• Section 1 - Purpose and Context
• Section 2 - Definitions
• Section 3 - Policy Statement
• Section 4 - Procedures
• Part A - The Program
• Framework
• Structure
• Assessment
• Advanced Standing
• Evaluation of Program
• Exemption
• Part B - Administration
• Office of People and Culture
• Teaching Development Unit
• Part C - Management Committee
• Section 5 - Guidelines

Section 1 - Purpose and Context

(1) Universities operating in today's higher education environment need a range of quality assurance processes that demonstrate to the government and to their students that teaching staff meet appropriate standards of professionalism. Development of university teachers is one of these processes and is the subject of this policy.

(2) The University of Western Sydney is committed to the development of the teaching skills of its academic staff. This policy ensures that teachers at the University meet appropriate standards of professionalism as demonstrated though completion of the Foundations of University Learning and Teaching program.

(3) The purpose of this policy is to define the nature and processes associated with the implementation and continuation of the Foundations of University Learning and Teaching program.

Section 2 - Definitions

(4) For the purposes of this policy:

1. Foundations of University Learning and Teaching - "the program" - is defined as a teaching development program that serves as an entry point into a graduate certificate award in higher education.
2. Professional Portfolio - refers to the documentation of learning and achievement across the areas of research, teaching, governance and university engagement activities.
3. Teaching Portfolio - refers to the portion of the Professional Portfolio relevant to the academic teacher's learning and teaching activities. The program supports the development of a teaching portfolio as the vehicle by which learning in the program is documented and evidenced.

Section 3 - Policy Statement

(5) The University seeks to improve the quality of its teaching and learning through a focus on teaching development for newly appointed full-time staff. In keeping with this objective, completion of the Foundations of University Learning and Teaching program is compulsory for all academic staff appointed to teaching positions at the levels of Associate Lecturer, Lecturer and Senior Lecturer from July 1, 2007 onwards, where the appointment is for 12 months or longer. Current teaching staff on continuing, fulltime appointments who gain an externally advertised position at either the Lecturer or Senior Lecturer levels are exempt from this requirement. The program must be completed within 18 months of joining the University.

Section 4 - Procedures

Part A - The Program

Framework

(6) The program will normally be offered twice a year prior to the beginning of autumn and spring teaching semesters. The program is designed to be completed within one calendar year. The program is coordinated and presented by the Teaching Development Unit (TDU). A program coordinator from the Teaching Development Unit carries responsibility for the program.

(7) The program consists of three modules, offering an introduction to basic tertiary teaching knowledge and skills through practical workshops, feedback on observed teaching, and self-directed project work. Significant issues in tertiary teaching are considered such as curriculum design, assessment, student learning, including blended and flexible learning, retention, pedagogy of large and small group teaching, and learning and teaching for diversity.

(8) Adult learning and reflective practice principles and processes underpin the program's design. An emphasis is placed on inquiry into teaching, including the Scholarship of Teaching and Learning (SoTL), at the commencement of a career in teaching in higher education.

Structure

(9) The program blends face-to-face workshops with independent study and opportunities for discussion and reflection on learning using the online environment.

(10) A network of support colleagues within the schools are used to advise and support participants through two peer review of teaching cycles.

Assessment

(11) Assessment consists of three module assessment tasks, each of which becomes part of the participant's Teaching Portfolio. The Teaching Portfolio will contribute to participants' ongoing development of their Professional Portfolio.

(12) Assessment is ungraded. Satisfactory completion is decided by a combination of self-assessment and program coordinator assessment.

(13) A Certificate of Completion will be issued to those staff who satisfactorily complete the program.

(14) The Head of School (HOS) or their nominee should discuss progress with teachers enrolled in the program as part of the Academic Performance Planning and Review (APPR) process.

Advanced Standing

(15) Academic staff who have successfully completed the program can seek advanced standing for one of the units in Deakin University's Graduate Certificate in Higher Education (GCHE).

Evaluation of Program

(16) Each offering of the program will be formally evaluated using a feedback survey with a view to continuous improvement and a report will be provided to the Pro Vice-Chancellor (Learning and Teaching) (PVC(L&T)). A formal program review will be conducted every three years.

Exemption

(17) Exemption from enrolment in and completion of the program may be granted on the following grounds:

1. Completion of a postgraduate qualification in higher education or adult education;
2. Completion of an equivalent teaching development program from another university; or
3. Demonstrated experience and excellence in teaching as evidenced through documentation of their teaching achievements over the last three years and evidence of reflective practice.
   1. The documentation of experience and excellence in teaching should include a range of evidence relating to teaching and/or curriculum development. Sources of evidence can include:
      1. results of teaching surveys and evidence of teaching improvement,
      2. awards or citations for teaching excellence;
      3. engagement in peer review processes;
      4. participation in course reviews, teaching and learning committees, etc.; and/or
      5. short courses in educational methods in higher education.

(18) Where the case is clear, an exemption for a new appointee may be recommended by the Executive Dean in the report of the selection panel. Otherwise, written applications for exemption, endorsed by the Head of School /Unit Head, and containing all relevant documentation required to support the application for exemption must be submitted to the Executive Dean of the relevant College for approval, with a copy to the Chair Foundations of University Learning and Teaching Management Committee c/o the Teaching Development Unit. Prior consultation with the program coordinator in the Teaching Development Unit is required before a written application is made.

Part B - Administration

Office of People and Culture

(19) All records pertaining to enrolment in, exemption from, and completion of the program will be stored within the Alesco HRMIS.

(20) The Office of People and Culture (Occupational Health Safety and Information Services Unit ) will organise for the appropriate reports to be written within the Alesco HRMIS to assist the Teaching Development Unit with supplying Colleges and the Office of the PVC Learning and Teaching with annual statistics on enrolments, exemptions and completions of the Foundations program for use in annual College Performance Reports.

(21) The Office of People and Culture through the Alesco HRMIS will generate an automated email to the teacher's supervisor when a staff member enrols in the program.

(22) Letters of Offer prepared by the Office of People and Culture sent to staff required to undertake the program will include the following statement:

Teaching Development Unit

(23) The Teaching Development Unit is responsible for the following:

1. disseminating information about the program across the University;
2. coordination, presentation, and assessment within the program;
3. consultation with individual academic staff regarding program exemption prior to the teacher making a formal exemption application to the Executive Dean of the relevant College for approval;
4. providing information sessions and resources for support colleagues involved in module 2 of the program;
5. issuing Certificates of Completion of the program;
6. supplying Colleges and the Office of the PVC Learning and Teaching with annual statistics on enrolments, exemptions and completions of the program for use in annual College Performance Reports using the Alesco HRMIS and reports generated by the Office of People and Culture (Occupational Health Safety and Information Services Unit ) on its behalf;
7. formally evaluating each session of the program and organising and administering a formal program review every three years; and
8. Publishing statistics about enrolments and completions of the program in its Annual Report.

Part C - Management Committee

(24) A Foundations of University Learning and Teaching Management Committee will be convened by the Pro Vice-Chancellor (Learning and Teaching) (PVC(L&T)). This Committee will consist of the PVC(L&T) as Chair, the three College Associate Deans Academic , two exemplary UWS teachers, selected by the PVC(L&T) and rotated on an annual basis, the Head, Teaching Development Unit and the program's coordinator.

(25) The committee will meet at least three times a year to consider participation in the program, exemptions granted and feedback from participants.

(26) The committee will provide advice and support to the Teaching Development Unit in relation to the program.

(27) The Committee will ensure that the program is regularly benchmarked against other Foundations programs offered in Australian universities to ensure continuing quality.

Section 5 - Guidelines

(28) Refer to the Guidelines for Documenting Experience and Excellence in Teaching.