pdf - Swinburne University of Technology

Swinburne University of Technology Cycle 2 AUQA audit portfolio Page 29
Table 4.2 – Curriculum Framework Project initiatives, 2005 – 2007
ACTIvITy And yeAr
2005 2006 2007
Program review (Sections 4.2 – 4.4)
Faculty-based reviews of the structure and content of 68 undergraduate programs, with major and minor
program changes approved at Academic Board in 2006.
Development of Careers in the Curriculum – accredited into all undergraduate programs in 2006.
Planning work for 3-unit elective sequences.
Review of methods of awarding Honours grades.
Quality assurance and assessment review (Section 4.5)
Seven 3-unit ‘out-of-discipline’ elective sequences
available.
Ten 3-unit ‘out-of-discipline’ elective sequences
available.
Initial review leading to standard definition of grades within Honours year programs; investigation of new
research pathway options.
Redevelopment of graduate attributes and generic skills, with new policy approved by Academic Board
in 2007.
Survey of current assessment methods, collection of examples of good practice; development of assessment guidelines; establishment of resources website;
targeted and faculty-based professional development; reforms to assessment & appeals policy/procedure.
Renewal of learning and teaching approaches (Sections 4.2; 4.5 & 4.6)
Preliminary work towards possible development of a Learning & Teaching Charter.
Development and wider implementation of more experiential approaches to program delivery (‘Real
World Learning’), including final-year capstone projects.
Development of new models of cooperative education, including a strengthened IBL program.
Work in the Faculty of Engineering & Industrial Sciences to develop a zero credit-point unit to satisfy the
Engineers Australia requirement for engineering students to undertake approved relevant experience
before graduating.
Faculty-based review of the composition and use of Course Advisory Committees.
Supporting learning and teaching (Sections 4.3; 4.5; 5.9)
Ongoing development, coordination and evaluation of academic components of orientation.
Project to devise and implement evidence-based strategies to reduce attrition (Student Retention
Rates Project).
Development and implementation of the Professional Certificate of Teaching Practice.
Development of multiple-term academic calendar (the Flexible Academic Calendar) to provide greater
opportunity to ‘speed-up’ or ‘slow-down’ study, and to overcome timetabling and space constraints.
Ongoing implementation of Sessionals@Swinburne project.
Implementation of project recommendations.
Implementation of professional development on experiential learning, project-based assessment, and so
forth.
Trial implementation of Flexible Academic
Calendar.