annual report/2006 - University of Melbourne

learning
and teaching/
The University’s 2007 LTPF performance
follows its success in the inaugural
round of LTPF funding in 2006, when it
was awarded $9.85 million. The 2006
funding has been applied to assisting
with the University’s curriculum review
as well as toward projects to enhance
learning and teaching.
Funds were also designated for the
improvement of facilities for students
through development and refurbishment
of teaching spaces, especially in the
Faculty of Engineering.
Student perception of teaching is
measured by responses to the Quality
of Teaching (QoT) surveys each
semester and the graduate Course
Experience Questionnaires (CEQs). QoT
surveys for Semester 1, 2006, revealed
that students are largely satisfied with
most aspects of their course
experience. Results from the QoT
surveys have shown gradual
improvement from 2002 to 2005 on
the questions of whether subjects
are well-taught. In Semester 1, 2006,
outcomes in areas including overall
satisfaction and the quality of teaching
remained steady or were marginally
lower compared to the previous
semester. The undergraduate mean
score for Question 2 (subject ‘welltaught’),
decreased to 3.9 (compared
to 4 in Semester 2, 2005) while the
mean rating for postgraduate subjects
remained unchanged at 4.1 (using a
scale of 1-5).
Quality of Teaching Survey
Course Experience Questionnaires are
provided annually to recent graduates
to obtain feedback on whether they
were satisfied with their courses and
course experiences. The 2005 CEQ
results showed that overall satisfaction
and good teaching figures in relation to
Bachelor and Postgraduate Coursework
programs completed in 2004 have
remained steady. With greater emphasis
on the student experience under the
Melbourne Model and continued
monitoring of these outcomes, the
University aims to continually increase
student satisfaction.
Each year the University sets targets
aimed at recognising, developing and
promoting excellence in teaching.
These include:
• Intensive programs offered by the
Centre for the Study of Higher
Education (CSHE) to assist academic
staff in developing the fundamentals
of effective University teaching. The
Graduate Certificate of University
Teaching is a two-year, part-time
course for academics wishing to
develop advanced skills in university
teaching. Thirty-five staff members
enrolled in the Graduate Certificate
in 2006. The CSHE also administers
a series of learning and teaching
workshops aimed at enhancing
teaching expertise. Enrolments
remained strong in 2006 with a total
of 148 staff attending workshops,
and 299 registrations recorded for
individual sessions.
• The Vice-Chancellor’s Colloquium
on Teaching and Learning
Approximately 360 academic and
general staff from all faculties
attended the Vice-Chancellor’s sixth
annual Colloquium on Teaching and
Learning. The Colloquium showcases
best practice in learning and teaching
and featured presentations by winners
of the University’s Teaching Awards
and national Carrick Teaching Awards
recipients. A keynote address by
international scholar, Professor
Dai Hounsell (University of Edinburgh),
examined research-led approaches to
assessment in different disciplines.
Graduates in full-time
employment
100
80
60
40
20
0
2000 2001 2002 2003 2004 2005
University of Melbourne
Other Victorian institutions (average)
Other Australian institutions (average)
Graduates in full-time study
40
Percent of undergraduate subjects with a mean rating 3.0 or higher on Question 2
('This subject was well taught'), Semester 2, 2000-2006
100%
99%
98%
97%
96%
95%
94%
93%
92%
91%
90%
2000 2001 2002 2003 2004 2005 2006
35
30
25
20
15
10
5
0
2000 2001 2002 2003 2004 2005
University of Melbourne
Other Victorian institutions (average)
Other Australian institutions (average)
The University of Melbourne Annual Report 2006
40
35
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