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You are here: Macquarie University Provost » Planning » Learning and Teaching Plan

Learning and Teaching Plan

Preamble

Macquarie University's motto, 'and gladly teche', is taken from the portrait of a medieval university academic in Chaucer's Canterbury Tales.  The portrait epitomises both the centrality of teaching to the work of the university and the scholar-teacher's personal commitment to learning.  Moreover, this joint undertaking is pursued 'gladly', a word that signifies not only 'with pleasure', but in Middle English 'as a habit'.  The habit of learning leads to the pleasure of teaching, and the pleasure of learning leads to the habit of teaching - a sentiment we want to reflect in this Plan.

Macquarie University offers programs that have intellectual rigour, are firmly based on research, and are relevant to twenty-first century challenges. Just as today's global problems require multidisciplinary solutions, so our students need to understand the interaction between disciplines. Our students develop a comprehensive range of generic, analytical and critical skills, as autonomous and independent learners.  They are well prepared to enter the workforce, i.e. 'work ready', engaged with the world community, and willing to step up to become the leaders of the future.

Macquarie graduates will be lifelong learners, with the skills and competencies to succeed in the dynamic and changing world of work.  They will be capable of engaging in local and global communities with energy and integrity. As leaders in their professional fields, they will be ethically, socially and environmentally aware.

Through the Graduate Capabilities Project, we will profile the careers of Macquarie graduates, to maintain the strength, diversity and relevance of our programs.

This Learning and Teaching Plan sets the corporate direction for learning and teaching at Macquarie for the next five years.  In addition to annual reporting, the Plan will have a major review after 3 years and then at its completion in 2012. 

Individual faculties will develop their own plans within the environment of this Plan.  Those plans will have local priorities along with recognisable links back to this University Plan.  It is not assumed that every faculty will address every Goal or Strategy in this Plan; it is assumed however, that across the life of this Plan every Goal and Strategy will be addressed somewhere in the University.  Associate Deans (Learning and Teaching), with Faculty Learning and Teaching Committees, will play a key role in interpreting the Plan locally, identifying and implementing local initiatives which align with the Plan, and providing annual reports on progress to their Deans.

In what follows we outline first the University's learning and teaching values, principles and priorities, followed by a set of specific goals, with detailed strategies and targets by which to achieve them.  They provide the benchmarks for becoming a world-class university.  

Values that underpin and shape our practice

• Ethical practice, honesty, integrity and objectivity
• Diversity, equity, social justice, and inclusiveness
• Internationalisation and the international experience of learning
  • Valuing difference
  • Tolerance
• Quality enhancement and continuous improvement as evidenced through:
  • Accountability
  • Transparent processes
  • Regular review cycles
• Personal, social and cultural development by students, teachers, and the University community, through local and global engagement
• A scholarly approach to teaching which is characterised by:
  • Inquiry and scholarship
  • Critical thinking and analysis
  • Ongoing review
  • Intellectual integrity
  • Academic freedom and collegiality
  • Balance
• Active student-centred learning which is characterised by:
  • Exhibiting a passion for learning
  • Lifelong learning
  • Recognition of diversity within the student body
• Professional, academic and community leadership

Principles and enablers that will guide the implementation of our Values

At Macquarie University our programs and practices reflect a commitment to:

• Agility, including flexible pedagogical patterns,  integrated/blended learning, providing resources for engagement and dialogue in a variety of environments
• Cross Disciplinarity in teaching and research
• Multiple Pathways through supporting diversity and non-traditional pathways and second-chance learning
• Social and community awareness whereby the University is connected to the community and responsive to external demands and internal pressures, demonstrated in socially relevant programs
• Internationalisation of the student experience and curriculum
• Teaching Excellence recognised and  fostered through a developmental cycle of reflection, innovation, monitoring and feedback
• Research-inspired and research-informed learning and teaching
• Sustainability in the University's social, physical and cultural environments

Priorities for this Plan

• Develop a Quality Enhancement culture through supporting, encouraging and disseminating innovative practice, and improving teaching and student learning outcomes
• Develop, support and recognise excellence in teaching
• Recruit and retain non-traditional students
• Enhance the coursework and Higher Degree Research experience by exposing students to high quality researchers and providing opportunities to be involved in research
• Review the collection and usage of data to inform and improve teaching practice 
• Engage with student and community needs, including managing student expectations
• Review undergraduate coursework and postgraduate coursework and research, and assessment in the light of the Graduate Capabilities Project
• Ensure students make a smooth transition into Macquarie University and its learning expectations
• Provide appropriate resources to improve and maintain quality learning environments (virtual, physical and social)
• Enhance learning through the integration of ICTs (information and communication technologies) and a variety of pedagogical strategies

 

Macquarie University's Goals

To be a world-class university by:

1. Developing and supporting quality teaching practice
2. Ensuring quality and continual improvement in curriculum and teaching
3. Fostering student engagement with the university and the community, and graduate capability
4. Supporting research-enhanced learning and teaching
5. Recognising and rewarding excellence and innovation in teaching and learning
6. Promoting diversity, equity and international awareness
7. Supporting student learning

Goal 1: Developing and supporting quality teaching practice

1. Objective: To promote a culture of professional learning and the cultivation of teaching practice

   Strategies	Responsibility	Indicator
   Recruit staff with a demonstrated commitment to learning and teaching Incorporate Learning and Teaching committees into the governance structure of faculties Require all new teaching staff (including casual and adjunct) to demonstrate attainment of the FIeLT (Foundations in eLearning and Teaching) program goals within two years of commencement Collect evidence and develop indicators of educational scholarship outputs	DVC (Provost) Director HR Centre for L&T Deans Assoc Deans (L&T)	Learning and Teaching is incorporated as essential criteria in recruitment, confirmation, PM&D, promotion, and reward structures for academic staff

2. Objective: To enhance opportunities for the dissemination of excellent and innovative practice

   Strategies	Responsibility	Indicator
   Convene University and faculty forums to highlight excellent practices in higher education Encourage mentoring and peer observation	DVC (Provost) Centre for L&T Deans Assoc Deans (L&T) University Learning and Teaching Committee Faculty Learning and Teaching Committees	Number of staff winning external grants and awards is increased over 2007 results

3. Objective: To promote and support student-centred learning

   Strategies	Responsibility	Indicator
   Devise a process to improve student engagement and satisfaction Explore innovative pedagogies employing contemporary and frontier technologies Devise plan for addressing areas of underperformance, for example those identified in the CEQ (Course Evaluation Questionnaires) and other metrics Incorporate in University and Faculty plans measures which recognise and encourage student-centred learning	DVC (Provost) Centre for L&T University Learning and Teaching Committee Assoc Deans (L & T) Faculty Learning and Teaching Committees	CEQ (Course Evaluation Questionnaire) results are improved over 2007 results

Goal 2: Ensuring quality and continual improvement in curriculum and teaching

1. Objective: To maintain curriculum quality

   Strategies	Responsibility	Indicator
   Require that new course, program and unit proposals are supported by evidence of curricular alignment, i.e. where teaching objectives, assessment, and learning and teaching activities are aligned. Review curricula every 3 to 5 years for essential criteria (alignment, relevance, international perspective, development of graduate capabilities, research links) Review online units within the first year and then every 3 to 5 years for compliance with University policy and regulatory frameworks e.g. accessibility requirements, adherence to Copyright, Privacy and technical standards, etc. Involve professional, industry and community bodies in curriculum design Promote cross-cultural and international dimensions in curricula Promote cross-discipline partnerships in curriculum development Focus on assessment and feedback as key influences on student learning	Deans Heads of Discipline APC Assoc Deans (L&T) Divisional Learning & Teaching Committees Teachers	Course units, courses and programs are regularly reviewed, based on effective evaluation and reports submitted to Faculty L and T committees.

2. Objective: To develop the University's physical and virtual environments to provide a quality student learning experience

   Strategies	Responsibility	Indicator
   Audit and review the University's teaching spaces	DVC (Provost) DVC (COO) Centre for L&T	A 5-year plan to upgrade teaching & research spaces is developed, costed and budgeted

Goal 3: Fostering Student Engagement with the University and the Community, and Graduate Capability

1. Objective: To produce ethically and socially aware graduates

   Strategies	Responsibility	Indicator
   Ensure appropriate curriculum design and content Align assignment tasks, assessment and feedback Annual departmental L&T (learning and teaching) forum on this and other capability areas Departments to report annually to Faculty L&T Committee on actions in this area	Heads of Discipline Heads of Department Assoc Deans (L&T) Faculty Learning and Teaching Committees Teachers	L&T forum held and departmental report lodged with Learning and Teaching Committee CEQ, Graduate Destination Survey and MUSCEQ scores improved over 2007 results

2. Objective: To produce graduates with (a) generic and (b) discipline-specific workforce capabilities

   Strategies	Responsibility	Indicator
   Departmental and program coordination capability development, including multiple literacies Annual departmental L&T forum on this and other capability areas Departments to report annually to Faculty L&T Committee on actions in this area To develop a statement of expected student capabilities upon graduation	Heads of Discipline Heads of Department Assoc Deans (L&T) Faculty Learning and Teaching Committees Teachers	CEQ, Graduate Destination Survey and MUSCEQ scores improved over 2007 results A capabilities statement prepared and attached to student's testima.

3. Objective: To produce ethically engaged graduates in local and global communities

   Strategies	Responsibility	Indicator
   Ensure appropriate curriculum design and content Encourage workplace-integrated learning opportunities Encourage study abroad and online international learning opportunities Adequate resourcing for WIL (work-integrated learning) and Study Abroad Annual departmental L&T forum on this and other capability areas Departments to report annually to Faculty L&T Committee on actions in this area	Teachers Departments - HoDs Faculty L&T Committees Assoc Deans (L&T) Deans DVC (Provost) VC	Increased proportion of students doing WIL (work-integrated learning) and undertaking study abroad, over 2007 numbers

Goal 4: Supporting Research-enhanced Learning and Teaching

1. Objective: To equip students with research skills and critical thinking, through exposure to research problems and realistic environments

   Strategies	Responsibility	Indicator
   Use small research problems suited to student ability Extend vacation scholarships, RA (research assistant) positions, etc. Hold workshops to help staff develop problem-based learning capabilities	Teachers Departments - HoDs Faculty L&T Committees	Increased number of students involved in departmental research activities over 2007 numbers

2. Objective: To enliven teaching by including examples of current research

   Strategies	Responsibility	Indicator
   Use research case studies in teaching Teachers' own research alluded to in teaching Research from the Department alluded to in teaching	Teachers Faculty L&T Committees	Increased recognition of research-led teaching in student feedback, over 2007 results

3. Objective: To foster student engagement with research

   Strategies	Responsibility	Indicator
   Showcase relevant research in the undergraduate curriculum Increase student involvement in departmental research activities Involve students in industry/government/ commercial research projects Support industry internship units, consultancies	Teaching staff Assoc Deans (L&T) and (Research)	Increased number of honours and HDR students over 2007 numbers

Goal 5: Recognising and Rewarding Excellence and Innovation in Teaching and Learning

1. Objective: To identify, recognise and reward quality learning and teaching

   Strategies	Responsibility	Indicator
   Develop institutional and Faculty indicators which recognise quality learning and teaching outcomes	DVC (Provost) Centre for L&T Deans Assoc Deans (L & T)	Teaching quantum revised to incorporate measures of the scholarship of teaching

2. Objective: To reward excellent and innovative practice

   Strategies	Responsibility	Indicator
   Revise policies and practices as they relate to excellence and innovation in teaching Review Academic Promotions documentation and criteria to include multiple dimensions of teaching	DVC (Provost) Director HR Deans Assoc Deans (L & T)	Increased number of staff who are recipients of external awards, over 2007 numbers

Goal 6: Promoting Diversity, Equity and International Awareness

1. Objective: To develop and support culturally inclusive learning and teaching practices

   Strategies	Responsibility	Indicator
   Develop cultural sensitivity programs for new staff and students Foster global citizenship as an explicit learning outcome	Assoc Deans (L&T) Faculty Learning & Teaching Committees Centre for L&T Centre for Social Inclusion Teachers	Global citizenship incorporated into Graduate Capabilities, Faculty Learning & Teaching Plans and Unit outlines

2. Objective: To identify opportunities to incorporate international and intercultural perspectives into the student learning experience

   Strategies	Responsibility	Indicator
   Expand opportunities for international placement, study abroad Expand collaborations and alliances that will facilitate exchanges to improve teaching and learning	MI PVC (International) Deans	Increased proportion of students undertaking study abroad, over 2007 numbers

3. Objective: To provide programs and resources to recruit and support students from equity groups

   Strategies	Responsibility	Indicator
   Build relationships with local and regional indigenous communities, schools and other equity groups Improve participation by indigenous students across all discipline areas Ensure equity groups have adequate access to and support in the use of technologies	Marketing Student Support Unit Warawara Deans Assoc Deans (L&T) Centre for Social Inclusion	Improved DEST Equity Indicators over 2007 results

4. Objective: To incorporate international perspectives into learning objectives, strategies and curriculum content

   Strategies	Responsibility	Indicator
   Audit of unit of study outlines for evidence of cultural diversity in curriculum and learning activities	DVC (Provost) Assoc Deans (L&T)	Audit undertaken by 2009

5. Objective: To provide professional development for staff to ensure that they have the skills to promote diversity, equity and internationalisation

   Strategies	Responsibility	Indicator
   Develop guidelines for teaching about diversity, through diversity and for diversity	Director HR Centre for L&T Assoc Deans (L & T) Centre for Social Inclusion	Guidelines developed by 2008

Goal 7: Supporting Student Learning

1. Objective: To develop and maintain the University's capacity to effectively and efficiently collect, analyse and report student feedback data

   Strategies	Responsibility	Indicator
   Establish a single organisational unit with responsibility for collecting, analysing and reporting student feedback data	DVC (Provost) Manager MIU Centre for L&T	Plan developed and implemented to centralise all data collection, analysis and reporting of student feedback from both internal and external instruments

2. Objective: To develop and improve the University's ICT (information and communication technology) infrastructure to support learning and teaching

   Strategies	Responsibility	Indicator
   Establish a cross University Committee for IT (information technology) Planning around Academic Priorities with membership from academic and professional stakeholders Mine data collected from online learning systems to support institutional policy and planning Establish separate funding infrastructure to support: The ongoing development and maintenance of mainstream LMS (learning management systems) and related technologies Infrastructure to support innovation	DVC (Provost) DVC (COO)	Prioritised strategic plan for IT for academic purposes developed, adopted and funded

 

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