TEACHING & LEARNING COMMITTEE MEETING
BY CIRCULAR
TUESDAY, 14TH APRIL 2015
PART 1 – ITEMS FOR INFORMATION AND NOTING
1.
MINUTES
Confirmation of the minutes of the SIS Teaching and Learning Committee meeting held on 12
March 2015. ATTACHMENT A.
2.
ITEMS/BUSINESS IN PROGRESS FOR NOTING SINCE PREVIOUS MEETING
See attached SCHEDULE 1.
3.
UNIVERSITY REVIEW OF ASSESSMENT
The Dean of Coursework Studies has convened a working group to review assessment policies
and practices. ATTACHMENT B.
4.
PRIZE GIVING CEREMONY 2015 – NOMINATION OF STUDENTS FOR AWARD
At the March meeting of the SIS Teaching & Learning Committee members indicated that they
would like to be able to nominate students for the Indigenous Student Services’ Award for
Outstanding Leadership & Community Engagement. This proposal was accepted by the Director of
Student Services and the SIS Student Prize Committee and on all SIS staff were sent an email on
1 April inviting them to submit nominations for this award. Nominations closed on 13 April.
5.
HONOURS WORKING GROUP
Following discussions at the March meeting of the SIS Teaching & Learning Committee an
Honours Working Group has been convened to discuss the best options for establishing an
honours program for the Indigenous Knowledge, History & Heritage major. Membership will include
Aileen Walsh, Grant Revell, Mel Thomas & Shino Konishi. The group will meet to prepare a
proposal for submission to SIS Executive and Teaching & Learning Committee in Nov-Dec 2015.
Once approved the proposal will be submitted to Academic Policy Services by the April 2016
deadline. If approved the honours will be available to students from 2017.
6.
E-LEARNING REPORT (Josh Reynolds)
Following discussions at the March meeting of the SIS Teaching & Learning Committee Josh
Reynolds has consulted Jennifer O’Neil, Director of the Albany Centre about best practices for
delivering Crawley-based units to Albany students. Jennifer is happy with the delivery of lectures
online with students proving to be very willing and able to engage with reliable educational
technology. The Albany campus strives to provide students with opportunities to unpack and
discuss the content from online lectures and Jennifer noted that Albany-based degree students
achieve, on average, higher overall marks than their Crawley-based counterparts.
Jennifer has requested that INDG1160 be made available to Albany students for Semester 2, 2015
and for INDG2300 and INDG2500 to be made available to Albany students for Semester 1, 2016
and Semester 2, 2016, respectively. Discussions are ongoing between Jennifer and the Chair and
unit coordinators have been/will be consulted.
PART II – ITEMS FOR DECISION TO BE DEALT WITH EN BLOC
No Items.
PART III – ITEMS FOR DECISION
7.
CURRICULUM CHANGES 2016
7.1
MASTER OF HERITAGE STUDIES
Members are asked to review ATTACHMENTS C-E outlining proposed changes for the Master of
Heritage Studies, including a change in the unit sequence for the Indigenous specialisation and the
amendment of the 24 point Dissertation unit (INDG5110) to a 12 point unit and the introduction of
1 an additional 12 point Dissertation Unit (INDG5110). The changes to Dissertation units are to
ensure students have the option of undertaking their dissertation part time.
NB: Members are advised that the Faculty of Arts will duplicate these changes for their
Dissertation unit (HERI5108) or the International Heritage specialisation.
CAIDI DOCUMENT
Master of Heritage Studies
Please note changes to unit sequence of
Indigenous specialisation to include HIST5504 as
an optional unit and to include new dissertation unit
INDG5110.
INDG5110
Indigenous Heritage Dissertation or Approved
Equivalent Part 1
INDG5111
Indigenous Heritage Dissertation or Approved
Equivalent Part 2 (NEW UNIT)
ATTACHMENT NO
C
D
E
Recommendation: That this committee approve these changes to the Master of Heritage Studies
units and unit sequence for the Indigenous Heritage specialisation.
7.2
INDG2600 INDIGENOUS REPRESENTATION
Members are asked to review ATTACHMENT F outlining proposed changes to the unit INDG2600
from the Indigenous Knowledge, History & Heritage major, including changes to the unit’s content
description, learning outcomes and assessment items.
CAIDI DOCUMENT
INDG2600
Indigenous Representation
ATTACHMENT NO
F
Recommendation: That this committee approve these changes to unit INDG2600 Indigenous
Representation.
8.
NEXT MEETING
The next meeting of the Teaching and Learning Committee will be held on Thursday, 11 June
2015 at 11.00am at the SIS Resource Library. The deadline for submission of items for the
Committee’s agenda is Friday, 5 June 2015. Items, with recommendations, should be forwarded to
the Executive Officer at [email protected].
Enclosed Attachments – A, B, C, D, E, & F.
End of Circular
2 SCHEDULE 1
TEACHING & LEARNING (TL) AND EXECUTIVE (E) ITEMS/BUSINESS IN PROGRESS FOR NOTING
SINCE PREVIOUS MEETING
RESPONSIBLE
STATUS/TIMELINE
ACTION (from SIS Teaching and Learning Committee
Meeting 8 August 2013 )
TL Action 1:
Members to give comments/feedback to the Chair
regarding the draft paper ‘UWA Education Futures
– Vision Statement’ forwarded via e-mail last 13
May 2013; and or make individual submissions as
per UWA requests. See E Action 29.
All members
TL Action 8:
Staff to review and suggest changes required on the
SIS Workload Model.
Aileen
TL Action 9:
Aileen to continue to coordinate the preparation of
the SIS Workload Models for all teaching staff.
Aileen
TL Action 10: Aileen to coordinate with Gabe and Clint to gather a
list of available tutors for 2014.
Aileen
(Gabe & Clint)
TL Action 11: The Student Fee and Charges Reference
Committee recommendation will be shared with the
SIS Dean for approval to UWA Academic Policy
Services by the 30 September 2013 deadline.
Grant & Sabrina
TL Action 12: A meeting has been arranged for Grant and Jill to
meet with Academic Policy Services for Thursday
the 19 September 2013 and will report back at the
next T & L Committee meeting
Grant and Jill
TL Action 13: Mel would like input from the T & L Committee
members in regards to the draft paper he is
preparing and will e-mail this to all members for
feedback.
Mel
TL Action 14: Once all staff Workload Modules have been
completed Aileen and Grant can review and put
forward a case to the Dean in regards to the
teaching needs required for 2014.
Aileen & Grant
TL Action 15: The Chair will monitor the Special Consideration
process against standards used across the
University.
Grant
TL Action 16: All T & L Committee memebers to e-mail Sabrina
Swift any futher prizes and award ideas for the
School to consider in future.
All T & L Members
TL Action 17: Further T & L Meeting in the month of January 2014
with Dawn and Grant to discuss the required
teaching staff needs.
ACTION (from SIS Indigenous Knowledge, History and
Grant and Dawn
RESPONSIBLE
Members gave some of
their feedback during the
meeting. A school
response (with Mel’s
previous thoughts) is
required.
Before 2014.
30/09/13
Meeting is taking place on
the 19 September 2013
Mel will be e-mailing all
members his draft paper
for feedback
January 2014
STATUS/TIMELINE
Heritage Major Meeting/Workshop 19 August 2013 )
TL Action 2: Major Unit Costs to be confirmed.
TL Action 3 First meeting of the School’s Incidental Student Fees
and Charges Reference Group to coincide with the
th
next SIS T & L meeting on the 12 September 2013
TL Action 4: Confirm the availability of 2014 tutors
TL Action 5: Staff to complete the SIS Workload Model for 2014 to
assist with the needs of tutors, where staff should
take at least one tutorial to help gauge the teaching
progress of the unit.
Sabrina to liaise with
Nerry & Bapi
Information has been sent
to Grant.
Sabrina
Meeting took place on the
12 September 2013.
Future meetings will be
held as required.
Aileen to share with staff
prior to 2014.
Report to the SIS T & L
th
meeting in October 10
2013 with a break down of
2014 staff workloads and
tutorial support.
To be recommended to
Executive at Oct meeting.
Aileen
All staff
(Aileen to
coordinate)
TL Action 6: 2015 Proposed Changes - Major in Indigenous
Knowledge, History and Heritage.
Grant & Aileen
TL Action 7: Staff to consider other optional units that complement
All Major staff
3 their research interests.
RESPONSIBLE
STATUS/TIMELINE
TL Action 18: The idea to start a Facebook page for each unit to
add calendar events and also have a calendar of
events for students on LMS will be discussed
further.
All staff to discuss
further
Twitter replaced the
Facebook idea
TL Action 19: Administration Officer Lin Pring will be updating the
current SIS (read only) Outlook calendar of events
for all staff using to assist in planning their events
around other staff events.
Lin Pring
ACTION (from SIS Teaching and Learning Committee
Meeting 13 March 2014 )
TL Action 20: Gabrielle will check to see if any training or
information is required for Aileen to formally take
over the role of Academic Conduct Advisor.
Gabe Garratt
TL Action 21: The Chair Grant Revell will review the IT procedure
and the possibility to use the program Turn it in www.turnitin.com for all teaching staff to use as
required for marking.
Grant Revell
ACTION (from SIS Teaching and Learning Committee
RESPONSIBLE
ASAP
Completed
Gabe reported to T&L
Meeting 14.08.14 that no
specific training was
required.
Completed
STATUS/TIMELINE
Meeting 10 April 2014 )
TL Action 22: Sabrina Swift to arrange copies of the past and
current unit guides and readers to be available in
the SIS library for viewing.
Sabrina Swift
Anita Creasey
Complete
TL Action 23: Mel will present to the SIS Executive the
development of the SIS Staff publications for 2013.
Mel Thomas
Next Executive meeting
TL Action 24: Mel will develop a table to outline the type of
publications SIS would like to aim to publish.
Mel Thomas
TL Action 25: Urgent meeting to be arranged, with all Indigenous
Major teaching staff to discuss and work thought
Attachment A. A further meeting is then to be
arranged with the SIS Dean Jill Milroy, Deputy
Dean Darlene Oxenham, Teaching and Learning
Director Grant Revell and Major Coordinator Aileen
Walsh with the Attachment A recommendations.
Aileen Walsh
Completed
Provided to Committee on
12.03.15
ASAP
TL Action 26: Honours program to be reviewed by the SIS T&L
Committee in the near future.
All SIS T&L
Committee
TL Action 27: The SIS Executive need to be informed about the
potential needs of a SIS Policy and or guidelines on
the School’s use of social media Facebook &
Twitter. Josh Reynolds to review other faculty
guidelines to discuss with Chair.
Grant Revell
TL Action 28: Josh and Sabrina will develop a template with all
deadlines for LMS, UIMS, unit reader and unit
outlines.
TL Action 29: Sabrina to find out if Sally Ann Jones will be
updating the SIS handouts.
Josh Reynolds and
Sabrina Swift
Sabrina Swift
TL Action 30: Working coordinator to work with the Open Day
Committee (Nerry Nichols and Ray Garrett) to plan
and review all handouts.
Open Day
Committee
TL Action 31: Sabrina will send a personal invite for the Murrujuga
morning tea to all related students.
Sabrina Swift
ACTION (from SIS Teaching and Learning Committee
ASAP – Josh Reynolds to
now report at T&L
meeting
Completed
Updated by Anita Creasey
for Open Day 2014
Completed
RESPONSIBLE
STATUS/TIMELINE
Sabrina Swift/Anita
Creasey
SIS New Building
Committee
Mel Thomas
In Progress
Meeting 12 June 2014 )
TL Action 32: SIS will look at the possibility of Information
Services/ Libraries assisting with setting up a
Scholars library in the SIS new building in 2016.
TL Action 33: Mel will look at ways to promote and advertise the
4 Advanced Diploma in Legal Studies and will access
the laws marketing person to assist.
TL Action 34: Sabrina will e-mail the SIS advertised jobs link to all
staff once the positions have been advertised.
TL Action 35: The SIS T&L Committee members all agreed for
Dawn to share her training information with the
other members to review at the next meeting.
Sabrina Swift
Dawn Bessarab
TL Action 36: Potential tutoring staff can register their interest on
the UWA Staff expressions of interest. The new
appointed T&L Admin can look further into how to
go about registering.
Anita Creasey
TL Action 37: Need to set up a working group for the UWA
Postgrad & Honours Expo to include Mel, Gabe,
Grant and also invite a person to represent the
Heritages Masters and CAMDH.
Anita Creasey
TL Action 38: All teaching staff are to report back at the next SIS
T&L committee meeting with what current grants
are available and could be apply for.
ACTION (from SIS Teaching and Learning Committee
All teaching staff
RESPONSIBLE
Complete
Shared at the T&L
Committee Meeting 14
August 2014
A call for expression of
Interest can be set-up
through HR’s
eRecruitment service.
Referred to T&L
Committee for discussion.
Discussion referred to
T&L Committee Meeting
for 14 August 2016.
Complete
Discussed at T&L
Committee Meeting on 14
August 2014.14 August
2014.
STATUS/TIMELINE
Meeting 14 August 2014 )
TL Action 39: Mel, Jasmine and Grant to attend the 2014
Postgrad & Honours Expo to promote the
Advanced Diplomas and the Masters of Heritage
Studies; Anita to coordinate and provide
administrative support for the event.
Mel Thomas
Jasmine Lamb
Grant Revell
Anita Creasey
Completed
24 September 2014
TL Action 40: Anita to prepare a SIS/CAMDH flyer to promote the
2014 Postgrad & Honours Expo to networks.
Anita Creasey
Completed
TL Action 41: Josh to investigate whether we can promote the
2014 Postgrad & Honours Expo on the SIS
website.
Josh Reynolds
Completed
TL Action 42: Anita to ask Student Services to promote the 2014
Postgrad & Honours Expo on social media.
Anita Creasey
Completed
TL Action 43: All teaching staff are to be reminded of University
Policy on Assessment (07/23) which dictates that
(a) for each undergraduate unit the school should
set a deadline by which marked assessments other
than examinations will be available for collection
and feedback and (b) in all but exceptional
circumstances this deadline should not be later
than four weeks after the required date of
submission or, in the case of a late submission,
four weeks after the date of the late submission.
Anita Creasey to
email SIS Teaching
Staff
Completed
TL Action 44: Anita to discuss with School Manager establishing
an ongoing advertisement for tutoring staff through
eRecruitment.
Anita Creasey
Nerry Nichols
ACTION (from Executive Meeting 24 July 2013)
RESPONSIBLE
In progress – A Sessional
Tutor Policy is also being
developed
STATUS/TIMELINE
E Action 4
The School hold an annual forum to promote
Indigenous curriculum as well as to support and train
UWA in the development and delivery of Indigenous
units. The best timing for this is during semester and
for 2013 this might include a smaller, 1-hour event
with the aim of setting up a ‘discipline group’.
Grant & Jill
Follows from E Action 3.
E Action 9:
(a) That Grant, Marilyn and Gabe establish the
School’s prize giving process (which should be linked
to our Teaching Awards if possible) and
Grant, Marilyn,
Gabe, Joy & Sabrina
Anita
In progress.
An Inaugural Prize Night
has been scheduled for 7
May 2015
(b) A sub-committee of the SIS Teaching and
Learning Committee is established to administer all
School Prizes – investigate also the potential to
5 include CAMDH in this.
ACTION (from Executive Meeting 21 August 2013)
E Action 25: Grant to (a) confirm what the School can and cannot
charge fees for in our units, and
RESPONSIBLE
STATUS/TIMELINE
Grant
12/09/13 – School
Student Fee Reference
Group meeting
(b) to layout/identify what are essential parts to our
teaching e.g. field trips, community speakers etc.
E Action 26: A meeting should be arranged with Grady Venville to
discuss the weighting and classification of the
School’s units.
Grant & Jill
E Action 27: Bapi to prepare data on unit costings that will assist
the School’s argument for a higher weighting for our
units.
Grant & Sabrina
E Action 28: Grant (and Jill) to follow upon the New Unit Proposal
Form – specifically to communicate with Academic
Policy Services about the current form (still needed,
unsure of current consultations and contact person is
Dean), the process and route of the paperwork, and
the amendments we would like.
Grant & Jill
E Action 29: Mel to start drafting a paper in response to the UWA
Education Futures Discussion paper and coordinate
a process that enables other SIS staff to provide
input to the paper.
E Action 30: Course Advertising – (a) Marilyn to seek assistance
from Michael Sinclair-Jones regarding the Koori Mail
and Tracker Magazine pieces, and (b) Mel to send
information to Marilyn on the Law Advanced Diploma.
E Action 31: Darlene will look into the promotions for the School’s
units being offered.
E Action 32: Jill/SIS is currently looking into the SIS branding.
Mel
ACTION (from Executive Meeting 31 July 2014
E Action 1/2014 The Associate Dean Teaching and Learning refer
to the university regulations regarding teaching
award prize money to confirm how the award
funds may be used by the individual staff
members.
Action 6/2014 The Deputy Dean and Director of Teaching and
Learning will meet with Director of Student
Services to progress the UWA Alumni Grant
proposal for a short course in Aboriginal Cultural
Heritage management. Specifically we need to
determine the status of the course and enrolment
e.g. is it a certificate course and is the student
enrolled at UQ. The preference is for the student
to be enrolled at UWA.
ACTION (from SIS Teaching and Learning Committee
Meeting 12 March 2015)
TL Action 45: SIS to continue to meet and work with Office of
Development to establish additional scholarships
for ADILS students.
TL Action 46: The T & L Directorate will discuss the proposal that
SIS staff be able to nominate students for a prize
with the Director of Indigenous Student Services.
TL Action 47: Josh Reynolds to contact Albany Centre Director to
evaluate successful E-Learning technologies and
procedures with other UWA units offered in Albany.
TL Action 48: Anita will continue researching the optional
frameworks for the makeup of the Indigenous
Knowledge, History and Heritage Honours Program
and report back to this Committee for further
consultation and discussion.
Complete
Marilyn
Darlene
SIS
RESPONSIBLE
In Progress
STATUS/TIMELINE
Grant
Complete
Darlene, Grant &
Marilyn
Complete
RESPONSIBLE
STATUS/TIMELINE
Grant, Gabe,
Marilyn, Mel & Anita
In progress
Anita
Complete
Josh
Complete
Anita
Complete
Research to be referred to
Working Party
6 The University of Western Australia
School of Indigenous Studies (SIS)
MINUTES OF THE MEETING OF THE SIS TEACHING AND LEARNING COMMITTEE
HELD ON THURSDAY 12 MARCH 2015
PRESENT
Aileen Walsh, Co-opted Member
Anita Creasey (Executive Officer)
Brett Farmer, Lecturer, School of Indigenous Studies
Grant Revell, Associate Dean Teaching & Learning (Chair)
Gabrielle Garratt, Academic Coordinator, Indigenous Student Services Directorate
Josh Reynolds, E-Learning Development Officer
Len Collard, Professor, School of Indigenous Studies
Mel Thomas, Law Coordinator & Associate Dean Research (Acting)
Paulina Motlop, Co-opted Member
Sara Flood, Orientation Course Coordinator
Shino Konishi, Associate Professor, School of Indigenous Studies and Faculty of Arts
APOLOGIES:
Jill Milroy, Dean
Marilyn Strother, Director Indigenous Student Services
Nerry Nichols, Business Manager
Dawn Bessarab, Director CAMDH
Tess Williams, Research Development Advisor
WELCOME
The Chair welcomed Paulina Motlop to her first SIS Teaching & Learning Committee
meeting. The Chair congratulated everyone on the excellent SURF scores for the School of
Indigenous Studies released in the University’s unit evaluations analysis, and in particular
Aileen Walsh for her support as the initial Coordinator of the Major Program. It was agreed
that Standing Reports would be discussed in Part III.
DECLARATIONS OF POTENTIAL CONFLICT OR PERCEIVED CONFLICTS OF
INTEREST
No declarations for potential or perceived conflict of interest were recorded.
PART I – ITEMS FOR COMMUNICATION TO BE DEALTH WITH EN BLOC
1.
MINUTES
RESOLVED – 1.2015
To confirm the minutes of the SIS Teaching and Learning Committee meeting held on 14
August 2014.
2.
ITEMS/BUSINESS IN PROGRESS FOR NOTING SINCE PREVIOUS MEETING
The Chair brought items from SCHEDULE 1 that are still in progress to the attention of the
committee. This schedule will be updated accordingly.
2.1
TARGET PUBLICATION LIST
Mel provided a list of high impact journals (ATTACHMENT A) sourced from the ARC’s ERA
list. Shino advised that Arts uses the Thomson Reuters list to measure the impact of
A7
publications and assign workload points. However, some Category A publications do not
appear on the Thomson Reuters list. If the university introduces a workload model with this
formula then staff will need to be strategic about the journals they prioritise.
2.2
PROMOTION OF ADVANCED DIPLOMA OF INDIGENOUS LEGAL STUDIES
Mel advised there will be a Law/SIS event in August to celebrate current students and
alumni. Gabe noted that while the Law School marketing could provide resources SIS would
need to provide direction and identify the target audiences. Grant also raised the need to
establish scholarships for ADILS students.
TL Action 45: SIS to continue to meet and work with Office of Development to establish
additional scholarships for ADILS students.
2.3
SIS STUDENT PRIZE GIVING CEREMONY
The inaugural student prize night is scheduled for 7th May, and prizes have been established
by the School’s Awards Working Group and confirmed by the Executive. Future prize nights
will also celebrate teaching awards (with the next round to be awarded in 2016 for 20142015 achievements). Student prizes from other faculties will be acknowledged on the night
only if students have already received these prizes. There was some discussion about how
winners would be identified and it was suggested that SIS staff be able to nominate students
for the Director of Indigenous Student Services Award for Leadership and Community
Engagement.
TL Action 46: The T & L Directorate will discuss the proposal that SIS staff be able to
nominate students for a prize with the Director of Indigenous Student Services.
PART II – ITEMS FOR DECISION TO BE DEALT WITH EN BLOC
No Items.
PART III – ITEMS FOR DISCUSSION AND DECISION
3.
UNITS FROM THE MAJOR TO BE OFFERED IN ALBANY
It was noted that SIS needed to scope the issues and requirements involved in offering more
units in Albany. Grant advised that Noongar tutors with or without degrees could be
supported to teach units in Albany although it was suggested that UWA policy may require
staff to have at least a bachelors degree to teach in undergraduate units and that we could
distinguish between cultural tutors and academic tutors. Flipping units, distance learning
formats and team teaching were all raised as potential strategies.
TL Action 47: Josh Reynolds to contact Albany Centre Director to evaluate successful ELearning technologies and procedures with other UWA units offered in Albany and report
back to next T&L meeting, 9th April 2015.
4.
STANDING REPORTS
4.1
DIRECTOR OF TEACHING & LEARNING
4.1.1 EDUCATION FUTURES STRATEGY GROUP – 23 FEBRUARY 2015
Grant provided an overview of the new University committee structure (ATTACHMENT B).
Jill will sit on the Education Committee while Grant sits on the Education Futures Strategy
Group and Curriculum Committee. The Chair encourages all members to familiarise
themselves with these Committee web sites and to keep abreast of the Committees’ work.
The agenda and minutes of the first Education Futures Strategy Group are available online.
The terms of reference are established with the following work priorities:
2 A8
Project Black Swan: transition from Moodle to Blackboard by Semester 2, 2015
including the training of staff and provision of support services
• 1,000 units reviewed in Carpe Diem workshops
• Evaluation of new orientation programs (2 new programs were trialled in 2015 by
Science & Business).
CATL is now the Centre for Education Futures located in Hackett Hall. An Education Futures
lab is going to be established and Josh will participate on the selection committee to appoint
two ‘Learning Technologists’ to this Centre.
•
4.1.2 CURRICULUM COMMITTEE – 4 MARCH 2015
This Committee will consider a Master of Studies proposed by Kent Anderson, DVC
(Community & Engagement). Alumni will be the target audience for the course and students
will study a small number of core units and then options from multidisciplinary degrees. ANU
currently offers a Master of Studies and Harvard runs a comparable program with an
alternate title. SIS will be consulted on what units could be potentially offered to this
multidisciplinary degree Cycle 2 program.
See:
http://programsandcourses.anu.edu.au/program/MSTUD and
https://www.gse.harvard.edu/masters/special).
4.1.3 UNIVERSITY-WIDE INDIGENOUS UNIT CONTENT
Grant referred to the recommendation from an Indigenous Student Support Working Party
that was approved by Academic Council in October 2010 (ATTACHMENT C). This
information was raised by Grant and Darlene at a recent meeting with the Chair of the UWA
Curriculum Committee, Grady Venville, and at a Associate Deans of Teaching & Learning
meeting in 2014. These issues relate directly to the UWA development of the Education
Futures Vision and the establishment of the CAIDi system of curriculum changes in 2014,
where unit administrators and coordinators need to identify if their unit includes Indigenous
content. To-date only 2 units have been identified across the whole of university changes
for changes to 2014 curriculum. Updating and implementing these recommendations will
require a tangible framework for faculties to respond to, available resources and
consideration of the service role that SIS will play. These important initiatives will be
addressed in time by the Curriculum Committee.
4.2
COORDINATOR – INDIGENOUS EDUCATION UNIT (Paulina Motlop)
Paulina spoke to the Education Faculty’s Teaching and Learning Committee meeting of 18
February 2015 as well as her involvement in approving changes to the Master of Teaching
(Early Childhood) to bring the course into line with ACEQA standards and the early years
learning framework. Education is considering using TurnItIn across all units.
Paulina is also working to establish more robust Indigenous cultural competency
requirements across all Education units in the pre-service teaching courses. Questions
raised by students in EDUC5429 Aboriginal Education indicate that there are gaps in
preparing students for teaching and building relationships with students.
Paulina will be undertaking supervision of pre-service teachers during their professional
practice and will meet with unit and course coordinators regularly.
4.4
COORDINATOR – ORIENTATION PROGRAM (Sara Flood)
Enrolment numbers are down to 25 this year; this is not due to the half cohort but rather to
the application of a more rigorous selection criteria. Shauna Hill and Paulina Motlop are new
to the Orientation teaching team, coordinating Social Sciences Elective 1 and Aboriginal
Voices 1 & 2 respectively. The semester 1 timetable gives students a teaching-free day on
Fridays.
Sara and Josh are continuing to work with Apple Australia to flip the classroom for Human
Biology 1.
3 A9
4.5
COORDINATOR – IKHH MAJOR & MASTER OF HERITAGE STUDIES (Grant
Revell).
There has been a relatively strong interest in the Master’s course across a range of
audiences and further work will done on the course’s marketing and promotion. SIS
teachers have faced a steep learning curve preparing to teach in the Master’s and Aileen
raised concerns about the process of developing units.
Ben is working on establishing an overall working group for the Master’s course and the
effectiveness and processes of this group, and the course’s Indigenous content and learning
outcomes will be reviewed at the end of the year.
4.6
E-LEARNING REPORT (Josh Reynolds)
LMS has been used more extensively to provide forums for students to engage with unit
content in INDG1150 and EDUC5429 this semester. TurnItIn will be used across all SIS
units in Orientation and the IKHH Major. LMS can also be used to facilitate the management
of marking teams, to moderate feedback and to return feedback and grades to students.
Josh is involved in the LMS transition from Moodle to Blackbooard now named The Black
Swan Project and has submitted his Orientation unit for review at a Carpe Diem workshop in
April. He will provide feedback on this experience and look towards developing a SIS wide
program for other units to follow where appropriate.
Josh advised that the School’s on-going response to the Black Swan and Carpe Diem
projects will address the University’s priorities in implementing parts of the Education
Futures Program; and in-turn the evaluation, in part, of our quality teaching programs.
4.7 TEACHING & LEARNING ADMINISTRATIVE OFFICER REPORT (Anita Creasey)
Unit coordinators are reminded that assessments must be returned no later than 4 weeks
from the date they were submitted, under university policy and that Josh can help facilitate
this through LMS.
The tabling of semester 1 unit results for IKHH Major will be scheduled for Thursday, 25th
July.
The deadline for curriculum changes for 2016 is 30th April 2015. Copies of existing unit
outlines were circulated to the relevant unit coordinators after the meeting. Any changes will
need to be tabled for approval at the next Teaching & Learning Committee meeting.
Unit coordinators were asked to consider their timetabling requirements for 2016 and
provide this information by the end of July 2015. The information required includes format of
classes, number of students per class and venue facilities required.
Teaching & Learning Committee meetings will occur at 11am on a Thursday in 2015 to work
around members’ teaching schedules. Wherever possible, all other teaching and learning
meetings will be scheduled at the same time (Thursdays 11am).
5.
OTHER BUSINESS
5.1 FUTURE EVALUATION OF IKHH MAJOR
Aileen raised concern for the future evaluation of the IKHH Major. This review would
dedicate some time and attention to reflect on the high SURF results, the use and set-up of
LMS, content overlap and or gaps across the units, curriculum mapping of learning
outcomes and the impact of having IKHH units included as Category A/B broadening units.
The Chair advised that this review can be included in the Teaching Planning meeting
scheduled for the end of the 2015 academic year.
5.2
IKHH HONOURS PROPOSAL
Grady Venville, Dean of Coursework Studies is very supportive of SIS developing an
Indigenous Knowledge, History and Heritage Honours program to compliment the Master of
Heritage Studies. There is a draft in process that draws on existing units from other schools
although concerns were raised that this approach could prove problematic to the needs of
SIS Major students. Ideas were also discussed around the effective use of 12 point units.
4 A10
Members concluded that there is no rush for this proposal in favour for a strong consultative
process to be engaged amongst SIS staff.
TL Action 48: Anita will continue researching the optional frameworks for the makeup of the
Indigenous Knowledge, History and Heritage Honours Program and report back to this
Committee for further consultation and discussion.
6.
QUESTIONS WITHOUT NOTICE
Sara Flood asked the Chair for clarification on who was her line manager and whom she
should report to. This will be answered outside of this Committee.
7.
NEXT MEETING
The next meeting of the Teaching and Learning Committee will be held on Thursday, 9
April 2015 at 11.00am at the SIS Resource Library. The cut-off date for submission of
items for the Committee’s agenda is Friday, 3 April 2015. Items, with recommendations,
should be forwarded to Anita Creasey.
5 A11
SCHEDULE 1
TEACHING & LEARNING (TL) AND EXECUTIVE (E) ITEMS/BUSINESS IN PROGRESS FOR
NOTING SINCE PREVIOUS MEETING
ACTION (from SIS Teaching and Learning
RESPONSIBLE
STATUS/TIMELINE
Members gave some of
their feedback during
the meeting. A school
response (with Mel’s
previous thoughts) is
required.
Committee Meeting 8 August 2013 )
TL Action 1:
Members to give comments/feedback to the
Chair regarding the draft paper ‘UWA
Education Futures – Vision Statement’
forwarded via e-mail last 13 May 2013; and or
make individual submissions as per UWA
requests. See E Action 29.
All members
TL Action 8:
Staff to review and suggest changes required
on the SIS Workload Model.
Aileen
TL Action 9:
Aileen to continue to coordinate the preparation
of the SIS Workload Models for all teaching
staff.
Aileen
TL Action 10: Aileen to coordinate with Gabe and Clint to
gather a list of available tutors for 2014.
Aileen
Before 2014.
(Gabe & Clint)
TL Action 11: The Student Fee and Charges Reference
Committee recommendation will be shared
with the SIS Dean for approval to UWA
Academic Policy Services by the 30
September 2013 deadline.
Grant & Sabrina
TL Action 12: A meeting has been arranged for Grant and Jill
to meet with Academic Policy Services for
Thursday the 19 September 2013 and will
report back at the next T & L Committee
meeting
Grant and Jill
TL Action 13: Mel would like input from the T & L Committee
members in regards to the draft paper he is
preparing and will e-mail this to all members for
feedback.
Mel
TL Action 14: Once all staff Workload Modules have been
completed Aileen and Grant can review and
put forward a case to the Dean in regards to
the teaching needs required for 2014.
TL Action 15: The Chair will monitor the Special
Consideration process against standards used
across the University.
TL Action 16: All T & L Committee memebers to e-mail
Sabrina Swift any futher prizes and award
ideas for the School to consider in future.
TL Action 17: Further T & L Meeting in the month of January
2014 with Dawn and Grant to discuss the
required teaching staff needs.
ACTION (from SIS Indigenous Knowledge, History
30/09/13
Meeting is taking place
on the 19 September
2013
Mel will be e-mailing all
members his draft paper
for feedback
Aileen & Grant
Grant
All T & L Members
Grant and Dawn
January 2014
RESPONSIBLE
STATUS/TIMELINE
Sabrina to liaise
with Nerry & Bapi
Information has been
sent to Grant.
and Heritage Major Meeting/Workshop 19 August
2013 )
TL Action 2: Major Unit Costs to be confirmed.
TL Action 3 First meeting of the School’s Incidental Student
Fees and Charges Reference Group to coincide
th
with the next SIS T & L meeting on the 12
Sabrina
Meeting took place on
the 12 September 2013.
Future meetings will be
6 A12
September 2013
held as required.
TL Action 4: Confirm the availability of 2014 tutors
Aileen
Aileen to share with
staff prior to 2014.
TL Action 5: Staff to complete the SIS Workload Model for
2014 to assist with the needs of tutors, where
staff should take at least one tutorial to help
gauge the teaching progress of the unit.
All staff
Report to the SIS T & L
th
meeting in October 10
2013 with a break down
of 2014 staff workloads
and tutorial support.
(Aileen to
coordinate)
TL Action 6: 2015 Proposed Changes - Major in Indigenous
Knowledge, History and Heritage.
Grant & Aileen
TL Action 7: Staff to consider other optional units that
complement their research interests.
All Major staff
To be recommended to
Executive at Oct
meeting.
RESPONSIBLE
STATUS/TIMELINE
TL Action 18: The idea to start a Facebook page for each unit
to add calendar events and also have a
calendar of events for students on LMS will be
discussed further.
All staff to discuss
further
Twitter replaced the
Facebook idea
TL Action 19: Administration Officer Lin Pring will be updating
the current SIS (read only) Outlook calendar of
events for all staff using to assist in planning
their events around other staff events.
Lin Pring
ACTION (from SIS Teaching and Learning
Committee Meeting 13 March 2014 )
TL Action 20: Gabrielle will check to see if any training or
information is required for Aileen to formally
take over the role of Academic Conduct
Advisor.
Gabe Garratt
TL Action 21: The Chair Grant Revell will review the IT
procedure and the possibility to use the
program Turn it in - www.turnitin.com for all
teaching staff to use as required for marking.
Grant Revell
Completed
Gabe reported to T&L
Meeting 14.08.14 that
no specific training was
required.
RESPONSIBLE
ACTION (from SIS Teaching and Learning
ASAP
Completed
STATUS/TIMELINE
Committee Meeting 10 April 2014 )
TL Action 22: Sabrina Swift to arrange copies of the past and
current unit guides and readers to be available
in the SIS library for viewing.
Sabrina Swift
Complete
Anita Creasey
TL Action 23: Mel will present to the SIS Executive the
development of the SIS Staff publications for
2013.
Mel Thomas
Next Executive meeting
TL Action 24: Mel will develop a table to outline the type of
publications SIS would like to aim to publish.
Mel Thomas
Completed
Provided to Committee
on 12.03.15
TL Action 25: Urgent meeting to be arranged, with all
Indigenous Major teaching staff to discuss and
work thought Attachment A. A further meeting
is then to be arranged with the SIS Dean Jill
Milroy, Deputy Dean Darlene Oxenham,
Teaching and Learning Director Grant Revell
and Major Coordinator Aileen Walsh with the
Attachment A recommendations.
Aileen Walsh
ASAP
TL Action 26: Honours program to be reviewed by the SIS
T&L Committee in the near future.
All SIS T&L
7 A13
Committee
TL Action 27: The SIS Executive need to be informed about
the potential needs of a SIS Policy and or
guidelines on the School’s use of social media
Facebook & Twitter. Josh Reynolds to review
other faculty guidelines to discuss with Chair.
Grant Revell
TL Action 28: Josh and Sabrina will develop a template with
all deadlines for LMS, UIMS, unit reader and
unit outlines.
Josh Reynolds and
Sabrina Swift
TL Action 29: Sabrina to find out if Sally Ann Jones will be
updating the SIS handouts.
TL Action 30: Working coordinator to work with the Open Day
Committee (Nerry Nichols and Ray Garrett) to
plan and review all handouts.
TL Action 31: Sabrina will send a personal invite for the
Murrujuga morning tea to all related students.
Sabrina Swift
Open Day
Committee
Completed
Updated by Anita
Creasey for Open Day
2014
Completed
Sabrina Swift
RESPONSIBLE
ACTION (from SIS Teaching and Learning
ASAP – Josh Reynolds
to now report at T&L
th
meeting 9 April, 2015.
STATUS/TIMELINE
Committee Meeting 12 June 2014 )
TL Action 32: SIS will look at the possibility of Information
Services/ Libraries assisting with setting up a
Scholars library in the SIS new building in
2016.
Sabrina Swift/Anita
Creasey
SIS New Building
Committee
TL Action 33: Mel will look at ways to promote and advertise
the Advanced Diploma in Legal Studies and
will access the laws marketing person to assist.
Mel Thomas
TL Action 34: Sabrina will e-mail the SIS advertised jobs link
to all staff once the positions have been
advertised.
Sabrina Swift
TL Action 35: The SIS T&L Committee members all agreed
for Dawn to share her training information with
the other members to review at the next
meeting.
Dawn Bessarab
Complete
Shared at the T&L
Committee Meeting 14
August 2014
TL Action 36: Potential tutoring staff can register their interest
on the UWA Staff expressions of interest. The
new appointed T&L Admin can look further into
how to go about registering.
Anita Creasey
A call for expression of
Interest can be set-up
through HR’s
eRecruitment service.
Referred to T&L
Committee for
discussion.
TL Action 37: Need to set up a working group for the UWA
Postgrad & Honours Expo to include Mel,
Gabe, Grant and also invite a person to
represent the Heritages Masters and CAMDH.
Anita Creasey
Discussion referred to
T&L Committee Meeting
for 14 August 2016.
TL Action 38: All teaching staff are to report back at the next
SIS T&L committee meeting with what current
grants are available and could be apply for.
All teaching staff
Complete
Discussed at T&L
Committee Meeting on
14 August 2014.14
August 2014.
RESPONSIBLE
ACTION (from SIS Teaching and Learning
In Progress
STATUS/TIMELINE
Committee Meeting 14 August 2014 )
8 A14
TL Action 39: Mel, Jasmine and Grant to attend the 2014
Postgrad & Honours Expo to promote the
Advanced Diplomas and the Masters of
Heritage Studies; Anita to coordinate and
provide administrative support for the event.
Mel Thomas
Jasmine Lamb
Grant Revell
Anita Creasey
Completed
24 September 2014
TL Action 40: Anita to prepare a SIS/CAMDH flyer to promote
the 2014 Postgrad & Honours Expo to
networks.
Anita Creasey
Completed
TL Action 41: Josh to investigate whether we can promote the
2014 Postgrad & Honours Expo on the SIS
website.
Josh Reynolds
Completed
TL Action 42: Anita to ask Student Services to promote the
2014 Postgrad & Honours Expo on social
media.
Anita Creasey
Completed
Anita Creasey to
email SIS Teaching
Staff
Completed
TL Action 43: All teaching staff are to be reminded of
University Policy on Assessment (07/23) which
dictates that (a) for each undergraduate unit
the school should set a deadline by which
marked assessments other than examinations
will be available for collection and feedback
and (b) in all but exceptional circumstances
this deadline should not be later than four
weeks after the required date of submission or,
in the case of a late submission, four weeks
after the date of the late submission.
TL Action 44: Anita to discuss with School Manager
establishing an ongoing advertisement for
tutoring staff through eRecruitment.
ACTION (from Executive Meeting 24 July 2013)
E Action 4
The School hold an annual forum to promote
Indigenous curriculum as well as to support and
train UWA in the development and delivery of
Indigenous units. The best timing for this is
during semester and for 2013 this might include
a smaller, 1-hour event with the aim of setting up
a ‘discipline group’.
E Action 9:
(a) That Grant, Marilyn and Gabe establish the
School’s prize giving process (which should be
linked to our Teaching Awards if possible) and
Anita Creasey
Nerry Nichols
In progress – A
Sessional Tutor Policy
is also being developed
RESPONSIBLE
STATUS/TIMELINE
Grant & Jill
Follows from E Action 3.
Grant, Marilyn,
Gabe, Joy &
Sabrina Anita
In progress.
An Inaugural Prize Night
has been scheduled for
7 May 2015
(b) A sub-committee of the SIS Teaching and
Learning Committee is established to administer
all School Prizes – investigate also the potential
to include CAMDH in this.
ACTION (from Executive Meeting 21 August 2013)
RESPONSIBLE
STATUS/TIMELINE
E Action 25: Grant to (a) confirm what the School can and
cannot charge fees for in our units, and
Grant
12/09/13 – School
Student Fee Reference
Group meeting
(b) to layout/identify what are essential parts to
our teaching e.g. field trips, community speakers
etc.
E Action 26: A meeting should be arranged with Grady
Venville to discuss the weighting and
classification of the School’s units.
Grant & Jill
E Action 27: Bapi to prepare data on unit costings that will
assist the School’s argument for a higher
weighting for our units.
Grant & Sabrina
E Action 28: Grant (and Jill) to follow upon the New Unit
Proposal Form – specifically to communicate
Grant & Jill
9 A15
with Academic Policy Services about the current
form (still needed, unsure of current
consultations and contact person is Dean), the
process and route of the paperwork, and the
amendments we would like.
E Action 29: Mel to start drafting a paper in response to the
UWA Education Futures Discussion paper and
coordinate a process that enables other SIS staff
to provide input to the paper.
Mel
E Action 30: Course Advertising – (a) Marilyn to seek
assistance from Michael Sinclair-Jones
regarding the Koori Mail and Tracker Magazine
pieces, and (b) Mel to send information to
Marilyn on the Law Advanced Diploma.
Marilyn
E Action 31: Darlene will look into the promotions for the
School’s units being offered.
Darlene
E Action 32: Jill/SIS is currently looking into the SIS branding.
ACTION (from Executive Meeting 31 July 2014
E Action 1/2014 The Associate Dean Teaching and Learning
refer to the university regulations regarding
teaching award prize money to confirm how
the award funds may be used by the
individual staff members.
Action 6/2014
The Deputy Dean and Director of Teaching
and Learning will meet with Director of
Student Services to progress the UWA
Alumni Grant proposal for a short course in
Aboriginal Cultural Heritage management.
Specifically we need to determine the status
of the course and enrolment e.g. is it a
certificate course and is the student enrolled
at UQ. The preference is for the student to
be enrolled at UWA.
ACTION (from SIS Teaching and Learning
SIS
RESPONSIBLE
Complete
In Progress
STATUS/TIMELINE
Grant
Complete
Darlene, Grant &
Marilyn
Complete
RESPONSIBLE
STATUS/TIMELINE
Committee Meeting 12 March 2015)
In progress
TL Action 45: SIS to continue to meet and work with Office of
Development to establish additional
scholarships for ADILS students.
Grant, Gabe,
Marilyn, Mel &
Anita
TL Action 46: The T & L Directorate will discuss the proposal
that SIS staff be able to nominate students for
a prize with the Director of Indigenous Student
Services.
Anita
ASAP
TL Action 47: Josh Reynolds to contact Albany Centre
Director to evaluate successful E-Learning
technologies and procedures with other UWA
units offered in Albany.
Josh
Report back to next T&L
th
meeting on the 9 April
2015.
TL Action 48: Anita will continue researching the optional
frameworks for the makeup of the Indigenous
Knowledge, History and Heritage Honours
Program and report back to this Committee for
further consultation and discussion.
Anita
In progress
10 A16
High Impact Journals for SIS Teachers and Researchers The Australian Journal of Indigenous Education: http://www.atsis.uq.edu.au/ajie/ Aboriginal History Journal: http://press.anu.edu.au/titles/aboriginal-­‐
history-­‐journal/ See for example volume edited by Shino Konishi: http://press.anu.edu.au/titles/aboriginal-­‐history-­‐journal/volume-­‐37/ Limina: A Journal of Historical and Cultural Studies: http://www.limina.arts.uwa.edu.au/ Australian Historical Studies http://www.tandfonline.com/doi/full/10.1080/1031461X.2014.948021#
abstract See for example: Archaeology and Aboriginal Protest: The Influence of Rhys Jones's Tasmanian Work on Australian Historiography vol. 45 (3): 331-­‐349 Environment and Planning: Society and Space http://www.envplan.com/D.html Australian Journal of Human Rights http://www.ahrcentre.org/publications/ajhr Australian Indigenous Law Review: http://www.ilc.unsw.edu.au/publications/australian-­‐indigenous-­‐law-­‐
review A17
A18
A19
EXTRACT FROM THE MINUTES OF A MEETING OF THE ACADEMIC COUNCIL
HELD ON WEDNESDAY 6 OCTOBER 2010 IN THE SENATE ROOM
8.
ITEM FROM BOARD OF COURSEWORK STUDIES: INDIGENOUS STUDENT SUPPORT
WORKING PARTY RECOMMENDATION – Ref F27866
Members were reminded that the Indigenous Student Support Working Party (ISSWP) had been set
up by the Future Framework Implementation Committee to:
•
investigate how Indigenous students could best be supported, particularly if their entry to
professional courses was postponed until the postgraduate stage;
•
investigate opportunities for articulation from Indigenous programs elsewhere; and
•
report to the Future Framework Implementation Committee.
Members noted that at its meeting of 20 September 2010 the Board of Coursework Studies had
considered recommendations from the FFIC regarding a staged implementation of the ISSWP report.
Members had before them:
•
an extract from the minutes of a meeting of the Board of Coursework Studies held on 20
September 2010
•
a recommendation to the Future Framework Implementation Committee on implementing the
Report of the Indigenous Student Support Working Party dated 27 May 2010
•
an extract from the minutes of a meeting of the Future Framework Implementation Committee
held on 21 July 2010
In relation to the way in which the proposed requirement to complete Indigenous Studies Essentials (ISE)
would operate the following were noted:
•
•
•
•
•
•
Operation of the module would be modelled on that of the Academic Conduct Essentials (ACE)
module.
The ACE module was compulsory.
Students received a result of Ungraded Pass or Not Completed for the ACE module.
Not Completed meant that the student had not attained the satisfactory standard for the module by
the due date.
A Not Completed result did not prevent a student from graduating.
All students commencing a course were required to undertake the ACE module. Only those who
had previously achieved a result of Ungraded Pass for the module were exempt from repeating it.
Students were automatically enrolled in the ACE module.
In terms of how progress against the proposed target of 50% of students having undertaken
Indigenous specific or Indigenous embedded units in their undergraduate courses by 2016 would be
monitored, Council was advised that this would become part of the University’s mainstream planning
and accountability processes.
In response to a query it was confirmed that Indigenous in the context of Indigenous focus or
perspectives referred to in the recommendations before Council meant Australian Indigenous.
Council was advised that there was recognised common ground in the issues affecting indigenous
people throughout the world and that the study of Australian Indigenous issues would therefore serve
as a foundation for a global understanding of such matters. It was noted that the proposed online
module (ISE) would focus on the Noongar people: units building on this could be broader in scope.
Council was advised that the study of Australian Indigenous issues could form part of a unit
addressing a wider range of matters. It was pointed out that there could be differing approaches to
providing the relevant Indigenous content and that any proposals would have to be submitted to the
Interim Boards for consideration.
Council was informed that a staff version of ISE was under development as part of a Universities
Australia project.
A20
RESOLVED - 117
to approve the recommendations from the Board of Coursework Studies that the Indigenous Student
Support Working Party report be implemented in stages including the following elements:
(i)
(ii)
(iii)
(iv)
(v)
(vi)
Date
18/10/10
From 2012, all incoming new students be required to complete within the first academic year following
entry an introductory online module, a modified version of the proposed Indigenous Studies Essentials
(ISE), the module to be a not-for-credit course requirement of all undergraduate degree courses.
The School of Indigenous Studies work with all faculties, through the IBOS, to develop Indigenous
specific and Indigenous embedded units for offering in all undergraduate courses.
UWA establish, in consultation with the School of Indigenous Studies, a system of induction and
training to assist staff in teaching Indigenous students, developing Indigenous-focused curriculum
materials or researching Indigenous communities.
As a general target, the University aim by 2016 to ensure that at least 50% of students have
undertaken Indigenous specific or Indigenous embedded units in their undergraduate courses and that
strategies for achieving this target be developed and progress towards it reported annually to Academic
Council.
An Indigenous specific unit or course be defined as one that has Indigenous content and perspectives
as its primary focus: an Indigenous embedded unit or course be defined as one in which Indigenous
content and perspectives are demonstrably embedded within the content of a unit or course that
addresses a broader field of study, such content to account for a minimum of approximately 20% of the
unit content, and to include an assessable component.
Notwithstanding the University’s ambitious targets, completion of Indigenous specific and/or
Indigenous embedded units not be a compulsory requirement for degree completion at this
time.
Sender
(Name)
S Lang
File to
(Name)
RMS
Action Required
Recipient
Initials
Date
Actioned
Folio
number
Action Taken
Copy extract emailed to Deans; EO FFIC (Kaye
Macpherson Smith); EO BVCS (K Krishnasamy);
Director Student Services (Jon Stubbs); Chairs &
Eos IBoS; Pro Vice-Chancellor (Education)
(W/Professor Jane Long); Director Planning
Services (Rob McCormack)
A21
Proposed Review of Assessment
TRIM FILE REFERENCE: F70940
DOCUMENT STATUS
Draft
Ready for Review
Final
DOCUMENT MODIFICATION HISTORY
Version
Number
Primary Author(s)
(name and position)
Description of
Version
Date
Completed
th
0.1
Sue Smurthwaite,
Director, Academic
Policy Services
Initial proposal
9 March 2015
0.2
Sue Smurthwaite,
Director, Academic
Policy Services
Amended proposal
12 March
2015
1.0
Sue Smurthwaite,
Director, Academic
Policy Services
Final proposal
17 March 2015
th
th
Provided
To
Grady Venville, Dean of
Coursework Studies,
Kabilan Krishnasamy,
Academic Secretary, Jan
Cardy, Manager,
Curriculum Management
Grady Venville, Dean of
Coursework Studies,
Kabilan Krishnasamy,
Academic Secretary, Jan
Cardy, Manager,
Curriculum Management,
Jon Stubbs, Director,
Student Services
Grady Venville, Dean of
Coursework Studies,
Alec Cameron, Deputy
Vice-Chancellor
(Education).
DOCUMENT APPROVAL
Approved By
Professor Grady Venville
Title
Dean, Coursework Studies
Date
th
17 March 2015
B22
Background
Assessment of student learning is an important educational function of the University with teaching
practices designed to engage, challenge and transform students throughout their courses.
Changes at the sector level and within UWA over recent years, in particular the introduction of new
courses in 2012 and the first graduating cohort in 2014, make it timely to conduct a comprehensive
review of assessment policy and practices within UWA.
Purpose
The University is committed to the systematic review and evaluation of its activities and a cyclical
review of policy is an integral part of its strategic planning and quality assurance.
The purpose of the review of assessment is to ensure internationally benchmarked assessment
practices are meeting the needs of domestic and international students. This review is an important
component of the evaluation of the success of NC2012 and the roll-out of the Education Futures
Vision, with a particular focus on transformative teaching.
Review Framework
It is proposed that a Review of Assessment Working Group be established, to work in consultation
with established groups, networks and committees, including
Associate Deans (Teaching and Learning/Education) network
Education Futures Strategy Group
Faculty Teaching and Learning Committees
Curriculum Committee
The Review of Assessment Working Group report, including proposed amendments to the University
Policy on Assessment and other related policies, will be referred to the Education Committee and
Academic Council for consideration and endorsement/approval.
Proposed Membership:
Professor Grady Venville, Dean of Coursework Studies will convene the Working Group. Membership
will be invited from across the University with expertise in a range of assessment practices and
related policy, including representation from:
Academic Board
Associate Deans (Teaching and Learning) network
Faculties
Teachers – small group, large group, first year, online/MOOCs
Student Services
Academic Policy Services
Centre for Education Futures
Student Guild
Specific Objectives
To improve the student learning experience;
To ensure high quality assessment practices at national and international levels;
To ensure consistency of approach across and within Faculties;
To review and update the University Policy on Assessment;
To review and update associated policies, including the University Policy on Assessment
Mechanism Statements and the University Policy on Supplementary Assessment.
B23
Scope
Review/audit of associated University policies and faculty/school policies;
Benchmark best practices – national and international;
Sustainability (workload, innovative practices, changing environment and technology);
Uptake of LMS for assessment purposes;
Consistent practices/penalties across faculties (exceeding word count, submission and late
submission, marking tutorial participation, etc);
Feedback practices and effectiveness/impact;
Use and application of plagiarism detection software (eg Turnitin);
Quality of assessment mechanism statements as part of Unit Outlines;
Marking (ungraded passes and fails, scaling, exam mark breakdown, grades etc);
Possible use of progressive and summative marks and grades in development of a student
retention and success model;
Exam timetables and scheduling;
Assessment at a distance (online proctoring).
Resources
Item
Establishment of a Review of Assessment Working Group
Provision of policy writing expertise and executive officer support (APS)
Research, data collection, surveys (existing and new) (Office of DCS, APS and
IRU)
Implementation and provision of assistance/training to staff with changes to
assessment via the new LMS – Blackboard (Centre for Education Futures)
Approximate Cost
Within existing
resources
Within existing
resources
Within existing
resources
Within existing
resources
Preparation and First Steps
Finalisation of Membership and agreed Terms of Reference for the Review of Assessment
Working Group;
Agree parameters for Review;
Agree tasks and areas of responsibility for each member of the Working Group;
Consider data requirements and appropriate benchmarking.
Timing
Action
Establishment of Working Group and Terms of Reference
March
Data gathering, task allocation, clarity of issues, benchmarking
March – June
Review and consultation (networks, groups, committees)
June – August
Formulation of Report and Policy, including ongoing consultation
August – October
Committee approval process:
Education Committee
Academic Council
Uptake by Faculties and Student Services, for practical components
in preparation for first semester 2016 examinations period
November
December
January - June 2016
Uptake by Faculties for 2017 offerings via CAIDi course
approval process
Month
January- April 2016
B24
Active postgraduate course as at 01-01-2016
TRIM: F55643
ID: 358
12530 Master of Heritage Studies (coursework and
dissertation)
Showing drafted annual changes for 2016
Administrative details
Arts
Responsible
Organisational
Entity
Social Sciences
Course coordinator
Winthrop Professor Benjamin Smith
Availability of
course for 2016
Available for new enrolments
VE
D
Faculty
RO
Details
12530
Title
Master of Heritage Studies
Abbreviation of
award
MHeri
Type of degree
course
Master's by Coursework and Dissertation
About this course
This course aims to meet the training needs of all those whose lives intersect with heritage, be this in the context of
government, business, NGOs, international organisations, museums, universities, heritage agencies, national and provincial
parks. Students can either specialise in Indigenous Australian heritage or international heritage. The course covers all types
of heritage and offers training in caring for and sharing heritage, issues of legislation, management, conservation, tourism,
development, stewardship, presentation and sustainability. Students are taught by international experts and have the
opportunity of gaining heritage experience in China, take part in heritage study tours and undertake heritage work
placements. Heritage Studies is an area of particular research strength at UWA as Western Australia is heritage-rich with
50,000 plus years of tangible Indigenous heritage and vibrant intangible heritage traditions.
Approved
09/06/2014
First year of offer
2015
/0
1/
20
16
IF
CH
AN
G
ES
AP
P
Course code
96 points
Minimum volume of
learning
72 points
Does minimum
volume of learning
correspond to
standard admission
requirements?
Yes
EF
FE
CT
IV
E
Maximum volume of
learning
01
Volume of learning
Rules
Applicability of the
Student Rules,
policies and
procedures
1.(1) The Student Rules apply to students in this course.
Academic Conduct
Essentials module
2.(1) Except as stated in (2), a student who enrols in this course for the first time irrespective of whether they have
previously been enrolled in another course of the University, must undertake the Academic Conduct Essentials module (the
ACE module).
(2) The policy, policy statements and guidance documents and student procedures apply, except as otherwise indicated in
the rules for this course.
(2) A student who has previously achieved a result of Ungraded Pass (UP) for the ACE module is not required to repeat the
module.
Admissions
3. To be considered for admission to this course an applicant must have a relevant bachelor's degree of this University with
a weighted average mark of at least 65 per cent, or equivalent as recognised by the Faculty.
1
C25
Articulation and Exit
Awards
4.(1) The following courses form part of an articulated sequence:
12230 Graduate Certificate in Heritage Studies
12330 Graduate Diploma in Heritage Studies
12530 Master of Heritage Studies
(2) A student who withdraws from the Master of Heritage Studies course before completing it, but after fulfilling the
requirements of a lesser award in the above sequence, may apply for the relevant award.
Course structure
5.(1) The course consists of units to a total value of 96 points (maximum value) which includes conversion units to a value
of 24 points, course core units and specialisation units. The course comprises the following specialisations:
SP-IAHER Indigenous Australian Heritage
SP-INHER International Heritage
(2) Units must be selected in accordance with the course structure, as set out in these rules.
VE
D
(3) Students who have completed relevant units from the major in Indigenous Knowledge, History and Heritage are granted
credit for conversion units up to a value of 24 points.
6. To make satisfactory progress in a calendar year a student must pass units to a value of at least half the total value of
units in which they remain enrolled after the final date for withdrawal without academic penalty.
RO
Satisfactory
progress rule
AP
P
7. A student who has not achieved a result of Ungraded Pass (UP) for the ACE module when their progress status is
assessed will not have made satisfactory progress even if they have met the other requirements for satisfactory progress in
Rule 6.
Progress status
8.(1) A student who makes satisfactory progress in terms of Rule 6 is assigned the status of 'Good Standing'.
ES
(2) Unless the relevant board determines otherwise because of exceptional circumstances—
AN
G
(a) a student who does not make satisfactory progress for the first time under Rule 6 is assigned a progress status of 'On
Probation';
CH
(b) a student who does not make satisfactory progress for the second time under Rule 6 is assigned a progress status of
'Suspended';
IF
(c) a student who does not make satisfactory progress for the third time under Rule 6 is assigned a progress status of
'Excluded';
20
16
9. A student who does not make satisfactory progress in terms of Rule 7 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 progress
requirements in Rule 6.
10. To be awarded the degree with distinction a student must achieve a course weighted average mark (WAM) of at least 80
per cent in—
1/
Award with
distinction rule
/0
(a) all units above Level 3 attempted as part of the course that are awarded a final percentage mark;
01
(b) all relevant units above Level 3 undertaken in articulating courses of this University that are awarded a final percentage
mark; and
Unit INDG5110 reduced from 12 pts to 24 pts. INDG5111 introduced as part 2 unit worth 12 pts. Change made so students have option of
undertaking Dissertation component part time.
EF
FE
Rationale and impact
assessment for
change to Unit
sequence
CT
Course structure
IV
E
(c) all units above Level 3 completed at this University that are credited to the master's degree course.
Introduced units:
+ INDG5111 Indigenous Heritage Dissertation (or Approved Equivalent) Part 2 [Drafted]
Master of Heritage Studies with a specialisation in Indigenous Australian Heritage
Old unit sequence for Indigenous Australian Heritage specialisation []
Course units
Take all units (12 points):
ARCY5104
Working with Stakeholders
6 points
Active
HERI5101
Debates in Contemporary Heritage Studies
6 points
Active
Indigenous Australian Heritage specialisation
2
C26
Take all units (36 points):
INDG5101
Indigenous Heritage Professional Placement
12 points
Active
INDG5110
Indigenous Heritage Dissertation (or Approved Equivalent)
24 points
Active
Take all units (36 points):
INDG5101
Indigenous Heritage Professional Placement
12 points
Active
INDG5110
Indigenous Heritage Dissertation (or Approved Equivalent)
24 points
Active
Take unit(s) up to the value of 48 points:
Foundations in Heritage Management
6 points
Active
HERI5103
The Business of Sustainable Heritage
6 points
Active
HERI5104
Intangible Heritage
HERI5106
Heritage Study Tour
HERI5109
Heritage Special Topic
INDG5108
Indigenous Heritage Special Topic
INDG5109
Indigenous Heritage Study Tour
LAWS5175
Heritage Governance: from Global to Local
6 points
Active
12 points
Active
6 points
Active
6 points
Active
12 points
Active
6 points
Active
6 points
Active
6 points
Active
6 points
Active
12 points
Active
6 points
Active
6 points
Active
AN
G
ES
AP
P
RO
VE
D
HERI5102
Take unit(s) up to the value of 48 points:
Foundations in Heritage Management
HERI5103
The Business of Sustainable Heritage
HERI5104
Intangible Heritage
HERI5106
Heritage Study Tour
HERI5109
Heritage Special Topic
INDG5108
Indigenous Heritage Special Topic
INDG5109
Indigenous Heritage Study Tour
12 points
Active
LAWS5175
Heritage Governance: from Global to Local
6 points
Active
IV
E
01
/0
1/
20
16
IF
CH
HERI5102
FE
CT
Student who have not completed a major in Indigenous Knowledge, History and Heritage or equivalent as recognised by the Faculty must
complete relevant conversion unit(s) up to the value of 24 points from this major, as advised by the Faculty.
EF
Student who have not completed a major in Indigenous Knowledge, History and Heritage or equivalent as recognised by the Faculty must
complete relevant conversion unit(s) up to the value of 24 points from this major, as advised by the Faculty.
Proposed new sequence for Indigenous Australian Heritage specialisation []
Course units
Take all units (12 points):
ARCY5104
Working with Stakeholders
6 points
Active
HERI5101
Debates in Contemporary Heritage Studies
6 points
Active
Indigenous Australian Heritage specialisation
3
C27
Take all units (36 points):
INDG5101
Indigenous Heritage Professional Placement
12 points
Active
INDG5110
Indigenous Heritage Dissertation (or Approved Equivalent)
24 points
Active
INDG5111
Indigenous Heritage Dissertation (or Approved Equivalent) Part 2
12 points
Drafted
Take unit(s) up to the value of 48 points:
Foundations in Heritage Management
6 points
Active
HERI5103
The Business of Sustainable Heritage
6 points
Active
HERI5104
Intangible Heritage
6 points
Active
HERI5106
Heritage Study Tour
12 points
Active
HERI5109
Heritage Special Topic
HIST5504
History and Heritage
INDG5108
Indigenous Heritage Special Topic
INDG5109
Indigenous Heritage Study Tour
LAWS5175
Heritage Governance: from Global to Local
6 points
Active
6 points
Active
6 points
Active
12 points
Active
6 points
Active
ES
AP
P
RO
VE
D
HERI5102
AN
G
Student who have not completed a major in Indigenous Knowledge, History and Heritage or equivalent as recognised by the Faculty must
complete relevant conversion unit(s) up to the value of 24 points from this major, as advised by the Faculty.
CH
Master of Heritage Studies with a specialisation in International Heritage
IF
Old unit sequence for International Heritage specialisation []
16
Course units
20
Take all units (12 points):
Working with Stakeholders
HERI5101
Debates in Contemporary Heritage Studies
6 points
Active
6 points
Active
01
/0
1/
ARCY5104
IV
E
International Heritage specialisation
Take all units (36 points):
Heritage Professional Placement
12 points
Active
HERI5108
Heritage Dissertation (or approved equivalent)
24 points
Active
Heritage Professional Placement
12 points
Active
Heritage Dissertation (or approved equivalent)
24 points
Active
FE
CT
HERI5107
HERI5107
HERI5108
EF
Take all units (36 points):
4
C28
Take unit(s) to the value of 48 points:
Conservation in Cultural Landscapes, Historic Towns and Urban Precincts
6 points
Active
ARCY5105
Archaeological Resource Management
6 points
Active
HERI5102
Foundations in Heritage Management
6 points
Active
HERI5103
The Business of Sustainable Heritage
6 points
Active
HERI5104
Intangible Heritage
6 points
Active
HERI5105
Heritage and Development in Asia
6 points
Active
HERI5106
Heritage Study Tour
12 points
Active
HERI5109
Heritage Special Topic
6 points
Active
HIST5504
History and Heritage
6 points
Active
INDG5109
Indigenous Heritage Study Tour
12 points
Active
LAWS5175
Heritage Governance: from Global to Local
6 points
Active
6 points
Active
6 points
Active
6 points
Active
6 points
Active
6 points
Active
6 points
Active
12 points
Active
6 points
Active
6 points
Active
12 points
Active
6 points
Active
AP
P
RO
VE
D
ARCT5505
Take unit(s) to the value of 48 points:
Conservation in Cultural Landscapes, Historic Towns and Urban Precincts
ARCY5105
Archaeological Resource Management
HERI5102
Foundations in Heritage Management
HERI5103
The Business of Sustainable Heritage
HERI5104
Intangible Heritage
HERI5105
Heritage and Development in Asia
HERI5106
Heritage Study Tour
HERI5109
Heritage Special Topic
HIST5504
History and Heritage
INDG5109
Indigenous Heritage Study Tour
LAWS5175
Heritage Governance: from Global to Local
IV
E
01
/0
1/
20
16
IF
CH
AN
G
ES
ARCT5505
CT
Proposed new sequence for International Heritage specialisation []
FE
Course units
EF
Take all units (12 points):
ARCY5104
Working with Stakeholders
6 points
Active
HERI5101
Debates in Contemporary Heritage Studies
6 points
Active
International Heritage specialisation
Take all units (36 points):
HERI5107
Heritage Professional Placement
12 points
Active
HERI5108
Heritage Dissertation (or approved equivalent)
24 points
Active
5
C29
Take unit(s) to the value of 48 points:
Conservation in Cultural Landscapes, Historic Towns and Urban Precincts
6 points
Active
ARCY5105
Archaeological Resource Management
6 points
Active
HERI5102
Foundations in Heritage Management
6 points
Active
HERI5103
The Business of Sustainable Heritage
6 points
Active
HERI5104
Intangible Heritage
6 points
Active
HERI5105
Heritage and Development in Asia
6 points
Active
HERI5106
Heritage Study Tour
12 points
Active
HERI5109
Heritage Special Topic
6 points
Active
HIST5504
History and Heritage
6 points
Active
INDG5109
Indigenous Heritage Study Tour
12 points
Active
LAWS5175
Heritage Governance: from Global to Local
6 points
Active
6 points
Active
6 points
Active
12 points
Active
AP
P
RO
VE
D
ARCT5505
Master of Heritage Studies with a specialisation in Indigenous Australian Heritage
ES
Course units
HERI5101
Debates in Contemporary Heritage Studies
Take all units (36 points):
16
Indigenous Australian Heritage specialisation
CH
Working with Stakeholders
IF
ARCY5104
AN
G
Take all units (12 points):
Indigenous Heritage Professional Placement
INDG5110
Indigenous Heritage Dissertation (or Approved Equivalent)
24 points
Active
INDG5111
Indigenous Heritage Dissertation (or Approved Equivalent) Part 2
12 points
Drafted
01
/0
1/
20
INDG5101
IV
E
Take unit(s) up to the value of 48 points:
Foundations in Heritage Management
6 points
Active
HERI5103
The Business of Sustainable Heritage
6 points
Active
HERI5104
Intangible Heritage
6 points
Active
HERI5106
Heritage Study Tour
12 points
Active
Heritage Special Topic
6 points
Active
HIST5504
History and Heritage
6 points
Active
INDG5108
Indigenous Heritage Special Topic
6 points
Active
INDG5109
Indigenous Heritage Study Tour
12 points
Active
LAWS5175
Heritage Governance: from Global to Local
6 points
Active
FE
EF
HERI5109
CT
HERI5102
Student who have not completed a major in Indigenous Knowledge, History and Heritage or equivalent as recognised by the Faculty must
complete relevant conversion unit(s) up to the value of 24 points from this major, as advised by the Faculty.
Articulations
6
C30
Articulation #1
Code
12230
Title
Graduate Certificate in Heritage Studies
Points
24
Requirements
A student who withdraws from the course before completing it, 24 points from the relevant specialisation units, may apply for the
relevant award.
Articulation #2
12330
Title
Graduate Diploma in Heritage Studies
Points
48
Requirements
A student who withdraws from the course before completing it, 48 points from the relevant specialisation units and the other
heritage options, may apply for the relevant award.
VE
D
Code
RO
Australian Qualification Framework outcomes
Graduates will have an advanced and integrated understanding of heritage theory and practice spanning the fields of:
archaeology, history, indigenous studies, law and tourism management.
AQF outcomes:
Skills
Graduates will have expert, specialised cognitive and technical skills in heritage studies and will be trained to deal with all of
the heritage issues that they are likely to encounter in their place of work. This will include: a sensitivity to stakeholder and,
particularly, indigenous values and concerns; an understanding of and ability to implement global best practice in heritage
management; an awareness of technical heritage conservation skills; a practical knowledge of heritage promotion and
display.
AQF outcomes:
Application of
knowledge and
skills
Through professional placements and real-life heritage experience, graduates will not only have the skills listed above, but
the practical ability to apply and implement these skills.
IF
CH
AN
G
ES
AP
P
AQF outcomes:
Knowledge
16
Specialisation: Indigenous Australian Heritage [SP-IAHER]
SP-IAHER
Title
Indigenous Australian Heritage
About this
specialisation
Heritage studies, with a special focus upon Indigenous Australian Heritage
/0
1/
20
Code
01
Specialisation-specific A specific focus on Indigenous Australian heritage, with a general background to the international context in which
outcomes
Indigenous Australian heritage is located
IV
E
Specialisation: International Heritage [SP-INHER]
SP-INHER
CT
Code
International Heritage
Heritage Studies, with a special focus on international heritage
EF
About this
specialisation
FE
Title
Specialisation-specific A general background in global heritage studies with specific skills and experience in working with international heritage
outcomes
Course delivery
Course delivery with
other faculties
Faculty
Contribution
FAC25 Architecture, Landscape and Visual Arts
Teaching one unit
FAC01 School of Indigenous Studies
Joint teaching of two units. Coordinating all aspects of the Indigenous Australian Heritage
specialisation
FAC20 Law
Teaching one unit
7
C31
Course delivery with
other provider(s)
1) Formal student exchange and unit exchange with Zhejiang University in China. Defined by jointly signed MOU. Up to 10
students will be able to exchange one quarter per year.
2) Formal student exchange and unit exchange with Minzu University in China. Defined by jointly signed MOU (in
preparation). Up to 10 students will be able to exchange one quarter per year
3) Professional placements have been agreed and are the subject of MOUs with Zhejiang Museum, Hangzhou Arts and Crafts
Museum and Obsidian Exhibition Design Company, Freemantle Prison, the WA National Trust, the WA Museum, the WA
Maritime Museum.
Percentage of
course delivered by
other provider(s)
Maximum 25% for students doing Chinese exchan
Mode of delivery
Internal
Location(s)
delivered
Percentage
UWA (Crawley)
%
20% units in non-standard teaching periods
VE
D
% of units taught in
non-standard
semesters
Location
RO
Work experience in industry
AP
P
Work experience in
industry in this
course
ES
Duration, intake and attendance
1.5 years
Duration of course
at maximum volume
of learning
2 years
Intake periods
(broad)
Beginning of year and mid-year
Intake periods
(specific teaching
periods)
Semester 1 or Semester 2
Attendance type
Full- or part-time
Time limit
5 years
/0
1/
20
16
IF
CH
AN
G
Duration of course
01
History of endorsements/approvals for changes
IV
E
Event
Faculty
CT
Dean of Coursework Studies
Date
Outcome
Notes
Not yet endorsed
Not yet approved
EF
FE
Comparing current approved data to the data as it will be on 01/01/2016 if changes are approved. Report generated 07/04/15 11:04.
8
C32
Active unit as at 01-01-2016
INDG5110 Indigenous Heritage Dissertation (or
Approved Equivalent) Indigenous Heritage Dissertation
(or Approved Equivalent) Part 1
TRIM:
F58458
ID: 5004
Showing drafted annual changes for 2016
Unit information
Code
INDG5110
Indigenous Heritage Dissertation (or Approved Equivalent) Indigenous Heritage Dissertation (or Approved Equivalent) Part 1
Rationale and impact
assessment for change
to Title
No impact. Unit to be transformed from a 24 point unit to part 1 and part 2 units of 12 points each (to allow for part time enrolment).
Level
5
Unit type
Unit in postgraduate courses
Faculty
School of Indigenous Studies
Responsible
Organisational
Entity
Indigenous Studies
Unit coordinator
Associate Professor Grant Revell
Approved
09/06/2014
First year of offer
2016
Credit points
24 points 12 points
Rationale and impact
assessment for change
to Credit points
Unit to be transformed from a 24 point unit to part 1 and part 2 units of 12 points each (to allow for part time enrolment). Students can
enrol in part 1 and part 2 concurrently (full time study) or consecutively (part time study).
Why not 6 credit
points
The dissertation component of a masters by coursework and dissertation is typically at least 25% of the overall mark.
Heritage Studies will follow the 25% model.
Contact hours
minimum of 2 hrs per month of private supervision throughout the year
1/
20
16
IF
CH
AN
G
ES
AP
P
RO
VE
D
Title
This unit comprises an individually supervised research project with a focus on an Indigenous topic. This is typically a
16,000-word dissertation but other comparable research outputs may be accepted subject to the approval of the supervisor
and the course coordinator. Students consult with their supervisor about their project on an individual basis.
Outcomes
Students are able to (1) identify an independent research project; (2) carry out reviews of relevant previous
research/projects; (3) pursue original research; and (4) produce a well-structured piece of original research.
How outcomes will
be assessed
IV
E
01
Content
CT
/0
Academic information
Outcome
How outcome will be assessed
1
identify an independent research project
dissertation or equivalent
2
carry out reviews of relevant previous research/projects
dissertation or equivalent
3
pursue original research
dissertation or equivalent
4
produce a well-structured piece of original research
dissertation or equivalent
EF
FE
#
Assessment items
Unit has a possible
failed component
grade?
Typically this unit is assessed in the following way(s): (1) research proposal; and (2) dissertation (or equivalent). Further
information is available in the unit outline.
#
Assessment
1
research proposal
2
dissertation (or equivalent)
Unit has component(s) that, if failed, would lead to a Failed Component grade.
1
D33
Assessments that if
failed, would give
rise to a failed
component (FC)
grade
{"Assessments that if failed, would give rise to a failed component (FC) grade" blank}
Supplementary
assessment
statement
Supplementary assessment is not available in this unit.
Teaching
responsibilities
Teaching organisation
Notes
%
00010 Indigenous Studies
Coordination & Supervision
100%
Unit rules
48 points achieved from any units within the Graduate Certificate in Heritage Studies (12230), Graduate Diploma in Heritage
Studies (12330) or Master of Heritage Studies (12530)
Corequisites
48 points achieved from any units within the Graduate Certificate in Heritage Studies (12230), Graduate Diploma in Heritage
Studies (12330) or Master of Heritage Studies (12530)
Incompatibilities
Nil
Advisable prior
study
Nil
AP
P
RO
VE
D
Prerequisites
ES
Unit offered/shared in courses
Course type
Postgraduate course
Status in course
Role
Core
Active
CH
AN
12530 Master of Heritage Studies (coursework and dissertation) (Indigenous Australian
Heritage)
G
Course
Availabilities
Location
Mode
Semester 1, 2016
Crawley
Face to face
Semester 2, 2016
Crawley
Details
Face to face
20
16
IF
Teaching period
Having this unit available in both semesters provides greater course flexibility for students.
/0
1/
Rationale and impact
assessment for change
to Availabilities
01
History of endorsements/approvals for changes
IV
E
Event
CT
Faculty
Outcome
Notes
Not yet endorsed
Not yet approved
FE
Dean of Coursework Studies
Date
EF
Comparing current approved data to the data as it will be on 01/01/2016 if changes are approved. Report generated 07/04/15 11:04.
2
D34
Drafted unit as at 07-04-2015
TRIM: {"TRIM"
blank}
ID: 5531
INDG5111 Indigenous Heritage Dissertation (or
Approved Equivalent) Part 2
This unit has not yet been submitted.
Unit information
Code
INDG5111
Title
Indigenous Heritage Dissertation (or Approved Equivalent) Part 2
Level
5
Unit type
Unit in postgraduate courses
Faculty
School of Indigenous Studies
Responsible
Organisational
Entity
Indigenous Studies
Unit coordinator
Associate Professor Grant Revell
Created
date unknown
First year of offer
2016
Credit points
12 points
Why not 6 credit
points
The dissertation component of a masters by coursework and dissertation is typically at least 25% of the overall mark.
Heritage Studies will follow the 25% model.
Contact hours
minimum of 2 hrs per month of private supervision throughout the year
Academic information
Content
This unit comprises an individually supervised research project with a focus on an Indigenous topic. This is typically a
16,000-word dissertation but other comparable research outputs may be accepted subject to the approval of the supervisor
and the course coordinator. Students consult with their supervisor about their project on an individual basis.
Outcomes
Students are able to (1) identify an independent research project; (2) carry out reviews of relevant previous
research/projects; (3) pursue original research; and (4) produce a well-structured piece of original research.
How outcomes will
be assessed
Assessment items
#
Outcome
How outcome will be assessed
1
identify an independent research project
dissertation or equivalent
2
carry out reviews of relevant previous research/projects
dissertation or equivalent
3
pursue original research
dissertation or equivalent
4
produce a well-structured piece of original research
dissertation or equivalent
Typically this unit is assessed in the following way(s): (1) research proposal; and (2) dissertation (or equivalent). Further
information is available in the unit outline.
#
Assessment
Likely weighting
1
research proposal
10%
2
dissertation (or equivalent)
90%
Unit has a possible
failed component
grade?
Unit has component(s) that, if failed, would lead to a Failed Component grade.
Assessments that if
failed, would give
rise to a failed
component (FC)
grade
To pass this unit, a student must: (a) achieve an overall mark of 50 per cent or higher for the unit; and (b) achieve a mark of
50 per cent or higher for the dissertation component(s) of the unit.
Supplementary
assessment
statement
Supplementary assessment is not available in this unit.
1
E35
Teaching
responsibilities
Teaching organisation
Notes
%
00010 Indigenous Studies
Coordination & Supervision
100%
Unit rules
Prerequisites
48 points achieved from any units within the Graduate Certificate in Heritage Studies (12230), Graduate Diploma in Heritage
Studies (12330) or Master of Heritage Studies (12530)
Corequisites
48 points achieved from any units within the Graduate Certificate in Heritage Studies (12230), Graduate Diploma in Heritage
Studies (12330) or Master of Heritage Studies (12530)
Incompatibilities
Nil
Advisable prior
study
Nil
Unit offered/shared in courses
Intended courses
Masters of Heritage Studies
Intended courses: Masters of Heritage Studies
Availabilities
Teaching period
Location
Mode
Semester 1, 2016
Crawley
Face to face
Semester 2, 2016
Crawley
Face to face
Details
History and committee endorsements/approvals
Event
Date
Outcome
Notes
No history or approvals found.
Displaying data as it is on 07/04/2015. Report generated 07/04/15 11:04.
2
E36
Active unit as at 01-01-2016
TRIM: F59637
ID: 5269
INDG2600 Indigenous Representation
Showing drafted annual changes for 2016
Unit information
INDG2600
Title
Indigenous Representation
Level
2
Unit type
Undergraduate unit in major(s)
Undergraduate
degree
BA
Faculty
School of Indigenous Studies
Responsible
Organisational
Entity
Indigenous Studies
Unit coordinator
Associate Professor Shino Konishi
Approved
28/07/2014
First year of offer
2015
Credit points
6 points
Contact hours
6 weeks compressed mode: 3 hours per week
Broadening
category
Broadening Category B
CH
AN
G
ES
AP
P
RO
VE
D
Code
IF
Academic information
This unit examines a range of distinctly Aboriginal filmmaking methods, motivations and techniques in visual cultural
production such as visual art, photography, curatorial practices and documentary, feature, and short films. It also explores
the ways in which newcomers have depicted Aboriginal people and cultures, and Aboriginal responses to these
representations. Students examine professional protocols related to Aboriginal film, art and media representation and issues
surrounding appropriation and intellectual property.
Rationale and impact
assessment for change
to Content
No impact. Minor change to unit content, learning outcomes and assessment items to be updated accordingly.
Outcomes
Students are able to (1) critically analyse representations of Aboriginal people, making links to knowledge of social and
historical contexts in an essay; (2) demonstrate an appreciation of Aboriginal perspectives and range of Aboriginal
filmmaking styles and methods in visual cultural production; (3) demonstrate an understanding of appropriation and
intellectual property issues; (4) demonstrate an understanding of professional protocols related to Aboriginal film, art and
media representation; (5) apply those understandings in the writing of a detailed projectresearch proposalessay; and (6)
demonstrate communication skills in oral presentation and academic writing.
Rationale and impact
assessment for change
to Outcomes
No impact. Minor change to unit content and learning outcomes and assessment items updated accordingly.
EF
FE
CT
IV
E
01
/0
1/
20
16
Content
How outcomes will
be assessed
Rationale and impact
assessment for change
to How outcomes will
be assessed
#
Outcome
How outcome will be assessed
1
critically analyse representations of Aboriginal people, making links to
knowledge of social and historical contexts in an essay
Engagement & Participation Assessments; Workshop Presentation;
MajorResearch ReportEssay
2
demonstrate an appreciation of Aboriginal perspectives and range of
Aboriginal filmmaking styles and methods in visual cultural production
Engagement & Participation Assessments; Workshop Presentation;
MajorResearch ReportEssay
3
demonstrate an understanding of appropriation and intellectual property
issues
Engagement & Participation Assessments; Workshop Presentation;
MajorResearch ReportEssay
4
demonstrate an understanding of professional protocols related to
Aboriginal film, art and media representation
Engagement & Participation Assessments; Workshop Presentation;
MajorResearch ReportEssay
5
apply those understandings in the writing of a detailed projectresearch
proposalessay
Engagement & Participation Assessments; Workshop Presentation;
MajorResearch ReportEssay
6
demonstrate communication skills in oral presentation and academic
writing
Engagement & Participation Assessments; Workshop Presentation;
MajorResearch ReportEssay
No impact. Minor change to unit content and learning outcomes and assessment items updated accordingly.
1
F37
Assessment items
Typically this unit is assessed in the following way(s): (1) engagement and participation assessments; (2) workshop
presentation; and (3) finalresearch reportessay. Further information is available in the unit outline.
#
Assessment
1
engagement and participation assessments
2
workshop presentation
3
finalresearch reportessay
No impact. Minor change to unit content and learning outcomes and assessment items updated accordingly.
Supplementary
assessment
statement
Supplementary assessment is not available in this unit except in the case of a bachelor's pass degree student who has
obtained a mark of 45 to 49 and is currently enrolled in this unit, and it is the only remaining unit that the student must pass
in order to complete their course.
Teaching organisation
Notes
%
00010 Indigenous Studies
ROE
100%
RO
Teaching
responsibilities
VE
D
Rationale and impact
assessment for change
to Assessment items
AP
P
Unit rules
any Level 1 unit from the Indigenous Knowledge, History and Heritage major or HIST1100 Aboriginal History
Corequisites
nil
Incompatibilities
VISA2051 Curatorial Practices, INDG3500 Image, Representation and Appropriation
G
ES
Prerequisites
AN
Unit offered/shared in courses
Course type
Status in course
CH
Course
IF
DA002 Advanced Diploma in Indigenous Legal Studies
Advanced Diploma
Active
Option
Major
Active
Option
16
MJD-INKHH Indigenous Knowledge, History and Heritage
Role
20
Availabilities
Location
Mode
Crawley
Multimode
Crawley
Multimode
1/
Teaching period
/0
Semester 2, 2016
Content duplication
IV
E
01
Semester 2, 2017
Details
Designed to compliment each other in the subject areas of Indigenous Image Representation & the protocols associated with
image generation and use.
Disciplines affected
by content
duplication
VISA2051
Justification for
content duplication
Designed to compliment each other in the subject areas of Indigenous Image Representation & the protocols associated with
image generation and use.
Proportion of
content duplication
33
Consultations made
about content
duplication
Units are made incompatible
EF
FE
CT
Description of
content duplication
History of endorsements/approvals for changes
Event
Date
Outcome
Faculty
Not yet endorsed
Dean of Coursework Studies
Not yet approved
Notes
Comparing current approved data to the data as it will be on 01/01/2016 if changes are approved. Report generated 13/04/15 02:04.
2
F38