2014
PASS@UQ
Program
Session Two
Before Semester
Session One
Session Two
• What are the expectations for • How do we manage
PASS leader professionalism
PASS for learning?
at UQ?
• How is my PASS
• How do we learn?
leadership evaluated?
• How do we facilitate PASS
for learning?
• How do we design PASS for
learning?
• What else do I need to
know before I start
leading PASS?
During Semester
Session Three
• What happened in my
PASS classes?
• How can I continue to
improve my PASS
faciltation?
• Where to from here?
Session Two
2.1How do we manage PASS for learning?
2.2 How is my PASS leadership evaluated?
2.3 What else do I need to know before I start
leading PASS?
Graduate
Attributes
Demonstrate
attainment of
Expands to
specific
Assessment
Criteria &
Standards
Learning
Objectives
Evaluated
using
Measured
against
Assessment
Tasks
Prepare the
learner for
Achieved
through
Learning
Activities
Course teaching cycle (adapted from Humphries & Jolly, 2003)
Graduate
Attributes
Demonstrate
attainment of
Expands to
specific
Assessment
Criteria &
Standards
Learning
Objectives
Evaluated
using
Measured
against
Assessment
Tasks
Prepare the
learner for
Achieved
through
Learning
Activities
Course teaching cycle (adapted from Humphries & Jolly, 2003)
Graduate
Attributes
Demonstrate
attainment of
Expands to
specific
Assessment
Criteria &
Standards
Learning
Objectives
Evaluated
using
Measured
against
Assessment
Tasks
Prepare the
learner for
Achieved
through
Learning
Activities
Course teaching cycle (adapted from Humphries & Jolly, 2003)
2.1. How do we manage PASS for
learning?
Learning Objectives
• Discuss ways to deal with difficult situations
in PASS
• Consider proactive strategies for managing
PASS
• Learn that the University has a statement of
expectations for student behaviour as well as
policies and procedures for dealing with
student misconduct
ACTIVITY 1:
Case Studies – Managing PASS
• What is the challenge?
• What strategies would you use to
address it?
handout
The fundamentals of classroom management
are based upon the effective communication of
goals and expectations, as well as a willingness
to articulate and enforce behavioural standards.
The University has a Student Charter that
establishes appropriate behavioural expectations
and policy that outlines procedures for dealing
with academic misconduct.
2.2. How is my PASS leadership evaluated?
Learning Objectives
• Consider the importance of getting
feedback on your PASS leadership
• Identify the UQ evaluation procedure,
the Student Evaluation of PASS in
Economics.
775
Student Evaluation of PASS in Economics
Course Code:
Semester:
Year:
Leader names:
Please indicate the answer that best represents your response to the following statements by placing
a cross in the relevant box.
Strongly
Strongly
Agree
Neutral Disagree disagree
agree
1. PASS helped me to clarify my understanding and
knowledge of the course content
2. PASS is more effective for me in overcoming
problems I am having with the course content than
study alone
3. PASS has improved my ability to achieve my desired
grades in this course
4. I would recommend PASS to other students
5. The PASS leaders generated enthusiasm for this
course
6. My leaders were well prepared
7. My leaders communicated clearly
8. My leaders were friendly and approachable
9. My leaders encouraged student input and
participation
10. The PASS workbook was a useful resource for
learning in this course
11. The summary sheets handed out in class assisted
me in this course
Outstanding
12. Overall, how would you rate PASS?
Satisfactory
Very Poor
2.3. What else do I need to know before
leading PASS?
Learning Objectives
• Gain an understanding of broader
PASS training
• Gain an understanding of other
supports and resources in place for
PASS leaders
• Reflect on your role as a PASS leader in
making learning possible
Where to from here…
Tutors @ UQ
Session One and Two
School Induction
Administration
HR Information
Occupational Health &
Safety
School Specific
Learning
Before Semester
Tutors @ UQ
Session Three
Course Support
Coordinator support,
Tutors meetings and
correspondence
During Semester
Staff Development
Programs eg
“Basics of
Assessment and
Marking for Tutors”
Reflective Practice
Ongoing
handout
Question for reflection
How has this session influenced your
understanding of your role as a PASS leader
making student learning possible?
PASS@UQ Program
16