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Contact Officer | Associate Director (Capabilities), Teaching and Learning Support Services |
Approval Date | 14/11/2003 |
Approval Authority | University Academic Board |
Date of Next Review | 01/01/2006 |
7.8.1 Teaching Capabilities Framework
7.8.2 Scholarly teaching and learning practices
7.8.3 Pursuit of excellence in teaching at QUT
7.8.4 Four dimensions of teaching practice
7.8.5 Contextual elements
7.8.6 Map of QUT's Teaching Capabilities Framework
7.8.7 Guidelines for use of the Teaching Capabilities Framework
Related Documents
Modification History
THIS POLICY IS CURRENTLY UNDER REVIEW -
CONTACT Associate Director (Capabilities), Teaching and Learning Support Services FOR FURTHER DETAILS. |
7.8.1 Teaching Capabilities Framework
In order to provide outstanding learning environments and programs which lead
to excellent outcomes for graduates, enabling them to work in, and guide a world
characterised by increasing change, QUT has adopted the Teaching Capabilities
Framework to guide and steer the effective development of practice and scholarship
in teaching and learning.
At QUT, teaching and learning which covers the full spectrum of foundation
and pathway programs, undergraduate to postgraduate and research training activities,
and continuing professional education will be recognised, respected and rewarded.
Improving teaching for enhanced learning is achieved through a commitment to
informed reflective practice. This involves ongoing and interactive cycles of
evaluation, development, implementation and re-evaluation across a range of
interrelated domains that combine to form a multidimensional view of the professional
activities undertaken as a part of one's teaching role at QUT. The understanding
of teaching which informs this framework embraces postgraduate supervision.
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7.8.2 Scholarly teaching and learning practices
QUT values scholarly teaching and learning practices which:
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encourage interaction and dialogue between students and staff
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develop reciprocity and cooperation among students and staff
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encourage deep learning
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guide learners through feedback and formative activity
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emphasize efficient and effective study strategies including time management
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communicate high expectations
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respect diverse talents and ways of learning and teaching
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encourage learning as a social responsibility for all individuals for life.
(adapted from The Seven Principles for Good Practice in Undergraduate Learning,
Chickering and Gamson (1991))
http://www.colorado.edu/geography/virtdept/about/lectures/overview/html/chickgam.html
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7.8.3 Pursuit of excellence in teaching at QUT
The pursuit of excellence in teaching at QUT is underscored by a process of
scholarship of teaching that requires an active commitment to:
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Continuous improvement
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Maintaining currency of knowledge
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Contributing to new knowledge
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Collection of feedback
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Reflection and analysis
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Improvement of practice
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Contributing to communities of practice
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Dissemination of outcomes
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7.8.4 Four dimensions of teaching practice
QUT's teaching capabilities framework clarifies the approach to Improving Teaching
for Learning and encompasses the scholarship of teaching practice across four
dimensions:
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Engaging learners
Engaging learners in the process of learning involves teachers adopting
and fostering active, interactive and deep learning approaches so that learners
can interact meaningfully with the concepts, materials, processes and people
in a course.
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Designing for learning
Designing for learning requires planning and design of appropriate curriculum,
activities, environments and assessment to support student learning and
achieve planned student learning outcomes.
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Assessing for learning
Assessment informs what and how students learn. Setting appropriate and
challenging standards, assessing the learner and their learning progress
(through diagnostic, process, and outcome assessment) are integral to learning
process.
-
Managing for learning
Managing teaching and student learning is enhanced by effective administration
and organisation of time to plan and generate resources, organise and plan
systems and people. It requires an engagement with the policies and organisational
priorities that impact on teaching and learning.
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7.8.5 Contextual elements
The Teaching Capabilities Framework has been expanded into a set of contextual
elements:
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pedagogical / organisational knowledge
-
discipline
-
curriculum
-
learner
-
environment
-
scholarship.
Each contextual element has an associated set of scholarly goals that serves
as a guide for QUT teachers and teaching teams to identify and develop their
capabilities in order to build a recognised, complete and effective approach
to the practice and development of teaching at QUT.
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7.8.6 Map of QUT's Teaching Capabilities Framework
To view a diagrammatical representation
of the Map of QUT's Teaching Capabilities Framework please
click
here.
1) Engaging learners
Descriptor: Engaging learners in the process of learning involves teachers
adopting and fostering active, interactive and deep learning approaches so that
learners can interact meaningfully with the concepts, materials, processes and
people in a course.
|
Elements
|
Scholarly Goals
Student learning is enhanced when you: |
|
Pedagogical/
Organisational knowledge
|
1.1 acknowledge that learners form their own perceptions of expectations
of the processes required for learner engagement to occur, including the
activities and assessment tasks needed as part of this process
1.2 adopt sound pedagogical practices that reflect a comprehensive understanding
of approaches needed to engage learners and maintain this engagement |
|
Discipline
|
1.3 implement and, where applicable, influence policies and practices
related to improved quality of teaching and learning, course design and
conceptions of teaching
1.4 demonstrate knowledge of the full curriculum students will experience,
and an understanding of the issues impacting on learner engagement at
the various levels (school, faculty, University)
1.5 integrate current research and consultancy experiences into teaching
content and approaches
1.6 nurture in learners a respect and enthusiasm for the discipline
area
1.7 adopt strategies that help learners look critically at accepted
knowledge and practice in the discipline or profession |
|
Curriculum
|
1.8 design learning experiences that are challenging and relevant to
unit objectives
1.9 plan for learners’ active participation and engagement in the learning
process by adopting learner-centred approaches, and ensuring that the
energy and passion for topics are spread evenly throughout the semester
1.10 design learning experiences that cater for a range of learning styles,
provide a frame of reference for learning, and contribute to higher levels
and improved quality of interaction |
|
Learners
|
1.11 appreciate learners’ own experiences to situate learning activities
1.12 build bridges between your understanding and the student’s learning
1.13 adopt techniques that develop peer relationships between learners
1.14 convey enthusiasm for the subject matter and arouse learners’ curiosity
1.15 model strategies of self-reflection and continuous improvement
1.16 continuously challenge learners by implementing a range of learning
strategies and techniques that foster deep learning and interaction including
problem solving, cooperative learning, critical thinking, analysis and
the art of inquiry
1.17 help students reflect upon their own learning intentions, behaviours
and practices |
|
Environment
|
1.18 structure learning environments that take into account conditions
of learning
1.19 promote learners’ self-responsibility in learning by providing balance
between structure and freedom |
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Scholarship
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1.20 undertake self-reflection processes to improve teaching and learning
approaches that foster learner engagement
1.21 contribute to the scholarship of teaching by initiating and actively
participating in professional dialogue regarding teaching and learning
approaches that engage learners
1.22plan a professional development program that demonstrates self-responsibility
for continuous learning about teaching and the impact of teaching on learning
and learner engagement |
2) Designing
for learning
Descriptor: Designing for learning requires planning and design of appropriate
curriculum, activities, environments and assessment to support student learning
and achieve planned student learning outcomes.
|
Elements
|
Scholarly Goals
Student learning is enhanced when you: |
|
Pedagogical/
Organisational knowledge
|
2.1 make informed choices about pedagogies within the context of the
discipline and an understanding of the student cohort
2.2 ensure that unit level design takes account of course objectives
to place student learning in a unit in the context of overall course outcomes
2.3 discuss with colleagues both within and beyond units the design
approach and learning outcomes |
|
Discipline
|
2.4 use an understanding of student learning in the discipline to inform
design of learning
2.5 keep up to date with developments in the discipline to inform teaching
and learning design
2.6 continuously develop, review and improve curriculum to incorporate
new developments in the discipline area |
|
Curriculum
|
2.7 adopt an integrated approach to curriculum planning that links objectives
or outcomes to teaching and learning approaches, content and assessment
and takes account of the discipline and learners
2.8 develop an approach to curriculum development that incorporates
both discipline and generic outcomes for student learning
2.9 integrate a range of learning experiences including potentially
those in the work place in the design of courses and units
2.10 incorporate a diversity of perspectives into curriculum including
Indigenous and international perspectives
2.11 use student feedback to inform design by adopting a continuous improvement
approach |
|
Learners
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2.12 take account of students’ intellectual and conceptual development
to encourage independent learning by providing support which is faded
back over time
2.13 consider the diversity of learners when developing curriculum
2.14 plan for active learning experiences for students
2.15 plan for student choice in learning in an appropriate way |
|
Environment
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2.16 choose learning environments (rooms, technology, etc) that are appropriate
to achieve student learning outcomes
2.17 plan an appropriate balance of face-to-face, on-line or other interactions
to achieve planned student learning outcomes
2.18 keep up to date with developments in technology to support learning
and incorporate these when appropriate
2.19 design learning materials that support students’ learning
2.20 consult experts in the teaching support services to enhance the
learning environment, materials and activities. |
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Scholarship
|
2.21 engage with research in teaching and learning design in higher education
generally and in your discipline in particular
2.22 reflect on the impact of your approach to teaching and learning
design on student learning outcomes
2.23 communicate and disseminate aspects of your practice and theoretical
ideas about teaching and learning design within and beyond your discipline
2.24 have a conception of teaching and learning that focuses on student
learning |
3) Assessing for learning
Descriptor: Assessment informs what and how students learn. Setting appropriate
and challenging standards, assessing the learner and their learning progress
(through diagnostic, process, and outcome assessment in both a formative and
summative manner) are integral to learning process.
|
Elements
|
Scholarly Goals
Student learning is enhanced when you: |
|
Pedagogical/
Organisational knowledge
|
3.1 develop assessment tasks from an understanding of how students learn
and how assessment can best contribute to improved student learning
3.2 promote independent learning and the development of critical thought
through assessment tasks appropriate to the development of these skills
3.3 provide formative assessment experiences that enable students to
develop both individual initiative and the skills needed to work cooperatively
with their peers
3.4 align assessment with the learning objectives of the unit and develop
criteria and performance standards to indicate alignment
3.5 structure assessment from a student-centred rather than teacher-dependant
perspective to encourage student autonomy and responsibility for their
own learning |
|
Discipline
|
3.6 use a wide range of assessment techniques to assess student work
and to enable students to monitor their own progress and develop their
mastery
3.7 use assessment as a vehicle for providing students with worthwhile
feedback on their learning and progress through both formative and summative
approaches
3.8 provide assessment tasks to improve students’ generic skills for
transfer across units in the course and into their future professions
3.9 benchmark assessment types and strategies - drawing comparisons
of assessment approaches across a range of learning contexts for example
studio environments, large class teaching, workplace learning, field work,
accreditation measures used in industry |
|
Curriculum
|
3.10 embed assessment within the curriculum design to stimulate and consolidate
learning
3.11aspire to develop assessment strategies from an understanding of
where and how the assessment articulates with overall curriculum of the
course and units within it
3.12 systematically use assessment criteria and performance standards
in the marking process to ensure consistency of standards
3.13 define the criteria and standards to be used when assessing student
performance |
|
Learners
|
3.14 provide meaningful and challenging assessment tasks that actively
engage students in the learning process
3.15 develop assessment strategies that take account of differences in
learning styles, levels of motivation and equity issues
3.16 communicate the assessment requirements and marking criteria clearly
to students
3.17 provide students with access to information and interaction to reduce
anxiety eg representative examples of past students work or model examples
of student assessment
3.18 enable students to take responsibility for the learning process
through negotiating how and what is assessed as appropriate
3.19 ensure students understand the principles and practices of academic
honesty |
|
Environment
|
3.20 develop a familiarity with university and faculty assessment policies
3.21 develop skills to use technology assisted assessment tools eg online
testing, plagiarism detection, forums etc
3.22 use the appropriate university Student Information Systems for recording
academic results
3.23 take steps to create environments that reduce anxiety during assessment
sessions
3.24 engage moderation strategies |
|
Scholarship
|
3.25 reflect upon assessment practices, processes and outcomes and discuss
assessment related issues with colleagues
3.26 systematically evaluate assessment methods to ensure that they accurately
assess the learning objectives for the unit and meet the learning needs
of students
3.27 evaluate the effectiveness of assessment and feedback strategies
and continuously improve these |
4) Managing for learning
Descriptor: Managing teaching and student learning is enhanced by effective
and consistent administration and organisation of time to plan and generate
resources, organise and plan systems and people. It requires an engagement with
the policies and organisational priorities that impact on teaching and learning.
|
Elements
|
Scholarly Goals
Student learning is enhanced when you: |
|
Pedagogical/
Organisational knowledge
|
4.1 manage competing demands on time
4.2 engage with opportunities to further teaching development including
development activities such as seminars, conferences and workshops
4.3 consistently reflect on and review current practice
4.4 develop and maintain a system for keeping a teaching portfolio of
scholarly teaching activities and reflections
4.5 build relationships with peers and colleagues to ensure student-learning
outcomes are achieved
4.6 function as an effective team member or team leader for teaching
activities at a unit, course, school and/or faculty level
4.7 effectively manage the recruitment, selection, performance and review
of sessional academic or casual professional staff for teaching related projects (if
appropriate) |
|
Discipline
|
4.8 employ strategies that are discipline sensitive
4.9 select and lead teams effectively and efficiently
4.10 employ effective and efficient project management strategies |
|
Curriculum
|
4.11 are aware of quality policies and processes that underpin current
teaching and learning developments
4.12 prepare appropriately for teaching to ensure that student-learning
outcomes are effective
4.13 consider the resource impacts of proposed teaching strategies
4.14 adopt a future focus for resource planning
4.15 plan for ongoing evaluation in a timely manner
4.16 maintain effective systems to record and report information such
as student results in a timely manner and in consultation with appropriate
staff (including course coordinators and school administration officers) |
|
Learners
|
4.17 manage student interactions to maximize student learning outcomes
4.18 supervise students in an effective manner
4.19 inform and manage student expectations
4.20 provide prompt responses to learner queries or questions
4.21 provide systems which enable learners to access available resources
in multiple ways easily and to suit their needs |
|
Environment
|
4.22 keep up to date with policy and system changes that impact on managing
teaching at a unit, course, school, faculty and University level including
the MOPP and the University’s strategic plan
4.23 ensure a healthy and safe learning environment |
|
Scholarship
|
4.24 contribute to university policy and system development by serving
on working parties and committees and reviewing, commenting on and developing
standards, plans, papers and proposals that influence the context of university
teaching
4.25 engender a sense of responsibility for continuous improvement by
sharing and disseminating information and ideas |
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7.8.7 Guidelines for use of the Teaching Capabilities Framework
One of the purposes of this document
is to provide a universal visionary framework to inform strategic and organisational
planning. To this end the following guidelines and goals are provided whilst
recognising that scoping, enabling and developing scholarly teaching and the
scholarship of teaching must be carefully planned and carried out in the context
of all key aims of the University including research and service with due diligence
to our capacity to strive for excellence in a climate of significant change.
It is envisaged that the document and its guidelines will continue to develop
and change in response to an evolving range of disciplines, pedagogies and technologies.
a) Staff development
The framework enables identification of appropriate staff development activities
and resources that may suit developmental objectives. Strategic planning may
be facilitated through this framework by aligning a coherent staff development
program spanning the individuals and teams involved in teaching for effective
student learning.
b) Communities of practice
Teaching special interest and discussion groups may utilise the framework in
discussion sessions in order to identify exemplars and instances of innovative
and/or effective practice. Faculty based teaching interest groups may utilise
the framework in sharing ideas and resources across boundaries and in comparing
and contrasting discipline contexts and implications.
Topics for discussion may be drawn from the framework and scholarly contributions
to the field of teaching from any of the dimensions or contextual elements may
inform debate, development of innovation, research and evaluation on a broad
scale.
c) Capability enhancement goals
Personal teaching capability enhancement goals may be selected from the scholarly
teaching goals across any or all of the four dimensions. This will enable a
clear focus for teaching improvement for individuals or teams that are engaged
in innovation and curriculum projects, course development, unit development
as well as day to day teaching practice. The framework should be used by individuals
and teams to enhance dialogue and communication with mentors and supervisors
and peers.
d) Portfolios
Staff developing teaching portfolios may use the checklist version of the framework
for composing and organising portfolios of teaching practice to be used in probation,
promotion, PDP applications, teaching awards applications and so on.
e) Evaluation and continuous improvement
Over a cycle of evaluation, the scholarly goals may be used to focus the choice
of evaluation questions and methods. It would be envisaged that a long term
evaluation plan, eg 2-3 years, would encompass all scholarly goals of relevance
to the individual or team.
f) Recognition and reward
The framework may be used to inform recognition of effective teaching and support
when it has positive impacts on learning in order to enhance the rewarding of
best practice at informal and formal levels on both a day to day basis as well
as through the schemes that exist for longer timeframes and broader contexts.
It provides a language which may be used to identify, commend and communicate
examples of excellent practice between individuals, teams, organisational units
and institutions. Exemplars should be linked to one or more of the dimensions,
contextual elements and goals so that the University's capacity to disseminate
and build upon the good work of others is enhanced.
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Related Documents
MOPP C/9.2 QUT Grading System
MOPP C/9.3 Procedures for academic dishonesty
MOPP E/6.5 Allocation and release of results
MOPP E/9.1 Review of grades and academic rulings
MOPP Appendix 1(c) Student Rules
MOPP Appendix 10(d) Unit Outline proforma (Assessment section)
QUT Learning and Teaching Plan (http://www.frp.qut.edu.au/frptoolkit/corpplan/strategic.jsp)
ATN project on graduate capabilities
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Modification History
|
Date |
Sections |
Source |
Details |
|
14.11.2003 |
All |
University Academic Board |
New policy (endorsed by Teaching and Learning Committee 09.09.2003) |
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