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Frequently Asked Questions

Frequently asked Questions have been categorised into:

Optimising Student Learning

 

As a teacher, if I need advice on learning and teaching, where do I go?

Some faculties have a Learning & Teaching Website, e.g. the Faculty of Health Sciences.

For other faculties, your first port of call should be your faculty Assoc Dean (Learning and Teaching). They will be able to connect you into any faculty mentoring schemes and opportunities for professional development.

In addition, some faculties have centres and units specifically for the purpose of improving learning and teaching quality:

The following websites also provide useful contacts:

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Where do I go for assistance with improving learning and teaching in my classroom?

  • The University’s Institute for Teaching and Learning (ITL) has a suite of programs for academic members of staff to assist them with improving their learning and teaching. See their Programs for University Teachers
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How can general staff get more involved in learning and teaching research and other activities?

  • General staff can get involved in learning and teaching research through current Teaching Improvement Fund research projects or eLearning projects. Contact your faculty’s Assoc Dean (Learning and Teaching).
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How can I network with others interested in learning and teaching within the University and external to the University?

  • Graduates of ITL programs can join the Learning and Teaching Alumni Chapter. The Learning and Teaching Alumni Chapter provides opportunities for you to engage in teaching and learning conversations beyond the boundaries of your discipline and to collaborate in joint research and grant applications. It is envisaged that the Alumni will also become a vehicle for ongoing support for your own professional career development.

  • If you prefer face-to-face discussion you could arrange with your faculty’s Assoc Dean (Learning and Teaching) to become a faculty representative on one of the ITL’s Strategic Working Groups. A list of these groups can be found at Strategic Working Groups
  • For discussion with colleagues beyond the University this link provides access to Australian and International teaching and learning centres
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Is there evidence for the University's claims that it provides quality learning and teaching from external experts?

  • The Institute for Teaching and Learning (ITL) provides various instruments for student evaluation. In addition to the Unit of Study evaluation (USE) there are instruments for large group teaching, tutorial teaching, clinical teaching and units with multiple lecturers. Details of these can be accessed through ITL Questionnaires
  • Both the individual lecturers, unit coordinators and Heads of Schools receive the data following student evaluation. There has been no University-wide assessment of the quality of learning and teaching provided by external experts.
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How do the University of Sydney graduate attributes get integrated into learning outcomes and assessments in my Unit of Study?

  • The Generic Graduate Attributes Working Group is coordinating faculty projects to align learning outcomes, graduate attributes and Unit of Study assessment. Faculty case studies can be found at Graduate Attributes Project home page
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Are there exemplars of out-of-class or in-class group work?

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Where can I find examples of Best Practice in learning and teaching?

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Assessment and Evaluation

 

Where can I go for support for my assessment related issues at the University of Sydney?

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What is "standards-based assessment"?

  • Standards-based assessment assesses student achievement in relation to the learning objectives and content specified in the Unit of Study outline, rather than relative to the achievements of their peers (known as scaling).
  • The support the move to standards-based assessment, the Faculty of Economics and Business provided their staff with the following hints:
  • Provide students with marking criteria and grade descriptors for each assessment. This assists students to focus their learning efforts. It can also reduce the time spent resolving misunderstandings about standards or appeals later. Reviewing these standards with a peer colleague is a useful double check on standards.
  • Mark assessments using the published standards. This ensures consistency in marking and maintains transparency of standards. Take steps to ensure a common interpretation of standards exists if multiple markers are to be used.
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What is "constructive alignment"?

  • Constructive Alignment is the alignment in an integrated and consistent way of all elements of a unit of study: aims, student learning outcomes, teaching methods and above all assessment. For further information on the application of constructive alignment at Sydney see the attached article in Synergy: Reflections on Assessment
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What is "authentic assessment"?

  • Authentic assessment is a form of assessment in which students are asked to perform real-life tasks that demonstrate meaningful application of unit of study learning outcomes. Authentic Assessment usually includes a task for students to perform and a rubric by which their performance on the task will be evaluated. A useful website is the Authentic Assessment Toolbox.
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Academic Planning and Quality Enhancement

 

What are the rewards and recognition for good teaching?

Academic promotion is the obvious reward and recognition for good teaching. There are 3 criteria for academic promotion:

Promotion from - to Teaching Research Service Total

Teaching & Research:

A-B, B-C, C-D

 Superior/ outstanding Superior/ outstanding Superior 1 outstanding (which must be either teaching or research), 2 superior

Teaching & Research:

D-E

 Outstanding Outstanding Superior 2 outstanding, 1 superior

Research only:

A-B, B-C, C-D, D-E

 Superior Outstanding Superior 1 outstanding, 2 superior

Good teaching is also rewarded though faculty, college and University awards for Outstanding Teaching. Information on University-awards can be found here.

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Where is the University's UoS outline template?

Content of University Units of Study outlines is set by the University policy – Management and evaluation of coursework teaching:

  • A concise statement of the main aims of the unit expressed in terms of what students are expected to know by the end of it;
  • A list of unit objectives expressed in terms of how that knowledge will be assessed;
  • A concise statement of the links between these objectives and the University’s generic attributes for its graduates;
  • A brief description of the contribution to the unit of the different programs of study in which its students may be enrolled;
  • Advice on the attendance and class requirements, the methods of assessment to be used and the weighting of that assessment;
  • Basic factual information regarding names and contact details of teaching and administrative staff

At the moment there is no “official” University UoS outline template; however, most faculties have a preferred template and there is a UoS template in the Draft Unit of Study Manual

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How do I find current information on learning and teaching quality in my faculty?

  • See also the response to the FAQ above As a teacher, if I need advice on learning and teaching, where do I go?
  • Your faculty’s Associate Dean (Learning and Teaching) will be able to give you access to the faculty Learning and Teaching Plan and the priorities and outcomes of the faculty’s Learning and Teaching Committee.
  • Faculty Course and Unit of Study Coordinators can provide information on student evaluation and feedback both at course and unit of study level.
  • Faculty contacts on ITL Strategic Working Groups can also link you into to learning and teaching quality issues at the corporate level:
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What sources of funding are available to help with developing learning and teaching projects?

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How does the University monitor the quality of learning and teaching and what is the evidence that it has made improvements?

  • The University's Institute for Teaching and Learning (ITL) monitors the quality of its learning and teaching through student evaluation at the course and Unit of Study level. In line with the Unit of Study evaluation (USE) student evaluation of teachers, clinical teachers, distance education teachers and demonstrators and teachers are also being developed.
  • There are indications that First Year Students are commencing to report an improved student experience in the areas of Good Teaching, Appropriate Assessment, Generic Skills and Oversall Satisfaction. These results are provided in an ITL journal article on the University's evidence-based quality assurance system for learning and teaching.
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How do many written warnings does a student get in the plagiarism policy?

  • The University Policy Student plagiarism: coursework policy and procedure is not structured around a number of written warnings that cumulate before disciplinary action commences. Rather, the policy distinguishes between “Negligent Plagiarism” and “Dishonest Plagiarism” and outlines consequences of both forms of plagiarism.
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Can we use electronic plagiarism detection methods without restriction (like giving students the opt-out option or using it for draft summative assessments only)?

  • The University policy neither condemns nor condones the use of electronic plagiarism detections methods. Discussion in the Academic Board Learning and Teaching Sub-Committee noted that plagiarism software worked by building a database of content and that this database may not comply with the University’s Intellectual Property Rule and student ownership of their I.P. On this basis, University practice emphasises education over detection and the provision of an opt-out option, when and if electronic plagiarism detection is used.
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What sorts of P/G coursework projects that involve an element of research can be done without ethics approval?

  • The University's Human Ethics Committee (HEC) advises that if you are considering asking questions of students for the purpose of collecting educational information that will be used to improve education in the Faculty, and will be published in-house (i.e., in the Faculty) only, then this is considered quality assurance and does not need to go to the HEC. If there is any intention to undertake research which could be published publicly (e.g., in a paper presented at a conference or refereed journal article) then ethics approval must be sought.
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What is the University's policy on distance education?

  • The University of Sydney has determined that in practice, for most undergraduate students, the on-campus face-to-face experience continues to be a crucial part of learning. Rather than distance education, the approach at Sydney to the use of ICT in learning and teaching focuses on blended learning. 'Blended learning' here means 'appropriate combinations of face-to-face and technology-mediated learning'.
  • With regards to postgraduate courses, there is a greater acceptance of distance education aligned with an assumption that these more mature-age learners will take a greater responsibility for their learning.
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What University resources are available to support increased access to audio-visual teaching aids?

  • Resources for increased access to teaching equipment are available through the Sesqui Teaching Equipment Grants scheme (the TIES Scheme from 2006). For further information, contact the office of the Deputy Vice-Chancellor (Academic and International) – ext. 16220.
  • Resources for increasing the use of online learning in courses is available through USyd eLearning. USyd eLearning provides an annual allocation of approximately 4,000 hours of specialist support to faculties and schools for strategic e-learning projects.
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Staff Development and Support

 

I am trying to get into educational research, where do I start?

I need development as a teacher, what are my options?

  • The Graduate Certificate in Higher Education course, offered by the Institute for Teaching and Learning (ITL) through the Faculty of Education and Social Work, focuses on teaching and learning. It is designed for university teachers. The emphasis of the course is on improving student learning rather than on instructional methods. The course aims to provide university teachers with opportunities to reflect on educational theory and student learning research from the perspective of their own teaching experiences through the scholarship of teaching and learning. It is designed to support staff in developing their professional expertise as university teachers in order to better understand and enhance the learning of their students . Details on the course can be found at http://www.itl.usyd.edu.au/programs/gradstudies.htm
  • You might also consider being mentored by a senior academic. Details on mentoring programs http://www.itl.usyd.edu.au/community/mentors.htm

How can I get promoted on the basis of my teaching?

  • To be promoted, a staff member must demonstrate sustained achievement at the current level of appointment and the capacity to perform at the level to which they are seeking promotion. It is unlikely, other than in exceptional circumstances, that a staff member will be able to show evidence of sustained achievement at the current level in less than two years.
    The basis for the assessment of performance are the Position Classification Standards and the University's Criteria for Progression.
    An information package for academics seeking promotion, can be found at http://www.usyd.edu.au/personnel/forms/forms_textonly.html#promo

How can I get involved in mentoring other staff/be mentored?

  • There are several mentoring initiatives in place at The University of Sydney. For example, some faculties have established mentoring programs for new researchers and The University offers a ‘Women in Leadership Program’ which incorporates mentoring. The Sydney University Network for Women also has a mentoring program (http://www.usyd.edu.au/sun/mentoring/about.shtml). The Institute for Teaching and Learning website also includes information on mentoring ( http://www.itl.usyd.edu.au/community/mentors.htm)

Where can I go for support for my learning and teaching at the University?

  • The Institute for Teaching and Learning works with members of the University community to enhance and help assure the quality of teaching and student learning experiences and outcomes.

    Key areas in which the Institute for Teaching and Learning works include:
  • The first year experience of all students

    Research led teaching and scholarship in teaching

    Quality assurance and evaluation of teaching and learning
  • Postgraduate supervision

    Assessment of student learning

    Academic staff development for enhanced teaching and learning

    Information and communication technologies

    Generic attributes of graduates

The Institute for Teaching and Learning is located at Level 3, Carslaw Building (F07) Ph: 61 2 9351 3725
Fax: 61 2 9351 4331 or email:

Are there award courses I can complete to support my teaching?

  • The Institute for Teaching and Learning runs a number of courses to support teaching – including Principles & Practice of University Teaching & Learning (3-day program); Graduate Studies in Higher Education; Postgraduate Supervision Development Program Details of these programs and other support programs are at http://www.itl.usyd.edu.au/programs

What funding opportunities are available in the University to support development work in learning and teaching and research into learning and teaching?

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Authorised by: Pro Vice-Chancellor (Learning and Teaching).    Last Updated: 23-Jul-2008