Judyth SachsNo 1 Review of Academic Programs Academic Senate May 6

Judyth SachsNo 2 Governance Green Paper –Describes the thinking and processes –Consultative document White Paper –Recommends the structure –Requires approval from Academic Senate and Council To be implemented in 2010

Judyth SachsNo 3 Why is a Review Necessary? Whole university review not done since the original degrees developedWhole university review not done since the original degrees developed To meet aspirations of we need to refresh our approach to L and T to attract high quality studentsTo meet aspirations of we need to refresh our approach to L and T to attract high quality students From the original 1 BA in 1964 we have 142 undergraduate degreesFrom the original 1 BA in 1964 we have 142 undergraduate degrees Ensure specialist learning and depthEnsure specialist learning and depth Need to ensure that the research-teaching nexus is systematically addressed in the curriculumNeed to ensure that the research-teaching nexus is systematically addressed in the curriculum Use the diversity of the student population as a resourceUse the diversity of the student population as a resource Work force readiness and recognition of student work pressuresWork force readiness and recognition of student work pressures Globalization and global citizenshipGlobalization and global citizenship

Judyth SachsNo 4 Benefits  A coherent MQ approach to curriculum and program design  Reduce internal competition for students  Flexibility for students  Common value for credit points  Simplified and more accurate academic advising  Common set of graduate capabilities  Consistency in unit outlines  Greater sense of academic community – know what we stand for  Participation – learning is applied and engaged with community

Judyth SachsNo 5 Benefits for students Introductory unit – gives students an understanding of learning at MQ –Don’t expect to include everything in this unit – learnings will be embedded in subsequent units Capstone unit – pulling learning experiences together Diploma Supplement – students can list work integrated learning, volunteering etc and how they were able to demonstrate their graduate capabilities –Students would build evidence for their Diploma Supplement by reflecting on their embedded learning experiences during their study

Judyth SachsNo 6 The structure and content of programs should be: Intellectually robust Transparent and accessible Coherent Practical and relevant Distinctive Recognizable and valued Promote excellence Inclusive

Judyth SachsNo 7 Process to date A Framework Paper containing rationale, guiding principles, process and goals made available to staff and students for comment Focus Groups have been held with a number of senior students from MQ Partner Schools. Career Advisers and Principals of several schools have been interviewed Workshop held with Student Administration staff and system staff to identify system constraints Academic Working Group met to consider a structured set of questions, with input gathered from responses to internet questionnaire

Judyth SachsNo 8 Process to date Development of a Green Paper which is out for discussionDevelopment of a Green Paper which is out for discussion Web questionnaire to obtain feedback from AlumniWeb questionnaire to obtain feedback from Alumni Workshops with representatives from Science, Arts and the ProfessionsWorkshops with representatives from Science, Arts and the Professions Faculty ForumFaculty Forum All contribute to the development of a White PaperAll contribute to the development of a White Paper

Judyth SachsNo 9 Curriculum Framework outcomes Ensure positive transition experience into University life Develop an introductory module building in and expanding the present Transition program. Improve English competency Embed a research experience into students’ programs A common set of values

Judyth SachsNo 10 Overall aims Reduce the number of degrees –General Arts and Science degrees –Keep Professional named degrees Simplify existing system of study patterns –Majors and minors –Retain 100, 200, 300 and 400 level units Consistency in credit point value –6 credit points –Credit points on the basis of student workload and assessment Examine articulation between UG and PG Integrate 3 Ps into program design

Judyth SachsNo 11 Participation We want MQ students to be engaged in the community, to contribute to solving issues facing society and to help shape a civilized, inclusive societyWe want MQ students to be engaged in the community, to contribute to solving issues facing society and to help shape a civilized, inclusive society Develop a major focus on learning through structured international and domestic work experiences as part of the academic programDevelop a major focus on learning through structured international and domestic work experiences as part of the academic program Establish partnerships with NGOs to help facilitate thisEstablish partnerships with NGOs to help facilitate this Examine courses to ensure that they are appropriately local, global and international in their approach and contentExamine courses to ensure that they are appropriately local, global and international in their approach and content Strengthen opportunities for work experience, internships and other practical learning and research experiencesStrengthen opportunities for work experience, internships and other practical learning and research experiences

Judyth SachsNo 12 People and Planet Core units from People and Planet strandsCore units from People and Planet strands –Ensures students have a broader education experience –Departments from across the University to submit units which do not have pre-requisites –Distributes resources across the University –Gives students an experience in science or arts Up to departments to develop appropriate units – not ‘dumbing down’ contentUp to departments to develop appropriate units – not ‘dumbing down’ content

Judyth SachsNo 13 Degree structure 3 year degrees –generalist degrees, –144 credit points 4 year degrees –May require professional accreditation –Research stream (hons) –192 credit points A number of prestige named degrees with higher cut offs –Research pathway for high performing research focussed students Majors and minors – the shape of these to be developed by Faculties Develop introductory and capstone units.

Judyth SachsNo 14 Next Steps Staff forum held on 24 AprilStaff forum held on 24 April Academic Senate to discuss implications of reviewAcademic Senate to discuss implications of review During May response to Green Paper with comments incorporated in White PaperDuring May response to Green Paper with comments incorporated in White Paper Discussion of Green Paper at Executive, Senate, L and T committee.Discussion of Green Paper at Executive, Senate, L and T committee. White Paper completed by end of June and presented to CouncilWhite Paper completed by end of June and presented to Council Faculties begin the review and development of degreesFaculties begin the review and development of degrees New degrees in place for 2010 academic yearNew degrees in place for 2010 academic year

Judyth SachsNo 15 Questions