student feedback and leadership - Office for Learning and Teaching
student feedback and leadership - Office for Learning and Teaching
student feedback and leadership - Office for Learning and Teaching
You also want an ePaper? Increase the reach of your titles
YUMPU automatically turns print PDFs into web optimized ePapers that Google loves.
Student Feedback & Leadership<br />
The publication of articles related to the project in the University on-line<br />
teaching & learning journal also required a more structured approach to ensure<br />
that it is effective as a means of disseminating in<strong>for</strong>mation.<br />
Each ART documented its own progress according to its needs, with <strong>for</strong>mal<br />
reports on progress presented regularly to the Project Team <strong>and</strong> at Plenary<br />
Sessions. ARTs also disseminated in<strong>for</strong>mation on their progress within their<br />
own Colleges <strong>and</strong> Schools.<br />
2.4.3 Theoretical Framework<br />
Successful projects need a strong theoretical framework – this has been<br />
documented in Section Three (3.1.5).<br />
2.4.4 Role of the Evaluator<br />
As this was an Action Research project the ALTC agreed that it was more<br />
appropriate to undertake an evaluation of the project at its completion.<br />
That process commenced in March 2009 with the appointment of an<br />
independent evaluator (see Evaluators report).<br />
The evaluation visit of Emeritus Professor Lesley Parker <strong>and</strong> her review of this<br />
project included as part of the Evaluation Report to the ALTC on all ATLC<br />
Leadership projects (2008) was useful in assisting the project participants<br />
to reflect on the action taken <strong>and</strong> progress made.<br />
2.4.5 Role of Previous Experience<br />
While this was the first ALTC funded project in which RMIT was a lead<br />
institution, the experience of the Project Manager in several ALTC funded<br />
projects in which RMIT is a partner meant that experience of <strong>leadership</strong><br />
emerging from other projects was able to in<strong>for</strong>m this project. In addition as<br />
the Project Manager was the Director of <strong>Learning</strong> <strong>and</strong> <strong>Teaching</strong> Development<br />
who had current teaching experience <strong>and</strong> researching on Action Research<br />
Methodology this ensured that the project attracted support from across<br />
the university.<br />
The appointment of the DVC (Academic) as Project Leader responsible <strong>for</strong> the<br />
development <strong>and</strong> implementation of the University Academic <strong>and</strong> <strong>Learning</strong> <strong>and</strong><br />
<strong>Teaching</strong> Plans provided the project with the breadth of knowledge of the links<br />
between policy design <strong>and</strong> practical implementation required to support<br />
a project of this nature.<br />
The appointment of a Project <strong>Office</strong>r with experience in learning <strong>and</strong> teaching<br />
<strong>and</strong> curriculum development <strong>and</strong> management provided the project with<br />
administrative <strong>and</strong> management assistance in<strong>for</strong>med by an underst<strong>and</strong>ing<br />
of pedagogical issues.<br />
Page 28
Change language