University of Tasmania Strategic Plan for Learning and Teaching (2015 Extension)

20 

Loading....

Loading....

Loading....

Loading....

Loading....

Full text

(1)

UTAS Strategic Plan for Learning and Teaching 2012-2014 (2015 Extension) 1

University of Tasmania

Strategic Plan for

Learning and Teaching

2012-2014

(2)

UTAS Strategic Plan for Learning and Teaching 2012-2014 (2015 Extension) 2

Contents

Page

1. Preamble ... 4 2. Vision ... 6 3. Principles ... 7 4. Strategic Goals ... 8

Goal 1: To Facilitate Excellence in Learning ... 9

Objective 1.1: Students acquire a command of a coherent body of knowledge ... 9

Objective 1.2: An optimum learning environment ... 9

Objective 1.3: Graduates are skilled, capable and creative learners, able to make a valuable contribution to society and are globally engaged citizens ... 10

Objective 1.4: A university wide commitment to assuring and enhancing the quality of learning and teaching ... 11

Goal 2: To Be Excellent in Teaching ... 12

Objective 2.1: Teachers prepared and supported to develop quality teaching and learning practice ... 12

Objective 2.2: Quality teaching and learning practices identified and rewarded ... 13

Objective 2.3: Links between teaching and learning and research driving improvements in both areas ... 13

Objective 2.4: Ensure Excellence in Teaching ... 14

Goal 3: To Develop a Renewed Curriculum ... 14

Objective 3.1: Strategic approach to curriculum design ... 14

Objective 3.2: Internationalisation ... 15

Objective 3.3: Curricula support student learning across a diverse range of student and course profiles and use innovative applications of technology and blended learning approaches ... 16

Goal 4: To Develop and Maintain Quality Partnerships ... 17

Objective 4.1: Strategic external partnerships that enhance learning and teaching and the development of shared resources and infrastructure ... 17

(3)

UTAS Strategic Plan for Learning and Teaching 2012-2014 (2015 Extension) 3 Objective 4.2: Industry and wider community partnerships that ensure increased

participation in higher education ... 18 Objective 4.3: Quality Work Integrated Learning placement opportunities ... 18 Objective 4.4: Continuously improve partnership management processes to ensure effective

learning and teaching outcomes ... 19 Objective 4.5: Communication of the value and importance of partnerships for the

University with wider communities ... 19 5. Learning and Teaching Strategic Framework ... 20

(4)

UTAS Strategic Plan for Learning and Teaching 2012-2014 (2015 Extension) 4

1. Preamble

The 2012-2014 Strategic Plan for Learning and Teaching sets out the University’s strategic approach to the core business of education as a template for 2012-2014, while at the same time as a springboard for the future.

The 2012-2014 Plan has led to some major advances and key areas of progress include:

• Consistent with Goal 2, the University of Tasmania continues to achieve remarkable national recognition for teaching excellence as measured through awards and competitive grants from the Office for Learning and Teaching (OLT); Australian Maths and Science Priority Program (AMSPP) and Higher Education Participation Program (HEPP)

• A comprehensive Technology Enhanced Learning and Teaching Plan has been introduced which has already led to major improvements within the institution such as: take-up of the new Learning Management System; improvement to Video-Conferencing; and externally reinforced global recognition for our expertise and commitment to Open Educational Practice(OEP) and our innovative approach to Massive Open Online Course (MOOC) development

• The University is leading key national debates around teaching quality, including: Peer Review of Assessment; Professional Recognition of Teaching and Academic Promotions

• Consistent with Goal 1, the agenda flagged in 2011 for a course-level approach to learning outcomes is now embedded across the institution, is central to reporting and monitoring, and will be integrated into the new Quality Assurance Framework (described further below)

• Consistent with Goal 3 an ambitious program of multidisciplinary and problem-based breadth units have been introduced across the University’s curriculum and in 2015 the wider

institutional Curriculum Review supporting this Goal will be progressed

These advancements and achievements provide a sure base for the next five years. However in view of the present uncertainty surrounding the parameters of the Learning and Teaching environment the 2012-2014 Plan proceeds into 2015, with appropriate updating, in a transitional form. There are a number of interrelated internal and external factors creating this environment of uncertainty:

• the changing regulatory and quality framework with the refocussing of the Tertiary Education Quality and Standards Agency (TEQSA), the proposed Higher Education Standards Framework, and compliance with the Australian Qualifications Framework (AQF)

• the Federal government’s Higher Education Reform Package and associated full fee deregulation, or if the legislation continues to be blocked, the possibility of a range of alternative funding environments including extension to the capping of degree places

• internal initiatives including the process of review and renewal of the University curriculum, and the implementation of findings from the Deloitte audit of the Governance of Academic Quality Assurance, the review of Academic Senate and its sub-committees, and the Teaching Efficiency Project

The University of Tasmania Strategic Plan for Learning and Teaching 2012-2014 (2015 Extension) is intended to provide stability and allow for a period of transition during this uncertain time. It reflects and builds upon the continuing importance of key purposes namely to:

• communicate an inspiring vision for learning and teaching appropriate to the particular needs of

all University of Tasmania (UTAS) students and staff

• ensure the UTAS approach to learning and teaching is framed by and, in selected areas, leads

national and international initiatives

• Locate the student experience at the forefront of the quality agenda underscoring learning and

(5)

UTAS Strategic Plan for Learning and Teaching 2012-2014 (2015 Extension) 5

• act as an integral component of the University’s Open to Talent: Strategic Plan 2012 - Onwards

and support wider University strategic priorities including: o sustained excellence in the student experience

o social inclusion and increased participation in tertiary education, including by way of open educational practice, attached to a continuing commitment to regional campuses

o constant development and review of curriculum, including by way of diversity across cultures and disciplines

o community, industry and government engagement o world class research and scholarship

o internationalisation

• act as a framework for Faculty plans, subsidiary plans and policies through which the strategic

goals (and associated objectives and elements) in learning and teaching and academic quality will be operationalised, but remain sufficiently flexible to effectively address the fluidity and

competition increasingly characteristic of the higher education environment

The goals, objectives and elements outlined in the Strategic Plan remain the product of a

collaborative process of development, and an attempt to foreshadow, so far as possible at this stage, an agreed view of the coming agenda. They accordingly continue to inform the development of Faculty plans and the broader learning and teaching strategic framework. As a transitional document, the current Strategic Plan will see more substantial review during 2015 once there is greater clarity in the parameters facing tertiary learning and teaching.

(6)

UTAS Strategic Plan for Learning and Teaching 2012-2014 (2015 Extension) 6

2. Vision

UTAS aims to unlock potential and transform the lives of individuals and the communities in which they live. We seek to ensure that UTAS graduates are equipped and inspired to shape and respond to the opportunities and challenges of the twenty-first century. Through the acquisition of subject and multidisciplinary knowledge and skills, UTAS graduates are equipped to participate as socially responsible citizens in local, national and global society. At the same time, graduates benefit from aspects of tertiary education and experience unique to UTAS.

We see measurable excellence in the student experience and of student learning as the overall goals that frame our approaches to Learning and Teaching. UTAS is accordingly dedicated to ensuring that teaching and the learning environment are of the highest quality, and are enriched by world class research and the fruits of our global and local partnerships. Our approaches

promote innovation and use technology that enhances learning and teaching. Excellence at both a teaching and learning level is rewarded and celebrated, with excellence evidenced, in part, by continuing national recognition as a leader in learning and teaching and as a valued partner internationally.

In an increasingly competitive environment, UTAS aims to increase participation and attainment in tertiary education. UTAS embraces its role as a global educator and its unique responsibility in working with government and other stakeholders in raising the educational attainment of Tasmanians.

(7)

UTAS Strategic Plan for Learning and Teaching 2012-2014 (2015 Extension) 7

3. Principles

This strategy is based on the following principles:

1. Learning is the central concept that frames the purposes of teaching and assessment at UTAS 2. Learning is a student-centred and social concept. This recognises:

 the importance of student engagement in their own learning  the value of two-way interactions between staff and students  the efficacy of experiential and participatory pedagogies

3. Learning and teaching at UTAS will support the educational aspirations of all sections of society and of students from around the world

4. Learning and teaching at UTAS is enriched and demonstrates currency through a research- informed curriculum and a focus on the scholarship of learning and teaching

5. UTAS is an organisation that learns from best practices, commits to continual improvement and where staff are supported to engage in communities of practice and empowered to promote innovation

6. Teaching is valued, recognised, rewarded and celebrated

7. Areas of excellence in learning and teaching are identified and supported in engaging others both nationally and internationally

8. Learning and teaching at UTAS forms part of a whole organisational commitment to enhancement of the student experience

9. Learning and teaching should constantly strive to enhance the quality of graduates and the achievement of academic standards

10. Our goals can only be delivered through partnerships with:  our students

 our staff

 employers, including major public and private organisations  accrediting and other statutory bodies

 Federal and State Government

(8)

UTAS Strategic Plan for Learning and Teaching 2012-2014 (2015 Extension) 8

4. Strategic Goals

These principles are further developed through the following Goal areas: 1. To facilitate excellence in learning

2. To be excellent in teaching 3. To develop a renewed curriculum

4. To develop and maintain quality partnerships The image below depicts the goal areas diagrammatically:

(9)

UTAS Strategic Plan for Learning and Teaching 2012-2014 (2015 Extension) 9

Goal 1: To Facilitate Excellence in Learning

Excellence in Learning involves a command of a coherent body of knowledge and being open to different disciplinary perspectives. This is developed through an optimum student experience that enables students to become socially and critically aware and responsible global citizens. Our commitment to facilitating excellence in learning is reflected in the Curriculum Principles for the University of Tasmania and the Graduate Quality Statement.

Objective 1.1: Students acquire a command of a coherent body of knowledge

Learners who have achieved a command of knowledge will have grounded the higher order learning skills (critical reasoning, conceptualisation, analysis, problem identification and solving, evaluation and creativity) in the sound knowledge of a discipline(s). They will be able to

communicate and apply that knowledge beyond their university study. Command of a coherent body of knowledge also involves becoming an independent, active and critical learner. This fosters lifelong learning and enables graduates to be adaptive to change, receptive to new ideas, tolerant of uncertainty and committed to remaining current in their discipline(s), and in other fields of knowledge.

Objective 1.1 Elements:

a. Guide students in gaining an understanding of the major conceptual paradigms, frameworks and theories that relate to their discipline(s) of study, through the integration of scholarship and research and the constructive alignment of learning outcomes, learning and teaching activities and assessment tasks.

b. Develop students’ knowledge, skills and capabilities through a coherent program of study that is guided by course level outcomes shaped to include discipline specific and generic attributes as described in the University Graduate Quality Statement.

c. Equip students to understand the limitations, provisional nature and constraints of knowledge. This will inculcate in them an appreciation of the need for independent and lifelong learning.

d. Develop in students a sense of responsibility for their active participation in the learning process and foster their development as independent learners.

e. Develop in students the ability to integrate and synthesise perspectives of different disciplines by equipping them with a sense of the interconnectedness between the different fields of knowledge, and by providing the opportunity to work in

interdisciplinary ways.

Objective 1.2: An optimum learning environment

The wider Student Experience strategy has been developed (see Learning and Teaching Strategic Framework) and recognises the necessity of a whole of organisation understanding of the central importance of an optimum student learning experience. Student learning is the justification of any university and only a good student experience ensures success in learning. An optimum learning environment includes all learners; it recognises and accepts individual talent, and diversity of

background, learning style, and perception of the learning task. In an optimum learning environment students are challenged to embrace all levels of learning, from memorising to personal

transformation. Students are supported to overcome barriers including those that may be created by socio-economic status, geography, cultural and linguistic difference, previous educational experience and family circumstance. High achieving students are supported to achieve their potential.

(10)

UTAS Strategic Plan for Learning and Teaching 2012-2014 (2015 Extension) 10 We enable our students to engage through a range of learning approaches using our Blended

Learning model. These include off campus delivery, traditional face-to-face classes and situated learning experiences. Our students are supported with quality online resources, with an

equivalence of experience irrespective of mode of study or location. Our learning environment recognises the value of social interaction and authentic and experiential approaches, and it embraces interactive technology. Learners are encouraged to incorporate into their learning, perspectives that transcend the boundaries of a single nation, society or culture.

Objective 1.2 Elements:

a. Provide to students the best possible quality space for teaching and study, online and offline.

b. Provide a curriculum that develops comprehensive discipline knowledge, and a breadth of perspectives on complex issues facing society.

c. Design and deliver programs and courses that make available a variety of forms of delivery with a particular focus on flexible online/distance approaches to cater to diverse student circumstances including students in rural and remote locations, in the workforce and/or with caring responsibilities.

d. Develop interactive pedagogies, expertise in online/distance learning and applied learning experiences in order to enhance learning and recognise and respond to the diverse range of student learning approaches, as informed by the Technology Enhanced Learning and Teaching (TELT) White Paper.

e. Develop learning strategies that encourage students to develop scholarly independence and skills to undertake lifelong learning.

f. Listen to, consider and respond to the student voice, as expressed through surveys and other feedback mechanisms, in order to enhance the whole of the student experience. g. Enact a comprehensive and effective approach to student representation and provide

opportunities for students to engage in the practices of the University.

h. Encourage a culture in which all interactions between staff and students are characterised by an expectation of shared commitment to learning and enhancement of the discipline through research and inquiry.

i. Provide support to students that is integrated and responsive to critical points in a student’s university experience.

j. Provide opportunities for high achieving students through accelerated and extended programs and pathways.

k. Offer enabling pathways to tertiary study for different equity groups such as students from low socio economic background and culturally and linguistically diverse (CALD) students.

Objective 1.3: Graduates are skilled, capable and creative learners, able to make a valuable contribution to society and are globally engaged citizens

The University of Tasmania experience unlocks the potential of individuals. Our graduates are equipped and inspired to shape and respond to the opportunities and challenges of the future as accomplished communicators, highly regarded professionals and culturally competent citizens in local, national, and global society. University of Tasmania graduates acquire subject and

multidisciplinary knowledge and skills, and develop critical and creative literacies and skills of inquiry. Our graduates recognise and critically evaluate issues of social responsibility, ethical conduct and sustainability. Through respect for diversity and by working in individual and collaborative ways, our graduates reflect the values of the University of Tasmania (University of Tasmania Graduate Quality Statement, 2014).

(11)

UTAS Strategic Plan for Learning and Teaching 2012-2014 (2015 Extension) 11 Objective 1.3 Elements:

a. Seek feedback from employers, graduates and other stakeholder groups on the skills and attributes that are currently relevant to them, those that they anticipate may be relevant in the future and the extent to which those attributes are demonstrated by UTAS

graduates.

b. Map and embed the development of relevant skills and course level learning outcomes through courses or disciplines.

c. Provide learning opportunities to reinforce both local links and an internationalisation of the curriculum, through support of activities such as outbound mobility and

international exchange.

d. Draw on and contribute to communities of learners to progress understanding of environmental, cultural and economic sustainability.

e. Through inclusion of ethical and social issues in course design, encourage students to reflect upon and evaluate the ethical and social implications of their knowledge. f. Embed opportunities for work integrated learning, internships, and community service

across the curriculum.

Objective 1.4: A university wide commitment to assuring and enhancing the quality of learning and teaching

UTAS will ensure that student learning is assured by rigorous application of a learning and teaching approach that maps for each of its programs and courses the learning outcomes to be achieved, how those outcomes are to be assessed and the contribution of those to our Graduate Quality Statement. UTAS will ensure constructive alignment in all of our teaching programs. All of our units will be assessed using the Criterion Referenced Assessment (CRA) protocols. In particular, the provisions of the University Standards Framework will be rigorously applied to all of our programs and courses.

Assurance of learning and assessment will be delivered by the use and evaluation of processes that seek and evaluate student feedback by the use of eVALUate, Course Experience Questionnaire (CEQ) and the development of a range of alternative feedback mechanisms over the life of this plan. Programs, courses and units will be continually improved using this evaluation data. In addition, peer review of assessment and external benchmarking will be used to assess the quality of learning and teaching.

Objective 1.4 Elements:

a. Produce (and revise annually) a Statement of Curriculum Philosophy for each course or discipline that will be analysed within the context of the Higher Education

Standards Framework and the University’s CRA protocols. These statements are designed to ensure a reflective approach to curriculum management and assist Faculties in planning. They will:

 set out the ways in which subject coverage is managed through the constituent units of the course

 detail the core/option structure and how this maps onto areas of specialisation and research

 show how course teams have responded to the requirements of external

referencing (the AQF, threshold learning outcomes and standards from professional bodies and/or external accreditation, where appropriate, in relation to course design and learning outcomes)

(12)

UTAS Strategic Plan for Learning and Teaching 2012-2014 (2015 Extension) 12  map the location, progression and assessment of course learning outcomes across

the units that comprise a course or major strand of study within that course  outline how the course is responding to UTAS requirements with regard to

participation and internationalisation

b. Continually review all courses against external reference points (eg AQF, threshold learning outcomes, professional standards) and the Higher Education Standards Framework, and amend where necessary to ensure compliance. c. Regularly review the University Standards Framework and other policy to

ensure they remain aligned with external reference points.

d. Design course structures to facilitate pathways to increase take-up of honours and postgraduate coursework masters and through to research higher degree programs.

e. Ensure that all assessment processes are rigorous and in line with Assessment Policy and Procedure. In particular, systematically ensure alignment of learning outcomes to assessment; continue to engage in the development and benchmarking of learning standards through measures to validate and moderate assessment and encourage reflection on appropriate forms of assessment for all forms of delivery.

Goal 2: To Be Excellent in Teaching

Excellent teachers have knowledge of content, curriculum, and learning and teaching strategies appropriate to their discipline. They know about their students and how they learn and have an understanding of the context in which they are working. Above all there is recognition that excellence in teaching is a process of continual enhancement, informed through professional learning and verified by peers and external sources. At UTAS we value and support excellent teachers providing an environment for reflective and innovative practices. We aspire to have all of our teachers belonging to a community of learners who model lifelong learning through a commitment to an evidence-based approach to learning and teaching.

Objective 2.1: Teachers prepared and supported to develop quality teaching and learning practice

Teachers need to develop knowledge of content, curriculum, assessment, evaluation and current learning and teaching strategies appropriate to their discipline. They also need to be aware of the context in which they work, have knowledge of their students, and understand how they learn. Excellent teachers will be student focussed, instilling passion and enthusiasm in their students. They will develop a Learning and Teaching environment in which mutual obligation on behalf of the teacher and student is understood and the student voice is heard at all times, and responded to in a way that optimises learning.

Objective 2.1 Elements:

a. Provide a suite of professional development opportunities for staff at all stages in their careers. New and experienced teaching staff will engage in peer support programs as mentee/mentor and all staff will be encouraged to pursue their own understanding of learning and teaching and diverse student cohorts in Higher Education through award and non-award workshops and programs.

b. Support agendas for change through ongoing professional learning.

c. Provide staff with examples of good practice and innovations in learning and teaching. d. Make opportunities available to UTAS staff for scholarship of learning and teaching

and action research projects, including research higher degree study. e. Provide a framework for developing leadership in Learning and Teaching.

(13)

UTAS Strategic Plan for Learning and Teaching 2012-2014 (2015 Extension) 13 f. Continue the Community of Practice Initiative to facilitate cooperation across traditional

boundaries of the University in Learning and Teaching. Through this initiative:

 provide an infrastructure to champion, develop and support the initiatives that are drawn from institutional, national and international strategic priorities  foster links between academic disciplines, Schools, Faculties, Academic and

Professional Staff, as well as with other institutions and organisations at state, national and international levels

g. Further develop an integrated grants scheme to support both individuals and groups who demonstrate quality grass roots ideas for innovation. The scheme will also support strategic priorities for the University or wider tertiary sector. It is expected that the ability to leverage external sources of funding to support learning and teaching activities will be enhanced by the scheme.

h. Support staff to make the most of the University’s learning analytics capability (e.g. analyse and act upon evidence about teaching, including data from student feedback) as part of the Teaching Performance Expectations (TPE) framework.

Objective 2.2: Quality teaching and learning practices identified and rewarded

The most important measure of teaching excellence at UTAS will be the quality of student outcomes from students enrolled at the institution. In order to ascertain this, data is necessarily collected from a range of sources (institutional, individual academic, student, community, peers) and

systematically analysed. Excellence in teaching will be recognised, rewarded and celebrated. This excellence will be capitalised upon by the institution through dissemination of good practice and contributions from our best teachers to the ongoing enhancement of learning and teaching at the institution.

Objective 2.2 Elements:

a. Establish an evaluation strategy that contributes to the TPEs and includes a framework for collection and analysis of data and guidelines for good practice.

b. Further integrate the internal and external teaching awards schemes and fellowship scheme to align institutional priorities in learning and teaching areas.

c. Link recognition of contributions to learning and teaching to academic progression policy and integrate within the criteria for internal teaching awards, grants and fellowships. d. Recognise the institutional and community value of learning and teaching awards

through increasing avenues of acknowledgement.

e. Enhance the culture of learning and teaching at UTAS through our best teachers’ dissemination of their practice, and undertaking of mentoring and leadership roles.

Objective 2.3: Links between teaching and learning and research driving improvements in both areas

Learning and teaching and research will be seen as complementary. Research in learning and teaching will be valued for its scholarly outputs. Learning and teaching will be informed by both discipline and learning and teaching research whilst research will be enhanced through a learning and teaching focus on training of researchers. This philosophy will be reflected by practice at all levels throughout the institution. Central to this will be how the Deputy Vice-Chancellors (Students and Education) and (Research) present not only a shared strategic vision, but are also evident in the strategic plans of both areas. The teaching and learning and research nexus will be made explicit in key strategies and must demonstrate improved student learning outcomes.

(14)

UTAS Strategic Plan for Learning and Teaching 2012-2014 (2015 Extension) 14 Objective 2.3 Elements:

a. Encourage and mentor teaching staff to ensure that:

 learning and teaching content is informed by discipline and interdisciplinary-related research

 all academics with teaching responsibility engage in scholarly practice related to their learning and teaching

 learning and teaching practice will be built upon an understanding of current learning and teaching research

 learning and teaching practice is informed by an understanding of a diverse student body and the particular needs of students who have been traditionally excluded from higher education, those who may have become disengaged from their learning and/or those who are high achieving

Objective 2.4: Ensure Excellence in Teaching

Excellence in teaching and learning depends as much upon the learning environment and culture as it does on the teaching. Ongoing management and monitoring of all aspects of learning and teaching is required to ensure excellence in teaching is achievable and is achieved. It is important that this approach be applied consistently across all facets of University learning and teaching activity. Effective management should focus on outcomes for students.

Objective 2.4 Elements:

a. Establish a framework for setting expectations and monitoring qualitative and

quantitative performance in learning and teaching at individual unit, course and Faculty levels. Qualitative and quantitative data measures will identify areas of good practice and areas for improvement in line with the TPE framework.

b. Utilising the University’s quality management processes, facilitate the introduction of mandatory reporting through a framework describing the impact and outcomes of teaching activity.

c. Support managers at all levels of the University to develop the skills needed to effectively manage teaching performance.

d. Establish and embed a mechanism to identify and address poor learning and teaching outcomes.

Goal 3: To Develop a Renewed Curriculum

The UTAS approach to learning and teaching will be one that makes the student experience distinctive. To achieve this over the life of this plan we will address each of the elements of the common definitions of curriculum as a designed plan for learning: its content, its philosophy, its process, its structure and how learning is demonstrated and assessed. This will be supported by the Annual Statement of Curriculum Philosophy.

Objective 3.1: Strategic approach to curriculum design

UTAS will continue to develop an approach to learning and teaching that delivers a distinctive, contemporary and high quality student experience. The UTAS learning and teaching profile will continue to encompass the rich breadth of traditional disciplines. UTAS will explore opportunities for curriculum renewal that will extend student learning into new innovative areas of study. We seek

(15)

UTAS Strategic Plan for Learning and Teaching 2012-2014 (2015 Extension) 15 therefore to develop new multidisciplinary programs that integrate knowledge in ways appropriate to the needs of students for the socio-economic challenges of a global society. Our curriculum will continue to be shaped by the tradition, canon and evolution of disciplines and taught by those with disciplinary expertise. We work with relevant professional bodies to ensure our curriculum supports full accreditation. We engage in ongoing dialogue to continually improve curricula of professional courses.

Our curriculum reflects our belief that strict adherence to traditional disciplinary boundaries has potential limitations insofar as understanding contemporary economic, social and political problems. To address these issues we encourage multi-disciplinary study to enhance students’ capacity to draw upon other norms and models of understanding. As a community, UTAS

subscribes to the fundamental values of honesty, integrity, responsibility, trust and trustworthiness, respect and self-respect, and fairness and justice that act as the basis for collective principled action. These values provide the foundation for our curriculum content and guide the way we work together.

Objective 3.1 Elements:

a. Develop a revised policy that promotes a strategic approach to curriculum development and design including:

 leadership by disciplinary experts

 incentives for multi-disciplinary and cross-faculty cooperation  blended learning

 articulation agreements, pathways and preparation/foundation studies for university study

 internationalisation

 responsiveness to employer needs

 areas of collaboration with other institutions nationally and globally b. Develop a programme of events to consider new directions in curricula.

c. Monitor and review the curriculum for continual improvement, applying a robust process to assure the quality and relevance of the curriculum, including:

 reference to national and external moderation processes ensuring that the curriculum is agile and responsive, and is open to opportunities for new market-based provision, especially for international and interstate students; as well as adaptation in light of stakeholder feedback

 ensuring that research informs teaching

 engagement with the specific expertise within the university, drawing on indigenous community links in curriculum renewal processes and course development where appropriate

Objective 3.2: Internationalisation

UTAS strives to deliver curricula that: include perspectives that ensure global relevance, enrich student experience by transcending traditional curricula, are sensitive to students from diverse international, cultural and linguistic backgrounds and are appropriate for, and responsive to Aboriginal and Torres Strait Islander students. Experiences that extend the curriculum are valued. Our curriculum delivers learning appropriate to core competencies and skills and also offers

experiences that extend the traditional curriculum. These include study abroad, intense study tours, placements, internships, credit for service, leadership and language minors. UTAS recognises the important contribution international students make to the curriculum experience for onshore students and is committed to the inclusion of appropriate Aboriginal content and knowledge in curriculum.

(16)

UTAS Strategic Plan for Learning and Teaching 2012-2014 (2015 Extension) 16 Objective 3.2 Elements:

a. Continue to develop the Internationalisation of the Curriculum (IoC) initiative including support for the assessment of unit and course outlines.

b. Support IoC champions in Faculties through the continuation of a Community of Practice.

c. Ensure that there are greater opportunities for international internships and study visits. d. Develop partnerships with high-quality international institutions to support staff and

student mobility, including joint/dual awards and collaborative teaching.

e. Attract high-quality international staff and provide them with opportunities to refresh the UTAS curriculum, as well as undertake targeted professional development.

Objective 3.3: Curricula support student learning across a diverse range of student and course profiles and use innovative applications of technology and

blended learning approaches

The curriculum renewal process will apply technology and the blended learning model to facilitate agile curricula that enhance students’ learning experience. The continued development of flexible forms of delivery will cater for the learning needs of students wherever they are located and have regard to the various environments within which they learn. These forms of delivery will be technology enhanced but will ensure that the point of differentiation which UTAS offers—a personalised student experience—is maintained.

Our Blended Learning Model provides a foundation for efficient and effective teaching that is student centred and supported by technology. Face-to-face and online learning environments are seamlessly interwoven to meet contemporary student needs. Our curriculum structures are consistent and stable yet allow student flexibility including space for add-value experiences and choice. Flexibility is also a feature of pathways, including Recognition of Prior Learning (RPL), block credit and interim exit awards.

Objective 3.3 Elements:

a. Implement processes that ensure technology is used efficiently and effectively in learning and teaching for all students.

b. Continue to develop an institutional policy and profile in relation to Open Educational Resources (OERs).

c. Strategically expand the provision of high quality on-line delivery.

d. Offer a broad range of programs that meet perceived student needs whilst ensuring that there are flexible forms of delivery to cater for the learning of students in work-based settings; with caring responsibilities; and/or in remote or rural locations or interstate. e. Design curricula and pathways that align outcomes to facilitate recognition and articulation

between awards/sectors to better address questions of social inclusion and increased participation in university study by Tasmanians.

(17)

UTAS Strategic Plan for Learning and Teaching 2012-2014 (2015 Extension) 17

Goal 4: To Develop and Maintain Quality Partnerships

Partnership and collaboration is essential for the achievement of high quality student learning outcomes. It is also essential to ensure strong, connected and socially inclusive pathways and support for students from differing social, economic, geographic and educational backgrounds. Within the University cross Faculty, School and Divisional collaboration is essential to the development and delivery of a meaningful student experience and the achievement of student learning outcomes. We partner with students in many ways—in individual learning journeys and also in ensuring that the student voice contributes actively to the student experience and learning outcomes. We partner with the wider education sector and community to raise student aspirations and support those from non-traditional backgrounds to succeed at university. We partner with the wider education sector to create pathways to university. We partner with industry to ensure our students are equipped with the knowledge and skills that industry needs.

Nationally, partnerships with other Higher Education institutions enable us to develop strong collaboration in curriculum development, innovation in learning and teaching and research, facilitate the sharing of resources, expertise and experience and create broader programs to

address the challenges of the future. Internationally, networks and partnerships support innovation, research and ongoing load and capacity building. The University also has a role to play locally in improving the quality of life for its communities and does this best through its core business of learning, teaching and research, recognising the important role that partners play in contributing to educational outcomes and the creation of new knowledge. As an engaged university we have a role in developing solutions with our community to address strategic challenges and recognise that the key to optimal engagement is successful partnership.

Objective 4.1: Strategic external partnerships that enhance learning and teaching and the development of shared resources and infrastructure

The selection of strategic partners with whom to collaborate is now crucial to continuous quality improvement and achieving student learning outcomes. We will work with partners to promote and support our goals of excellence and passions for student learning and quality learning and

teaching.

Objective 4.1 Elements:

a. Develop partnerships with State and Federal Government, the wider education sector, industry and community to inform and reflect state and federal educational priorities including increasing social inclusion and widening participation.

b. Facilitate state-wide partnership plans informed by dialogue with the State Government, the wider education sector and key industry and community sector representatives that will ensure that pathways provide for successful university participation for all students in the State and produce graduates who can actively contribute to state-wide health, wellbeing, economic success and sustainability.

c. Within the context of the UTAS Engaged Globally: Strategic Plan 2013-2018, connect to global networks and sources of support and establish strategic global partnerships for student mobility and staff exchange and development.

d. Establish national and international Higher Education partnerships and broader alliances to facilitate innovation and capacity building.

e. Provide opportunities for staff secondment, visiting scholars and distinguished speaker series.

f. Collaborate in the development of dual and joint awards.

(18)

UTAS Strategic Plan for Learning and Teaching 2012-2014 (2015 Extension) 18

Objective 4.2: Industry and wider community partnerships that ensure increased participation in higher education

A key driver for partnership is increasing educational participation, given that a large proportion of young Tasmanian people are not engaged in any form of post-compulsory education and training and many parents are part of a mature aged population with no post year 10 educational

qualifications. For the individual, continued education provides significant personal benefit vocationally, socially and culturally, in health and wellbeing, and in life satisfaction. For the state and nation an educated population contributes to a more equitable, cohesive, economically successful and environmentally aware society capable of addressing the challenges communities face.

Objective 4.2 Elements:

a. Within the context of the UTAS Social Inclusion Plan 2013-2015, partner with the Tasmanian Government and wider education sector to develop a coordinated range of initiatives designed to increase participation.

b. Further develop schools programs including initiatives with late primary and early

secondary schools, middle and senior secondary schools in order to raise aspiration to and prepare students for study at university.

c. Continue to develop and expand opportunities for the use of university student mentors and ambassadors in schools programs.

d. Partner with the VET sector to provide clear transition and credit transfer arrangements and the development of joint awards.

e. Partner with State and Federal Government, the wider education sector, industry and the community to influence and improve community attitudes toward and valuing of

education.

Objective 4.3: Quality Work Integrated Learning placement opportunities

Work Integrated Learning (WIL) educational activities integrate theoretical learning with its application in the workplace. These educational activities provide a meaningful experience of the workplace that is intentional, organised and recognised by the institution, and secure learning outcomes for the student that are both transferable and applied. The applied learning opportunities embodied in WIL increase student engagement and the attainment of graduate attributes.

Objective 4.3 Elements:

a. Engage with local, national and international communities to build and maintain the relationships that optimise successful WIL.

b. Deliver purposeful, high quality university WIL programs through local partnerships maintained at the Faculty/School level.

c. Coordinate WIL placements to ensure that agreements, processes and communication with partners provide optimum conditions for mutually beneficial outcomes.

d. Work with national networks to expand WIL opportunities for students, business and industry.

e. Ensure that WIL programs are socially inclusive and provide opportunities for all students. f. Evaluate the effectiveness of WIL programs for quality assurance.

(19)

UTAS Strategic Plan for Learning and Teaching 2012-2014 (2015 Extension) 19

Objective 4.4: Continuously improve partnership management processes to ensure effective learning and teaching outcomes

Partnerships are most successful when they are developed from mutually agreed

needs and

priorities resulting in shared goals, objectives and responsibilities. In these partnerships, there is a clear understanding of the constraints and capabilities of each partner, the resource commitment (information, human, financial and technical) and the need to engage the whole of the organisation rather than just individuals. Good management of partnerships involves regular, open, transparent communication and accountable structures for joint decision making and conflict resolution that develop a relationship engendering trust between all partners. Quality partnerships also involve the recognition of the importance of effective formal and informal networks and strong working

relationships which underpin formal agreements and support the evolution of the partnership in response to learning and change. A focus on the need to achieve results ensures that partnerships are subjected to ongoing evaluation, enhancement and celebration of success.

Objective 4.4 Elements:

a. Co-ordinate partnership initiatives at all levels with underlying partnership plans which identify:

 shared goals, objectives and responsibilities  agreed action and evaluation criteria

b. Support capacity building for effective partnership processes for staff, students and community members.

c. Develop the quality of the partnership process at UTAS through benchmarking projects with other universities and implementation of outcomes.

Objective 4.5: Communication of the value and importance of partnerships for the University with wider communities

Facilitating and encouraging informed dialogue and partnership activities between UTAS and its community on issues of local and global importance requires an overarching approach by

employing management processes that incorporate strong communication with partners and the wider community, and the celebration of success.

Objective 4.5 Elements:

a. Acknowledge and honour partner expertise and contribution.

(20)

UTAS Strategic Plan for Learning and Teaching 2012-2014 (2015 Extension) 20

5. Learning and Teaching Strategic Framework

The University of Tasmania Strategic Plan for Learning and Teaching 2012-2014 (2015 Extension) provides a framework through which the strategic goals (and associated objectives and elements) in learning, teaching and academic quality will be operationalised. Associated strategy documentation and frameworks are listed below.

Associated Strategy Relationship to Strategic Plan for Learning and Teaching

Faculty Learning & Teaching Plans Operational initiatives that facilitate the achievement of strategic goals Technology Enhanced Learning and Teaching (TELT) Action Plan

Augment the Strategic Plan Curriculum Principles for the University of Tasmania

Graduate Quality Statement

Teaching Performance Expectations Framework First Year and Transition Framework

Good Assessment Guide Pre-Degree Framework

Levy funded incentivisation and grant schemes

Academic Standards Framework Complements the Strategic Plan

UTAS Student Experience Plan 2013-2015 Complements the Strategic Plan

High Achiever Strategy Subsidiary to the Student Experience Plan

UTAS Social Inclusion Plan 2013-2015 Complements the Strategic Plan

Schools Engagement Plan 2014-2016 Subsidiary to the Social Inclusion Plan

Engaged Globally: Strategic Plan 2013-2018 Complements the Strategic Plan

Library Vision and Implementation Plan Complements the Strategic Plan

Figure

Updating...

Related subjects :