By now, many of you will have seen our article in which Vice-Chancellor Professor S Bruce Dowton communicated the University’s exciting vision to have a transformed student learning experience in place by 2020.

Since then much progress has been made, starting with an intensive series of workshops held by the Chair of Academic Senate and the DVC-A to articulate issues that exist within the current curriculum structure, followed by a further series of workshops focussed on proposing solutions. The workshops were attended by over 200 staff and students from right across the University community and based on the feedback gathered, possible principles that could shape our new curriculum architecture were drafted.

Last week through Teche, University staff were asked to consider these draft principles and offer their expert thoughts and opinions. Ensuring the opportunity to provide feedback is made available to the entire University community through This Week, The Chair of Academic Senate and the DVC-A now invite your comments as well.

In the links provided below you’ll find an introductory set of slides presenting the proposed structural changes, together with two online feedback forms and two PDFs of the draft principles. Below we have summarised just a few of the proposed curriculum architecture changes, however you’re encouraged to view the slides in the first link for further detail.

Key proposed changes to the curriculum architecture:

• broad changes to the design of the undergraduate and postgraduate course structure
• standardised unit weighting to 10 credit points for all units at undergraduate and postgraduate level
• course structures that meet discipline and accreditation requirements
• introduction of the concepts of ‘depth’, ‘breadth’ and ‘foundation’ zones that define course components
• clear distinction between generalist and specialist undergraduate degrees
• volume of learning defined by point of admission for postgraduate degrees
• agile structures that support vertical degrees and micro-credentialing.

Curriculum Architecture Draft Principles Workshop Slides – June 2018 >

The MQ Model Undergraduate Working Paper >

The MQ Model Postgraduate and MicroCourse Working Paper >

Undergraduate draft principles feedback form >

Postgraduate draft principles feedback form >

Use your OneID username and password to access the feedback forms.

The opportunity to provide feedback has been extended to Monday 25 June.

This is a once-in-a-generation opportunity to transform our curriculum and as a member of the Macquarie team you – no matter where you work – are uniquely positioned to help shape our future student learning experience.

The Chair of Academic Senate and the DVC-A will continue to update the University community with summaries of feedback and new developments.

If you have any questions or concerns, please contact chair.senate@mq.edu.au.

Presenting to senior University leaders on 8 May, the Vice-Chancellor said the curriculum transformation program is founded in a changing higher education landscape.

“With Framing of Futures as our start point, we are undertaking a program that will deliver the resilience we need as a University to thrive in the future,” Professor Dowton said.

Citing recent changes in government policy along with international market shifts, Professor Dowton said the University has a once-in-a-generation opportunity to design and develop a curriculum that is fit for purpose for a changing world that is redefining what students need from a university education.

“Our students deserve a coherent, simple, easy to understand curricular structure that offers complete clarity of their study pathway, from start to finish,” the Vice-Chancellor said.

“They also deserve program options that equip them for the careers of tomorrow along with flexibility to be able to engage across disciplines including, in some cases, through programs that involve double degrees.”

A longer-term strategic shift will deliver on continuation of the University’s research-intensive aspiration with an increasing emphasis on STEMM.

Deputy Vice-Chancellor (Academic) Professor Kevin Jameson and Chair of the Academic Senate, Professor Mariella Herberstein, are leading the program of work being undertaken through the Academic Senate and in the faculties.

Professor Herberstein said the student experience will be firmly at the centre of the change and decision-making process.

The University will transition to the new system by January 2020.

The Vice-Chancellor said, “Our opportunity is to see this as a re-set point for the University. We will become more agile and more aligned to the needs of students, delivering a richer experience for staff and students alike.”

Further updates will be provided as the project progresses.

Fifteen units were part of a successful live streaming lecture pilot in Session 1. When surveyed, students expressed enthusiasm for the Q&A tool, where they could discuss the subject matter content amongst peers.

The interactions continued after the live lectures, with lecturers or PAL leaders clarifying points of confusion in the lecture content. For more information on the pilot, visit the Teche blog.

“As we are now in this new information age, we have to think about how we adapt and how we evolve,” says Professor Sherman Young, Pro Vice-Chancellor (Learning and Teaching). “For teaching, it means we have to think about more than just content. We have to make sure we understand the range of different engagements, not just the authoritative ‘sage on the stage.’ We have to ensure collaboration is built into what we do, and we have to think more broadly than just words.”

Look for more information in future editions.