Teaching and Learning at Deakin University Professor Colin Mason Director, Institute of Teaching and Learning pp John Rosenberg DVCA

Teaching and Learning Goal To work in partnership with students, staff, industry, employers and governments to ensure that Deakin’s academic programs are of high quality, relevant, informed by contemporary research and create a unique Deakin student experience; and to be recognised as a national leader in flexible education.

Performance Measures By 2012, each Faculty to be in the top third nationally on CEQ and GDS scales Continuous improvement in indicators of national recognition as a leader in flexible education external grants, teaching awards, publications, invited presentations Improve retention and progression rates Continuous improvement in internal indicators of teaching quality Student Evaluation of Teaching and Units (SETU) Feedback from student focus groups Establish peer review of teaching schemes in Schools/Faculties Vice chancellor’s awards

2007 CEQ/GDS (for 2006 graduates)

CEQ Good Teaching 2006/2007 Deakin University Curtin University Griffith University Macquarie University Newcastle University University of South Australia University of Wollongong

CEQ Generic Skills 2006/2007

Deakin University Curtin University Griffith University Macquarie University Newcastle University University of South Australia University of Wollongong

CEQ Overall Satisfaction 2006/2007

Deakin University Curtin University Griffith University Macquarie University Newcastle University University of South Australia University of Wollongong

GDS In FT Work 2006/2007

Deakin University Curtin University Griffith University Macquarie University Newcastle University University of South Australia University of Wollongong

GDS In FT or PT Study 2006/2007

Deakin University Curtin University Griffith University Macquarie University Newcastle University University of South Australia University of Wollongong

LTPF outcome – 2008 Ranking and EFTSL load A1A2BA1A2B Excellence Funding 21 Universities Improvement Funding 32 Universities B & L 9 th Deakin 11 th $1.015M All Subjects Deakin 8 th $1.577M

LTPF – Excellence Comparison against IAF benchmark partners Average Rank * Macquarie University was excluded from Discipline Group 4 as they did not meet the minimum sample size requirement.

LTPF – Improvement Comparison against IAF benchmark partners Average Rank * Macquarie University was excluded from Discipline Group 4 as they did not meet the minimum sample size requirement.

Stop Press! In Top Third Deakin ranked 9 th out of 32 Australian Universities Deakin receives $2.592M from 2008 LTPF

SETU University & Faculty – Time Series

SETU Schools – 2008

Positive outcomes Focus on teaching quality in all Faculties Faculty & Uni T&L plans Evaluation of teaching culture - embedded SETU & student feedback used Higher Education Research Group (HERG) - established Growing Graduate employment outcomes Improving

Key areas of focus Student engagement Student feedback panels SETU Graduate attribute tracking Extension program on cultural competence Stronger focus on the quality of PG teaching Quality Assurance Course Quality Framework is completed and constitutes a practical tool Understand the meaning of academic standards Ensure Deakin can demonstrate that it maintains appropriate standards Staff and Teaching Enhancement Ensure ITL is effective & valued Ensure all academic staff have a mentoring program Ensure outstanding teachers -recognised and celebrated Ensure equitable academic workload model agreed and suited to staff ability and experience Consolidate and improve Deakin’s leadership in flexible education

Teaching that is research-informed Teaching Inquiry-based (research skills) Problem-based (critical, creative thinking) Team-based (co-operation & collaboration) Project-based (self, peer assessment) Work-based (authentic, real)

ITL – A return to the future? ADTL Multi-functional Teams (x4) Schools/Faculty Consultation Liaison Relationships Advice and expertise Collaborative PD Business as Unusual Business as Usual

Pull; Don’t Push! ITL A & EHMNBS B & L S & T Centralise and De-centralise

Demand-Needs Analysis (DNA) Topics HoS-1HoS-2HoS-3HoS-4HoS-5HoS-6HoS-7HoS-8HoS-9 HoS-10 Large classes Class attendance 1 Overservicing 11 1 SETU (Distortion) 11 1 Evaluation of teaching 1 Multiple Campuses 1 Peer Review of Teaching Assessment (word limit) 11 MCQ 1 Research-Teaching Tension 1 Study Guides 1 1 Online examinations 1 DSO (compulsory unit) 1 1 T&L Conference 1 GCHE Course Design (core units) 1 11 General awareness of ITL 1 1 PD new staff 1 1 PD Experienced staff 1 1 Interactive assessment 1 Electronic feedback 1 Resources for case studies 1 Additional material i-lecture 1 E-live - Headphones 1 Diversifying delivery 1 Workload - management 1 1 Formative feedback 1 Physical Spaces 1 Assessment informing teaching 1 Casual Teaching staff 1 Clinical Placements 1 Off Campus assessment - authenticity 1

Conclusion Good progress, but beware complacency! The two key factors are: Student engagement Staff engagement, including an appropriate academic workload model We can reach the summit!

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