evaluate effective prevention of ill-health and promotion of well-beingby consideration of the social determinants of health; and (5) explore concepts of empathy, communication, social bondingand their impacts on health and demonstrate self-reflection in these areas.



1 integrate information from a range of sources to present an analysis of person centred care written assessmentobject lesson- groupexperiential journal

2 document strategies for establishing effective partnerships between the health care system and consumers object lesson- groupwritten assessment

3 describe opportunities to increase health literacy especially within more disadvantaged populations to enhancebetter health outcomes for all

object lesson- groupwritten assessment

4 apply social research methods to evaluate effective prevention of ill-health and promotion of well-being byconsideration of the social determinants of health

experiential journalobject lesson- group

5 explore concepts of empathy, communication, social bonding and their impacts on health and demonstrateself-reflection in these areas

written assessmentobject lesson- groupexperiential journal

I16

Assessment items Typically this unit is assessed in the following ways: (1) written assessment; (2) object lesson- group; and (3) experientialjournal. Further information is available in the unit outline.


1 written assessment 40%

2 object lesson- group 30%

3 experiential journal 30%





00820 Allied Health Unit Coordinator/Teacher 100%

Unit rules


Corequisites NIL






Availabilities





False




Consultations - Other faculties or schools of the University, including relevant academic staff which may have an interest in thiscurriculum.- Admissions, in regard to entry requirements / prerequisites, etc.- Campus Management, in regard to learning spaces / venues.


Event Date Outcome






J1

Proposed postgraduate coursework course phase 2 (detailed proposal) as at 04-04-2018

21560 Master of Legal Practice (coursework)TRIM: F17/2748

ID: 1440

This postgraduate coursework course is not yet approved.

Administrative details



UWA Law School

Course coordinator Associate Professor Natalie Skead

Details

Course code 21560

Title Master of Legal Practice

Abbreviation ofaward

MLegalPrac

Type of degreecourse

Master's by Coursework

AQF course type andlevel

Master's (Coursework) — Level 9

Structure type Named

About this course This is a course designed for overseas qualified lawyers. It is provided primarily for those people who have fulfilled therequirements of a law degree and been admitted to practice, usually in another country, and have been advised by theLegal Practice Board of Western Australia to undertake extra units of study in order to be admitted to practice in this State.

Proposed 12/12/2017


Volume of learning

Maximum volume oflearning

96 points

Minimum volume oflearning

48 points

Does minimumvolume of learningcorrespond tostandard admissionrequirements?

No

J2

Why minimumvolume of learningdoes not correspondto standardadmissionrequirements

This proposed new Masters of Legal Practice will have a flexible volume of learning between 48 points (the usual Law Schoolnorm for Masters degrees) and 96 (the new proposed maximum), with a proposed exit pathway for points of learningbetween 24 and 42 in the existing Graduate Diploma in Legal Practice. It aims to recruit students from varying backgroundsof legal learning, including those with LLB's and similar undergraduate legal qualifications only, requiring an exemption fromUP15/7 PG Coursework (sch 1, Vol of Learning), which is granted for all Law School degrees at AQF 8 and 9.

Coursework Studies Board have previously granted the Law School exemption to run Masters degrees with admissionsrequirements from UG degrees for AQF level 9 (Masters) with 48 points and AQF level 8 (Graduate Diplomas) of 24 points.The rationale for this is set out as follows in the documentation for these degrees, and is still very much valid, and reflectsnational best practice. A program of study at 48 credit points is in alignment with national and international benchmarks.Within the other seven Go8 universities alone there are many examples of law related masters recruiting straight fromundergraduate degrees:a. ANU: Master of International Security Law; Master of Environmental Law; Master of Law; Governance and Development;Master of Government and Commercial Law; Master of International Law; Master of Diplomacy/Master of International Law.These are all 1 year (48 credit) programs requiring “A three-year Australian Bachelor's degree or equivalent with a PASSlevel GPA.” No cognate requirements or additional study or work experience required.

b. University of Sydney: Master of Environmental Law , Master of Global Law, Master of Criminology (Coursework) , Master ofAdministrative Law and Policy, Master of Business Law, Master of International Law, Master of International Taxation, Masterof Jurisprudence, Master of Labour Law and Relations, Master of Taxation. These are all one year (48 credit) programsrequiring solely that “Candidates must hold an undergraduate degree or equivalent tertiary qualification” some stating“need not be law” other specifying broader cognate areas. See for example Business Law requiring “an appropriate level inaccountancy, business, commerce or another suitable discipline”; or Law & Policy requiring that “The degree must be in law,economics, government, social work or another relevant discipline”; or International Law stating that: “Non-lawyers areeligible to apply for admission if they have an undergraduate degree relevant to international, legal or business studies.”Note that Sydney also offer a Law related Master's Degree which requires NO degree, see Master of Health Law: “While anundergraduate degree is required, admission in the program is open to both lawyers, health professionals working in theirrespective professions, and other approved applicants”. The AQF compliance of the latter has been argued solely on thebasis of learning outcomes.

c. University of NSW: Master of Business Law; Master of Criminal Justice & Criminology; Master of Dispute Resolution; Masterof Human Rights Law & Policy; Master of International law & International Relations; Master of International Law & Security;Master of Law & Management; Master of Law, Media & Journalism; all one year full time (48 credit) degrees, all requiring“Undergraduate degree in law, the social sciences or humanities” or similarly broad cognate admissions requirements.

d. University of Adelaide: In addition to their one year Masters of Laws recruiting straight from the Law degree with honours,they also offer the Master of Trade and Development, a one year full time degree admitting students with “A completedBachelor's degree or equivalent”.

e. University of Queensland: Do not have many Law offerings at Masters level, but it is worth noting that their Masters ofLaws recruits from “Bachelor of Law [...]OR approved equivalent qualification” with no further work or study experienceneeded.

f. University of Melbourne and University of Monash are recruiting for their Masters programs straight from the Bachelor'sdegree by defining cognate quite narrowly (Law). They request students at “honours standard” which internationally isdefined by high GPA. In addition to the LLM degrees, they are not requiring any additional experience or qualifications forthe following 48 credit one year degrees recruiting straight from a cognate degree: i. Melbourne: Master of Banking andFinance Law, Master of Commercial Law, Master of Competition and Consumer Law, Master of Construction Law, Master ofEmployment and Labour Relations Law, Master of Energy and Resources Law, Master of Environmental Law, Master ofHealth and Medical Law, Master of Intellectual Property Law, Master of International Tax, Master of Law and Development,Master of Public and International Law, Master of Private Law, Master of Tax; all where cognate is defined as law.ii. Monash: Master of Commercial Law; Master of Human Rights Law; Master of Intellectual Property Law; Master ofInternational and Comparative law; Master of Regulatory Studies; Master of Workplace and Employment Law All studentscoming onto the proposed degree will be of a cognate background, even without a wider definition, as they must hold aprevious degree in law.

The proposed program is specifically tailored to allow graduates from other legal jurisdictions training in the WA legalsystem, for admission to practice in WA by the legal practice board. The AQF specifications for a Master's Degree focus uponlearning outcomes (knowledge and skills) for a graduate of that program. The purpose of the AQF Level 9 is to ensuregraduates have achieved that higher level of learning. Therefore it is appropriate to focus upon what graduates will acquireduring and from the program of study. The program of study for which approval is sought, will facilitate the acquisition of anadvanced body of knowledge and skills (and their application) in the relevant sub-discipline.

Moreover, it is worth noting that the addition of this course will not incur any additional cost for the Law School as studentswill be undertaking units already offered by the Law School.

Course availability for students

Course offered tostudent categories

Domestic fee-paying; International students (student visa holders); International students (non-student visa holders);

Consultation withStrategy Planningand PerformanceregardingCommonwealthSupported Places

This course is not Commonwealth Supported

Course to beregistered onCRICOS?

Yes

J3

Rules








3. To be considered eligible for consideration for admission to this course an applicant must satisfy the University's Englishlanguage competence requirement as set out in the University Policy on Admission: Coursework.



(a) a Juris Doctor or Bachelor of Laws, or equivalent as recognised by UWA;

and

(b) an assessment of this qualification by the Legal Practice Board of Western Australia that outlines which units arerequired to practice.




6.(1) This course has the following exit award:• 20350 Graduate Diploma in Legal Practice (24-42 points)

(2) A student who withdraws from the Master of Legal Practice course before completing it, but after completing at least 24points or up to 42 points, may apply to the Faculty to be awarded the Graduate Diploma in Legal Practice.

Course structure 7.(1) The course consists of units to a total value of 96 points (maximum value) which include conversion units to a value of48 points.


(3) Students who have completed This is not a conversion course. Students are required to complete a range of units (48-96points), dependent on their previous qualifications and experience. This is determined by the external professional body,Legal Practice Board of Western Australia. are granted credit for conversion units up to a value of 48 points.




Progress status 10. 10.(1) Part-time students, or those commencing mid-year, who fail to make satisfactory progress under Rule 8 in theirfirst year of enrolment are assigned the progress status of 'On Probation' by the Faculty.

(2) Students other than those covered by (1) who fail to make satisfactory progress under Rule 8 are assigned the progressstatus of 'Excluded' unless the Faculty determines otherwise in light of exceptional circumstances.\. A student who does notmake satisfactory progress in terms of Rule 9 is assigned the progress status of 'On Probation', unless they have beenassigned a progress status of 'Suspended' or 'Excluded' for failure to meet other satisfactory progress requirements in Rule8.




Course structure


J4

Take unit(s) to the value of 48-96 points, as approved by the School, and as required by the Legal Practice Board of Western Australia::

LAWS4101 Foundations of Law and Lawyering 6 points Active

LAWS4102 Criminal Law 6 points Active

LAWS4103 Contract 6 points Active

LAWS4104 Property 6 points Active

LAWS4106 Torts 6 points Active

LAWS4107 Land Law 6 points Active

LAWS4108 Foundations of Public Law 6 points Active

LAWS4109 Legal Theory and Ethics 6 points Active

LAWS5101 Constitutional Law 6 points Active

LAWS5102 Administrative Law 6 points Active

LAWS5103 Equity and Trusts 6 points Active

LAWS5104 Corporations Law 6 points Active

LAWS5105 Remedies 6 points Active

LAWS5107 Evidence 6 points Active

LAWS5108 Commercial Practice 6 points Active

LAWS5109 Dispute Resolution 6 points Active

LAWS5115 Procedure 6 points Active


















J5

Take remaining unit(s) to a total of 96 points::

LAWS5110 International Negotiation Practice and Skills 6 points Active

LAWS5111 Corporate Governance for Resources Companies 6 points Active

LAWS5114 International Environmental Law 6 points Active

LAWS5117 Advanced Evidence and Proof 6 points Active

LAWS5118 Family Law 6 points Active

LAWS5126 Banking Law 6 points Active

LAWS5128 Consumer Law 6 points Active

LAWS5132 Income Taxation Law 6 points Active

LAWS5135 Insurance Law 6 points Active

LAWS5144 Mining and Energy Law 6 points Active

LAWS5150 Intellectual Property Law 6 points Active

LAWS5165 Public International Law 6 points Active

LAWS5167 Comparative Law 6 points Active

LAWS5175 Heritage Governance: from Global to Local 6 points Active

LAWS5179 Law of the Sea 6 points Active

LAWS5181 Health Law and Policy 6 points Active

LAWS5182 Indigenous Peoples in International and Comparative Law 6 points Active

LAWS5208 Oil and Gas Project Development Law 6 points Active

LAWS5210 Working with China: Business in a Socio-legal Context 6 points Active

LAWS5211 Intellectual Property and China’s Innovation-based Economy 6 points Active

LAWS5212 China–Australia Relations: Trade, Investment and Law 6 points Active

LAWS5213 Practical Issues with Chinese Contracts and Commercial Laws 6 points Active

LAWS5219 International Criminal Law 6 points Active

LAWS5220 International Humanitarian Law 6 points Active

LAWS5222 Working with the Written Law 6 points Active

LAWS5223 Theories of Justice and Punishment 6 points Active

LAWS5226 International Human Rights Law 6 points Active

LAWS5229 The Law Relating to Conflict—Technology and Future Challenges 6 points Active

LAWS5252 International Trade Financing 6 points Active

LAWS5253 International Shipping Law 6 points Active

LAWS5254 World Trade Organization Law 6 points Active

LAWS5305 Mediation: Practice and Skills 6 points Active

LAWS5306 Arbitration: Practice and Skills 6 points Active

LAWS5360 Employment Law 6 points Active

LAWS5378 Government Accountability—Law and Practice 6 points Active

LAWS5503 Conflict of Laws 6 points Active





































J6

LAWS5507 International Oil and Gas Law 6 points Active

LAWS5517 Mining Law 6 points Active

LAWS5521 Climate Change Law and Emissions Trading 6 points Active

LAWS5528 Unjust Enrichment and Restitution 6 points Active

LAWS5532 Oil and Gas Agreements 6 points Active

LAWS5540 Environmental Protection Law 6 points Active

LAWS5541 Corporate Finance and Securities Regulation 6 points Active

LAWS5576 International Commercial Arbitration 6 points Active

LAWS5589 Australian Oil and Gas Law 6 points Active

LAWS5590 Water Resources Law 6 points Active

LAWS5591 Personal Property 6 points Active

LAWS5694 Research Paper I 6 points Active

LAWS5695 Research Paper II 12 points Active

LAWS5813 Legal Issues for Not-for-Profit Entities 6 points Active

LAWS5820 Legislation in Practice 6 points Active

Exit awards

Code 20350

Title Graduate Diploma in Legal Practice

Type Graduate Diploma

Abbreviation GradDipLegalPrac

Points 24-42

Requirements A student who withdraws from the Master of Legal Practice course before completing it, but after completing at least 24points or up to 42 points, may apply to the Faculty to be awarded the Graduate Diploma in Legal Practice

Outcomes Not applicable. The number of units that a student is required is determined by the external professional body, LegalPractice Board of Western Australia to enable graduates can practice in WA.

Summary of assessment Not applicable. The unit assessments remain the same for both levels.The number of units that a student is required isdetermined by the external professional body, Legal Practice Board of Western Australia to enable graduates canpractice in WA.

Australian Qualification Framework outcomes

AQF outcomes:Knowledge

The national JD Threshold Learning Outcomes have been adopted as the Learning Outcomes for the UWA JD and are therelevant Learning Outcomes for the Masters in Legal Practice. The domains constitute: knowledge; ethics and professionalresponsibility; thinking skills; research skills; communication and collaboration; self-management. See JD Threshold LearningOutcomes: A mapping summary. More detailed documentation can be made available on request.

AQF outcomes:Skills

Graduates of the Masters in Legal Practice will demonstrate the intellectual and practical skills needed to justify andinterpret theoretical propositions, legal methodologies, conclusions and professional decisions, as well as to identify,research, evaluate and synthesise relevant factual, legal and policy issues. They will be able to communicate in ways thatare effective, appropriate and persuasive for legal and non-legal audiences; and collaborate effectively.

AQF outcomes:Application ofknowledge andskills

Graduates at this level will apply knowledge and skills to demonstrate autonomy, expert judgement, adaptability andresponsibility as a practitioner or learner.
















J7

Educational principles

Educational Principles Proposer response

Educational Principle 1To develop disciplinary and interdisciplinaryknowledge and skills through study andresearch-based enquiry, at internationallyrecognised levels of excellence.- to think, reason and analyse logically andcreatively - to question accepted wisdomand be open to innovation- to acquire the skills needed to embracerapidly changing technologies

learning outcomes are mapped through the curriculum and are designed to ensure graduates have:An advanced and integrated understanding of a broad body of legal knowledge, principles and conceptsacross the compulsory and option units of the JD curriculum (TLO 1a)An advanced and integrated understanding of international and comparative perspectives on a broad rangeof legal issues and areas:- across the compulsory and option units of the JD curriculum; and- within a compulsory option unit chosen from the international and comparative law stream of option units.(TLO 1a)An advanced and integrated understanding of the historical, social, political and economic contexts in whichlaw operates and legal disputes arise within the compulsory and option units of the JD curriculum. (TLO 1b)An advanced and integrated understanding of:- contemporary developments in the compulsory and option units;- the evolving legal professional ethics and duties and the relevant regulatory frameworks within whichlawyers operate. (TLO 1d)A critical approach to necessary and/or proposed law reform initiatives.An ability to identify and critically analyse the legal issues arising from complex legal problems across awide range of subject areas in both private and public law. (TLO 3a)An advanced ability to apply legal knowledge and reasoning to generate appropriate theoretical andpractical responses to complex legal issues across a wide range of subject areas arising within thecompulsory and option units, including the capstone units, of the JD curriculum. (TLO 3b)An ability to engage in critical analysis and generate and evaluate alternative legal options amongst whichreasoned and appropriate choices can be made across a wide range of subject areas arising within thecompulsory and option units, including the capstone units, of the JD curriculum. (TLO 3c)Sophisticated cognitive and creative skills in approaching complex legal problems and generatingappropriate legal solutions across a wide range of subject areas arising within the compulsory and optionunits, including the capstone units, of the JD curriculum.(TLO 3d)

The ability to use information technology and acquire new skills is covered in TLO 4.

Educational Principle 2To further develop skills required to learn,and to continue through life to learn, from avariety of sources and experiences.- to develop attitudes which value learning- to acquire skills in information literacy

An ability to engage in legal (and related) research at an advanced level identifying, interpreting, justifyingand evaluating relevant factual, legal and policy issues, theoretical propositions, legal methodologies andprofessional decisions across a range of legal areas. (TLO 4)An advanced level of accountability, autonomy and professionalism in managing their time, preparing forand completing a range of assessment tasks and other allocated work, and in interacting with peers andteachers. (TLO 6a)An ability to reflect on and evaluate their capabilities and performance in assessed and unassessed workand class contributions and to use a wide range of formal and informal feedback provided by teachers andpeers in supporting their own personal, academic and professional development. (TLO 6b)

Educational Principle 3To develop personal, social, and ethicalawareness in an international context- to acquire cultural literacy- to respect Indigenous knowledge, valuesand culture- to develop ethical approaches and maturejudgement in practical and academicmatters- to develop the capacity for effectivecitizenship, leadership and teamwork

An advanced and integrated understanding of ethical and professional obligations and decision-makingrelevant to the practice of law including an understanding of the principles and values of justice both intheory and in practice. (TLO 1c)An advanced and integrated understanding of, and a reflective and critical approach to, the alternativeapproaches to professional judgement and ethical decision making that arise in legal practice. (TLO 2a)An ability to identify, reflect upon and critique alternative ethical responses to a wide range of legal issuesarising in professional practice and to make appropriate justified choices from the alternatives identified.(TLO 2b)An ability to recognise, reflect upon and evaluate:- legal and ethical frameworks in light of lawyers' key duties to their clients and to the wider community inthe administration of justice;- the professional responsibilities of lawyers in promoting justice and in service to the community; and- their own attitudes to conflict and conflict resolution and the ethical tensions that arise in legal practice.(TLO 2c)An ability to work together and collaborate effectively and professionally in a range of assessed andunassessed tasks in formal and informal contexts. (TLO 5b)A developing ability to engage as a legal professional in accordance with professional conduct rules and toexercise professional judgement in a range of practical contexts. (TLO 3d)The curriculum reflects a view of the discipline of law as informed by many perspectives, includingIndigenous perspectives. Law is also shaped by the broader contexts within which legal issues arise (forexample, cultural, gender-related, ethical, moral, religious, political, social, historical, philosophical, andeconomic contexts).

So, students develop a respect of Indigenous knowledge, values and culture through work in Legal Process,and Property and have the opportunity to study units including Indigenous Peoples in International andComparative Law and Legal History or to undertake a Supervised Research paper on indigenous legal issues.

Students will also be expected to respect the cultural, linguistic, and educational background of theiraudiences and engage with culturally diverse audiences in appropriate ways (see TLO 5a).

Educational Principle 4To communicate clearly, effectively andappropriately in a range of contexts- to develop spoken and written Englishcommunication skills at high levels- to acquire skills in critical literacy andinterpersonal communication

A well-developed ability to communicate effectively, appropriately and persuasively both orally and inwriting in and for a wide range of contexts and purposes, for legal and non-legal audiences. (TLO 5a)Students are expected to engage in critical analysis and make a reasoned choice amongst alternatives:“Critical analysis” is the practice of examining a text, claim or argument and identifying the hiddenstructures: for example, legal and non-legal issues; premises and hypothesis; factual, theoretical andideological assumptions; undisclosed biases and prejudices; and so on. The word “critical” emphasises thatanalysis is a high-level, conceptually analytical activity; it does not mean simply being confrontational ornegative – the outcome of critical analysis can be agreement with the text, claim or argument. (see TLO 3c)

J8

Employment destinations


The principal employment destination for students completing this course is to obtain the accreditation required to practiceas a barrister or solicitor in Western Australia.

Rationale forexpectedemploymentdestinations

On the basis that the purpose of the Masters in Legal Practice is to provide overseas qualified legal practitioners with theaccreditation required to practice in WA.

Course delivery

Mode of delivery Internal

Location(s)delivered

Location Percentage

UWA (Crawley) 100%

% of units taught innon-standardsemesters

20% units in non-standard teaching periods

Duration, intake and attendance

Duration of course 1 year

Duration of courseat maximum volumeof learning

2 years

Intake periods(broad)

Beginning of year and mid-year

Intake periods(specific teachingperiods)

Non standard (pre semester one), Semester 1, Semester 2

Attendance type Full- or part-time

Time limit 5 years



Volume of Learning Exception:The Law School have established 48 points master courses (6) and 24 point Graduate Diplomas (10) based on national bestpractice. These courses have been approved by UWA with exception to UP15/7 Postgraduate coursework (schedule 1,Volume of Learning requirement), which would normally require a minimum volume of learning for GD, 48 points and for aMaster, 72 points. Without this exception, UWA Law courses would not be competitive in the market.

The number of units (points) that a students must complete is determined by an external accreditation body (Legal PracticeBoard of Australia).

This Master of Legal Practice is being established to accommodate both the Graduate Diploma and Master students bysetting up the GD as an exit award and rescinding the current approved GD which provides a volume of learning range of24-90 points. An additional 6 points is being added to the maximum volume of learning to cater to for all students.

The addition of this course will not incur any additional cost for the Law School as students will simply be undertaking unitsalready offered by the Law School.

NB - CAIDi format for volume of learning (rule 7.3) doesn't work/apply to this course as LPBA determines the number of unitsa student must undertake.



1 Faculty 17-08-2017 Endorsed: Associate Dean Education Professor Phil HancockApproval reference: x1835

1 Chair, Curriculum Committee 19-10-2017 Endorsed: Delegated Authority


J9


1 Academic Council 06-12-2017 Endorsed: R91/17Approval reference:http://www.governance.uwa.edu.au/committees/academic-boardcouncil-agendas-and-minutes-archive

2 Faculty 12-12-2017 Endorsed: Associate Dean Education Professor Phil HancockApproval reference: x1835




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