Curriculum Portfolio (Terms of Reference)

Data identification in response to Terms of Reference

Course and unit profile:

1. The appropriateness and sustainability of the Faculty's profile of award and non-award courses, considering such matters as:
   • The existing and potential student profile
   • 'market' attractiveness and student demand
   • professional standards and informed community requirements and expectations
   • flexibility, accessibility, location and modes of offering
   • resourcing
2. The effectiveness of decision-making and other processes and procedures for introducing, developing, revising and rationalising award and non-award courses to ensure effective use of resources (human, physical and financial), including where partnerships and other organisational relationships are involved.
3. The quality of course advice in terms to students extending from course marketing to academic and other advice from initial contact to enrolment, course progression, graduation and beyond.
4. The appropriateness of admissions, credit, fees and scholarship policies and procedures in relation to the Faculty's vision and development strategy.

Students, teaching, learning and assessment.

5. The Faculty's success in achieving the graduates it envisions considering:
   • The student profile
   • Student progress and achievement
   • The qualities and quality of graduates
   • Graduate destinations
6. The appropriateness and quality of the curriculum and pedagogy of courses and units (including placements and fieldwork) in relation to the existing and potential student profile and the Faculty's vision for teaching and learning and research training and the effectiveness of processes and procedures for course and unit development and review.
7. The appropriateness of information and feedback to students considering such matters as:
   • The Faculty's commitment to academic excellence and consistency of standards
   • the alignment of assessment processes and tasks with course and unit objectives
   • the quality and timeliness of feedback
   • complaints and grievances
   and the effectiveness of processes and procedures for monitoring, maintaining and developing consistently good practice in this regard.

Response to Terms of Reference

Course and unit profile:

Data sources: (Trend data should go back to 1998 if possible otherwise 2000-2004 will be used as a minimum)

• Range of award and non-award course offered by the Faculty of Education (compare 2000 with 2004)
• No. of new courses and units (award and non-award) established since 2000
• No. of course and units (award and non-award) disestablished since 2000
• Trends in the no. of units available off-campus from 2000
• Trends in the no. of units available off campus (distributed learning mode) since 2000 (Is this different from above?)
• Trends in the no. of units available in both semester 1 and 2 since 2000
• Trends in the no. of units available in non-traditional study times since 2000
• Trends in the no. of undergraduate students undertaking overseas study since 2000
• In terms of our existing student profile what can be provided from statistical services eg. age distribution of our students, trends in the no. of indigenous students enrolled (2000-2004), etc.
• Market attractiveness and student demand can be measured by trends in first preferences and pop polls from VTAC (2000 - 2004), trends in ENTER scores (2000-2004), no. of enquires for courses (2000-2004) and subsequent enrolments, trends in ratios of grad/postgrad course work students to undergraduates (2000-2004), trends in ration of grad/postgrad coursework students to all students (2000-2004),
• Professional standards can be measured through reports from external accrediting bodies such as VIT/Standards Council and Institute of Psychologists , portfolio assessments processes in alternative entry pathways (eg Police). Informed community requirements and expectations can be detailed from reports from external stakeholder panels eg practicum panel from Pen and Principal mock interview process at Clayton. Are there others? Do we need to survey staff and their community links? Do we need to survey stakeholders? What about alumni?
• Resourcing of course and unit profile (2000-2004) will need to include trends in staff/student ratios, SIF/GOLD projects, unit innovation grants, teaching and learning grants, costing associated with developing new courses and units, costing associated with refurbishments of buildings in terms of teaching infrastructure. Are there other sources (resourcing for course and unit profile needs to be in terms of human, physical and financial terms)

• Organisational charts for the decision making process that includes a discussion of how these structures have been redeveloped over the 1998-2004 period.
• Data sources from above about course/unit approvals, articulation approvals for non-award courses can be included, (including Biannual reports to Education Committee).
• Other data sources here might include the review process for units and courses, policies and procedures that have been developed in the 1998-2004 period.
• Evaluation of non-award courses from participants
• Financials associated with the development of courses/units
• Decision profile of Curriculum Committee

• Inclusion of marketing material for courses
• No of queries that convert to enrolment that convert to completions
• Organisational structure for advising students (Course coordinators, general staff course administrators)
• No of completions, retention rates etc
• CEQ, MEQ data
• Alumni data (contacts, events etc)

• Pricing structure of courses
• Admissions policy
• Credit and RPL polcieis
• Scholarship policy and awarding of scholarship
• Rewards for excellence, prizes (Dean's scholars list) ect

Students, teaching, learning and assessment.

• Many of the data courses highlighted above will be relevant here.
• Survey stakeholders to gain some feedback about our graduates (is there any information from alumni?). Some data can be provided from teacher education survey in 2001 on teacher ed courses.
• CEQ re destination data. There may be some internal faculty sources that will need to be collected. Target course co-ordinators for this).

• Review process of units/ courses to feed into the quality processes of the faculty including the review schedule and the findings from this review process
• No of course/unit changes as a result of review processes
• Unit Guide template and how to guide
• PD activities eg WebCT Vista training and staff participation in other PD activities eg supervisor training, ICT training.
• Data on student profile (as indicated above)
• Organisational charts regarding processes and procedures for course and unit development
• External accreditation data as detailed above.
• Feedback from stakeholders from CHEQ re schools (including placements and fiedlwork)
• Feedback from students regarding placement and fieldwork eg Cook Islands survey and Faculty Day feedback, Planning days eg Dip.Ed Planning days and external forums eg AEU/VCDE Practicum Conference.
• PD, Planning and rfeview processes for staff eg Faculty Days, Planning Days, Team Plans? , Executive Planning Days, Seminars, Workplace survey.

• Trend data from unit evaluations
• Process of collection of objectives and alignment with assessment practices that has been undertaken by curriculum committee and the subsequent redevelopment of the course amendment forms.
• Planning days for with a focus on assessment practices.
• Outline of grievance procedures
• Trend data on no of grievance hearings from 1998-2004.
• No of complaints logged
• Development of procedures for dealing with complaints including plagarism register.
• BOE, Academic Progress procedures
• Trend data on academic progress committee hearings 1998-2004.