Overview
In this unit, you will investigate a learning and teaching phenomenon of professional or personal relevance through a review of current trends in tertiary education at national and international levels. The outocmes of this investigation will be used to assist in designing and proposing needed changes to teaching practice. Using Ernst Boyer’s four-part Scholarship of Learning and Teaching model as a guide, this Unit will broaden your conception of what constitutes knowledge, evidence, practice and scholarship in learning and teaching.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 3 - 2017
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a pass/fail (non-graded) unit. To pass the unit, you must pass all of the individual assessment tasks shown in the table above.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Student feedback.
Too many readings.
Cut back the texts and group into essential plus further reading to allow for participants who wish to read more detailed literature.
- Explore published research in response to specific information needs
- Investigate your own teaching practice in light of current research findings
- Synthesise information from a variety of sources to create robust arguments
- Document proposed changes to teaching practice in ways that are concrete and persuasive.
N/A
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Written Assessment - 0% | ||||
| 2 - Literature Review or Systematic Review - 0% | ||||
| 3 - Presentation and Written Assessment - 0% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Knowledge | ||||
| 2 - Communication | ||||
| 3 - Cognitive, technical and creative skills | ||||
| 4 - Research | ||||
| 5 - Self-management | ||||
| 6 - Ethical and Professional Responsibility | ||||
| 7 - Leadership | ||||
| 8 - Aboriginal and Torres Strait Islander Cultures | ||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||
|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | |
| 1 - Written Assessment - 0% | ||||||||
| 2 - Literature Review or Systematic Review - 0% | ||||||||
| 3 - Presentation and Written Assessment - 0% | ||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Zoom Conferencing (Webcam and Microphone)
All submissions for this unit must use the referencing style: Harvard (author-date)
For further information, see the Assessment Tasks.
m.eliot@cqu.edu.au
Module/Topic
Academic scholarship is a collection of knowledge and skills related to increasing expertise in a particular topic area. This first module includes readings on differing approaches to academic scholarship as well as guidelines and support for the first assessment item: the unit project plan.
Chapter
Events and Submissions/Topic
November 9, 4 pm to 5 pm. Zoom Session. "Your Approach to the Scholarship of Learning and Teaching"
November 14, 4 pm to 5 pm. Zoom Session. "Logical Arguments 1: Claims, Evidence, and Rationale"
Assessment 1: Unit Project Plan to be submitted by Nov 21
Module/Topic
In this module we explore multiple ways to gather information to better understand the history and the current knowledge related to the specific topic areas contained in your project.
Chapter
Events and Submissions/Topic
November 21, 4 pm to 5 pm. Zoom Session. "Generating Research Questions and Investigation Guidelines"
November 28, 4 pm to 5 pm. Zoom Session. "Logical Arguments 2: Persuasion and Credibility"
December 12, 4 pm to 5 pm. Zoom Session. "Open Forum on the Lit Review Assessment Item"
Assessment Item 2: Lit Review to be submitted by Jan 12
Unit Project Plan Due: Week 3 Tuesday (21 Nov 2017) 12:00 pm AEST
Module/Topic
Scholarship in Learning and Teaching projects rarely unfold in a simple linear manner. This module is comprised of readings and presentations regarding the assimilation of new knowledge and possible approaches for troubleshooting as projects move in new directions.
Chapter
Events and Submissions/Topic
January 9, 4 pm to 5 pm. Zoom Session. "Logical Arguments, Part 2"
January 12, 4 pm to 5 pm. Zoom Session. "Scholarship Projects: Research and Development"
Literature Review Due: Week 8 Friday (12 Jan 2018) 12:00 am AEST
Module/Topic
We conduct scholarship in order to prepare for and/or to conduct change, whether in our classrooms or in our communities. This module is comprised of reading and presentations about creating impact from the fruits of our scholarship efforts.
Chapter
Events and Submissions/Topic
January 23, 4 pm to 5 pm. Zoom Session. "Being a Changemaker as part of our Professional Roles."
January 30, 4 pm to 5 pm. Zoom Session. "Open Forum: Final Reports and Presentations."
Module/Topic
Students will give final presentations and submit Final Reports
Chapter
Events and Submissions/Topic
Assessment 3:
Final Presentation Symposium. Zoom session. February 15, 3:00 pm to 5:00 pm
Final Reports submitted on February 15.
Final Report and Presentation Due: Review/Exam Week Thursday (15 Feb 2018) 12:00 am AEST
1 Written Assessment
The purpose of this first assessment is to document the overarching details of the scholarship of learning and teaching project being implemented in this course.
This assessment item is related to the Learning Outcome: Investigate your own teaching practice in light of current research findings.
Project Plan Sections
Background
This section describes the phenomenon being explored in the project, the need for the exploration, and the benefits of implementing the project to the student, to their possible teaching and learning context, and to their institution.
Project Description
This section describes the type
of scholarship being pursued, any considerations in play for the design of the
project, and a detailed description of the key steps needed to complete the
project.
These key steps will also be used to create a timeline for the term with target dates for the completion of each step.
Possible Impacts
In this section, students describe how their scholarship projects could be useful to themselves, to their work setting, and to wider academic communities.
Summary
This section is an opportunity
for the student to reflect on opportunities and challenges of their project,
and to list any open ended questions they have at the beginning.
Week 3 Tuesday (21 Nov 2017) 12:00 pm AEST
Submit your word document through Moodle
Week 4 Friday (1 Dec 2017)
Annotated feedback will be provided in your word document and returned through Moodle. Please meet with me via phone or Zoom if you need clarification of feedback.
1.
Writing
Quality. Writing style must be of professional quality and free of
grammatical and spelling errors.
2. Feasibility. Project Plan must present a plan of action which can be completed in the timeframe of the term.
3.
Relevance
to Scholarship. The proposed project must relate to the concepts around
scholarship presented in the first two weeks of the unit.
- Investigate your own teaching practice in light of current research findings
- Synthesise information from a variety of sources to create robust arguments
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
2 Literature Review or Systematic Review
Assessment
Description
The purpose of this second assessment is to present a review of the key concepts from the academic literature related to the question(s) guiding the review. It will be important to demonstrate differing ways that the phenomenon is understood and justification for why the student is pursuing a particular approach.
Literature Review
Sections
Introduction
This section describes the need
for the literature review (related to the student’s teaching and learning
context) and the question(s) used to guide the review.
Method
This section describes the
methods used to conduct the review, including any interesting informal or
unusual occurrences (coincidences, remarks from colleagues, etc.)
Findings
This section answers the question(s)
guiding the literature review, using evidence from the literature to support
the claims being made. This section
should include some depiction of the variability contained in the literature
and arguments for why one particular approach is more relevant to the current
project.
Conclusion
This section reflects on the strengths and weaknesses of this literature review, relevance of the findings to the student’s teaching and learning context, with ideas for future developments.
Please include Turnitin Report with submission
Week 8 Friday (12 Jan 2018) 12:00 am AEST
Please include Turnitin Report with submission
Week 9 Friday (19 Jan 2018)
Annotated feedback will be provided in your word document and returned through Moodle. Please meet with me via phone or Zoom if you need clarification of feedback.
1.
Writing Quality.
Writing style must be of professional quality and free of grammatical and
spelling errors.
2. Guiding Questions. The review lists the guiding questions explicitly, with question marks on the end of each one. These questions must ensure proper scope and depth of analysis.
3. Quality of arguments. This section must contain arguments for the validity of the review and its findings. . These arguments must include clear-cut claims, supporting evidence, and statements (grounds) explaining how the evidence supports the claims.
4.
Strength
of Review. The literature review must include key literature sources
related to the questions and the student’s context.
- Explore published research in response to specific information needs
- Synthesise information from a variety of sources to create robust arguments
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Self-management
3 Presentation and Written Assessment
The purpose of both parts of this final assessment is to
present the results of the project (originally described on the Project Plan)
and to reflect on the process to achieve those results.
Final Report Sections
Background
This section describes the
phenomenon being explored in the project, the need for the exploration, the guiding questions and the
type of scholarship being enacted
Project Results
An overview of the Project results. If a standalone document was proposed (literature
review, curriculum renewal project plan, etc), it should be inserted here with some simple explanatory text to introduce it. . Document
any interesting informal or unusual occurrences (coincidences, remarks from
colleagues, etc.)
Project Reflection
This section must include reflection on the chosen mode of scholarship and its fit with the topic that was explored, and with the student’s teaching and learning context, with the student’s personality and interests. This section will also include reflection on the quality of the project, including its strengths and weaknesses.
Conclusion
This section summarizes the
report and describes next possible steps along the lines of the project itself.
Presentation Sections
Students must give a 10 minute presentation on their project, with an additional 3-5 minutes for questions and discussion.
One online session will be scheduled during Review/Exam week for these presentations. Students unable to present at this scheduled
time must arrange for a online session with the instructor during Review/Exam week to deliver their presentations.
Background
This section describes the
phenomenon being explored in the project, the need for the exploration, and the
type of scholarship being enacted.
Project Results
An overview of the Project results.
Project Reflection
This section must include reflection on the chosen mode of scholarship and its fit with the topic that was explored, with the student’s teaching and learning context, and with the student’s personality and interests. This section will also include reflection on the potential opportunities for impact as well as reflection on the overall quality of the project, including its strengths and weaknesses.
Review/Exam Week Thursday (15 Feb 2018) 12:00 am AEST
Final Report submitted through Moodle. Please include Turnitin Report with submission.
Exam Week Friday (16 Feb 2018)
Response to Final Report via comments on submitted Word document.
1.
Writing Quality.
Writing style in the final report must be of professional quality and free of
grammatical and spelling errors.
Presentation
Quality. For the presentation, clarity of information and quality of response
to the presentation sections will be assessed.
2.
Quality
of arguments. This section must contain arguments for the validity of the results.
These arguments must include clear-cut claims, supporting evidence, and
statements (grounds) explaining how the evidence supports the claims.
3.
Relevance
to Scholarship. The proposed project must relate to the concepts around
scholarship presented in the first two weeks of the unit.
- Investigate your own teaching practice in light of current research findings
- Document proposed changes to teaching practice in ways that are concrete and persuasive.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Self-management
- Ethical and Professional Responsibility
- Leadership
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
