1. Joan Beaumont 22 June 2010

2. 1. Education in a research intensive university: the implications for CASS. 2. National leadership 3. Quality 4. Educational innovation 5. Access and equity 6. Postgraduate coursework 7. Research training 8. Internationalization

3. Addressed in plans? The need to consolidate education around critical mass in areas of research excellence: “ we teach what we research” Not directly Intellectual flexibilityWorking party report The role of former Research School staff in education Not directly The importance of all major sequences preparing students for research training, including the role of Honours Yes, considerable focus on Honours The role of the PhBA little. Do we want to keep it?

4. Addressed in plans? Issues of national priority covered in core curriculum Indirectly PGC programs customized to government needs and delivered flexibly. A little

5. Addressed in plans? International benchmarking of standards Occasionally and little detail of how. The role of student evaluation in improving education A little Academic reviewsYes Professional development in education No

6. Addressed in plans? The use of digital technology in education A little, mostly through flexible delivery of PGC. Nexus between digital research priority of College and the enhancement of teaching through digital technology? Innovative models of applied learning (internships etc.) through links with government and cultural institutions Yes

7. Addressed in plans? Low SES student participationIn some but no clear strategies Reconciliation Action PlanIn 3 but few strategies Collaboration with ANU regional alliances partners No

8. Addressed in plans? Development of new programs in flexible delivery Yes but not a large number of ideas for new programs, program “renewal”. Few plans for flexible delivery of a program in its entirety. Graduate Studies Select and Master of Studies Yes but few details Targets and strategies for recruitment, domestically and internationally. No. Do we want growth?

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10.  What will each School contribute to the College target?  A target for each program, national and international.  What new programs can we offer?  What can we offer fully in flexible mode?  How do we staff growth in PGC?

11. Addressed in plans? Pathways in and out of HDR programs.No Research skills trainingYes, unevenly Increased numbers to align College profile with University Yes but only some have actual targets and few strategies Improved completion ratesOccasionally and few strategies Teaching fellowships for graduate students Rarely More scholarshipsOccasionally and few strategies

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13.  How do we attract new students? Australian? International? From which countries? For which disciplines?  How do we find more scholarships?  How do we find supervisors? Space?

14. Addressed in plans? Priorities in international education: by country and program No Linking research and education internationally No Strategies for recruitment internationally. No

15.  There will be a common length across all Colleges of the major sequence of 48 units (normally 8 courses @ 6 units each).  There will be a common length across all Colleges of a minor sequence of 24 units (normally 4 courses @ 6 units each), should Colleges wish to offer defined minor sequences.  All programs should allow 60 units of study (normally 10 courses @ 6 units each) at first-level given that pre-requisites at second level may inhibit students’ exploring new disciplines.  In all three- and four-year programs students will have the option of studying a minimum of 48 units as electives. These electives may be taken from the College/s offering the program in which the student is enrolled or any other Colleges.

16.  The single three-year Bachelor’s degree rules (including named degrees) should consist of 96 units (16 courses) from the host College and 48 units (8 courses) as electives. Electives may be chosen from the host College or other Colleges.

17.  Acknowledging that students value the current practice of receiving two testamurs on the completion of a combined award, and that this appears to be a marketing advantage for the ANU, the four-year combined awards will remain shared equally (96 units each) between the two awarding Colleges. However, the option should be available for any student of a combined award to take 48 units as electives of free choice from a third College. In this case their award will consist of 72:72:48 units and students should be awarded a single testamur, Bachelor X/Bachelor Y (with X and Y being the names of the Colleges from which 72 units are taken).

18. Recognize as Arts majors:  Asian languages (French and Spanish to be deemed Asian languages  Mathematics  Psychology

19.  Exemplars of interdisciplinary study  To count towards all awards (exceptions for professional awards)  CASS to develop one in 2011?

20.  Greater spread of classes across timetable: late afternoon and early evening classes for undergraduates?  Some course on offer via HECS in summer and winter

21.  Each major (and minor) sequence should have a designated host College.  A major (or minor) need not be confined to the courses offered by the host College.  For the purposes of curriculum planning and the determination of the content of a major or minor sequence, the Education Committee of the host College should establish a discipline committee which will include appropriate representation of relevant disciplinary/area staff from other Colleges of the University.  Decisions as to the structure and content of major and minor sequences will be approved by the host College’s Education Committee.