OLTC20004 - Scholarship of Learning and Teaching

General Information

Unit Synopsis

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

Level Postgraduate
Unit Level 8
Credit Points 6
Student Contribution Band SCA Band 1
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites There are no pre-requisites for the 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).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 1 - 2023

Term 3 - 2023 Profile
Online

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).

Assessment Overview

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.

Assessment Tasks

Assessment Task Weighting
1. Presentation 0%
2. Research Proposal 0%
3. Written Assessment 0%

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.

Past Exams

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Previous Feedback

Term 3 - 2021 : The overall satisfaction for students in the last offering of this course was 100.00% (`Agree` and `Strongly Agree` responses), based on a 40.00% response rate.

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.

Source: Unit evaluation.
Feedback
Some students are keen to undertake a fast-track option in Term 3.
Recommendation
Assessment task due dates will be scheduled across the 12-week term, but it will be communicated with students that a 7-week fast-track option is available. A new schedule will be available that outlines the expectations and requirements of the 7-week option. Students can decide which option suits their study habits and needs.
Action Taken
Students were advised of a fast-track option. Most opted to maintain the 12 week term.
Source: Unit Coordinator reflection
Feedback
This unit inspires students to think about their next phase of study within higher education, generally a research higher degree.
Recommendation
Discuss options of making this unit part of a pathway into a research higher degree.
Action Taken
Discussed the issue with the Dean of Graduate Studies. At this time, there is no specific pathway available after completion of the GCTAE. However, students can consider a Master of Research course.
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. Explore published research in response to specific information needs
  2. Investigate your own teaching practice in light of current research findings
  3. Synthesise information from a variety of sources to create robust arguments
  4. 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 - Presentation • •
2 - Research Proposal • • • •
3 - Written Assessment • • •
Alignment of Graduate Attributes to Learning Outcomes
• Advanced Level
• Professional Level
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 •
Alignment of Assessment Tasks to Graduate Attributes
• Advanced Level
• Professional Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8
1 - Presentation • • • •
2 - Research Proposal • • • • •
3 - Written Assessment • • • • • • •