Notice of a Meeting of theTEACHING QUALITY INDICATORS STEERING GROUPhttp://www.mq.edu.au/provost/activities/research/teachingquality.html

at 3:00 – 5:00 pm, Wednesday 1 September 2010in Meeting Room 3, Level 2, E11A

MEMBERSName Position AttendanceProfessor Judyth Sachs (Chair)

Deputy Vice-Chancellor (Provost) - Chair

Ms Maxine Brodie LibrarianAssociate Professor Steve Cassidy

Learning and Teaching Committee Member Apology

Associate Professor Pamela Coutts

Academic Standards and Quality Committee Member

Dr Julian De Meyrick Coursework Studies Committee Member / Dean of StudentsProfessor Julie Fitness Academic Senate MemberDr Neil Fraser Director, Informatics ApologyProfessor Janet Greeley Executive Dean ApologyMr Gary Grocott Professional Staff MemberMr Colin Hawkins Academic RegistrarProfessor Philomena Leung

Head of Department

Professor Nick Mansfield Dean, Higher Degree ResearchAssociate Professor Ian Solomonides

Director, Learning and Teaching Centre

Mr Tim Sprague Director, Human ResourcesDr Jan Tent Academic Senate Learning and Teaching Committee Chair

(previous)Apology

IN ATTENDANCE

Ms Bronwyn Kosman, Office of the DVC (Provost)Ms Katarina Poorova, Office of the DVC (Provost) – agenda item 5

AGENDA

1. WelcomeTo welcome Professor Philomena Leung and Dr Neil Fraser to the Group.

2. ApologiesTo note apologies from Associate Professor Steve Cassidy, Dr Neil Fraser, Professor Janet Greeley and Dr Jan Tent.

3. MinutesTo consider the minutes of the meetings held on 21 July 2010. These have previously been circulated and are available at:

http://www.mq.edu.au/provost/activities/research/docs/TQI_Minutes_July2010.doc

4. Matters Arising

4.1 Teaching Standards Framework Project - NationalTo discuss the feedback received on the Teaching Standards Framework from the Initial Summit held on 25 August.

To agree a revised Framework for circulation and testing.

To confirm the templates to be required for reporting on the Framework.

To agree on the documentation (project proposal, budget) to be forwarded to each participating institution.

To discuss the timing of the final summit meeting.

5. Teaching Standards Framework – MacquarieTo discuss and confirm the strategy for testing the TSF at Macquarie, including the drill down phase.

To receive an update on progress to date.

To determine and agree a timeline for Macquarie.

6. 2010 Meeting DatesTo note the meeting dates for 2010:

6 October17 November

All meetings will be held from 3:00 – 5:00pm in E11A, Meeting Room 3.

7. Any Other Business

TEACHING STANDARDS – INSTITUTIONAL LEVEL

Standards: the criteria by which we measure assess the quality of learning and teaching performance and outcomes.

Macquarie University has established a set of learning and teaching values, principles and priorities. We take a scholarly approach to teaching which is characterised by passion and leadership, critical thinking and analysis, academic freedom and collegiality, and intellectual integrity. Teaching is central to the work of the University and scholars will have a personal commitment to learning. Likewise, a commitment to engagement with learners and learning, teachers and teaching, and with the wider community is expected. The development of teaching standards supports these values and provides a framework through which these values can be achieved. These values include conducting ourselves ethically, and with honesty, integrity and objectivity; valuing difference and being tolerant; and by promoting diversity, equity, social justice, and inclusiveness. We have committed to “teaching excellence recognised and fostered through a development cycle of reflection, innovation, monitoring and feedback” (Macquarie University Learning and Teaching Plan 2008-2012).

OverviewTeaching in higher education is primarily concerned with encouraging learning and developing the capabilities of students. It is about engaging and challenging learners to help them change their understanding, recognising that learners will actively develop their own knowledge. Teaching helps to foster a relationship between students and their subject, and students and their teachers. Teaching involves planning, priority setting, allocation of resources and shared responsibility. Teaching is context-related, uncertain and continuously improvable. Institutions provide the structure for students to learn and for teachers to teach. Institutions manage and allocate their resources, structure their governance systems and recognise the link between teaching and institutional strategies and priorities.

There are four three nested areas of focus that are relevant to institutional teaching standards:

1. Culture 2. Governance and Policies 3. Policies and Application and Practices

Resources

Within each area there are different levels to represent differing standards of achievement in relation to the criteria. In general terms, No indicates a failure to address the criterion; at No, But, there is some manifest acknowledgment of the criterion and some intention of meeting it, but so far there has been no substantial progress towards that goal; at Yes, But, there has been an active attempt to meet the criterion, but without significant innovation or initiative; at Yes, institutions will be actively re-thinking what they do in the light of the criterion, and innovating accordingly. There is provision to exceed Yes, where an institution will be pioneering new methods of learning and teaching that will contribute to a re-definition of the criterion. For this reason, performance at this level is not specified. Example Performance Indicators (PIs) provide guidance on what elements to review in assessing the impact and effectiveness of the standards. The PIs provided are a mix of input, output, outcome and process indicators.

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1. CULTURE This area focuses on the development of a University culture that acknowledges the links between quality teaching and quality student learning outcomes. The University has a clearly articulated and effectively communicated vision for learning and teaching. It operates and supports an environment that actively encourages and rewards teaching excellence and seeks to promote quality teaching in the range of formal, informal, social and cultural contexts in which learning occurs. The University has an expectation that evidence is provided to show how standards have been met and that there are strong links between standards for teaching, their evaluation, professional development and student learning outcomes.

CriteriaPerformance

IndicatorExamples

Yes, and Yes Yes, But No, But No

Suggested Sources of Evidence

1.1 A student-centred learning perspective is evident. in the University’s strategic plans.

Evidence of active enacted plans

A student-centred learning perspective is evident in the University’s plans across the institution.

A student-centred learning perspective is evident in some but not all strategic plansareas of the institution.

A student-centred learning perspective is under development.

There is no evidence of a student-centred learning perspective.

Strategic Plan

Sub-plans, including the Learning and Teaching Plan

Student feedback

1.2 Graduates contribute to society in a wider senseEthical, moral and global citizenship is evident. in the University’s strategic plans.

Evidence of active enacted plans

Existence of ethical framework as foundation for plans and activities

The University produces graduates that are able to contribute to society more broadly than just in their discipline area.

The University produces some graduates that are able to contribute to society more broadly than just in their discipline area.

The University is aware of the imperative to produce graduates that are able to contribute to society more broadly than just in their discipline area.

The University does not undertake activities to develop graduates that are able to contribute to society more broadly than just in their discipline area.

Strategic Plan

Sub-plans, including the Learning and Teaching Plan

Public Relations Plan

Curriculum

1.4 Teaching Number of Teaching There is A system to There is no Learning

CriteriaPerformance

IndicatorExamples

Yes, and Yes Yes, But No, But No

Suggested Sources of Evidence

and 1.8

qualifications quality isare recognised and rewarded through appointment and promotion.

Quality teaching and its contribution to student learning is recognised and rewarded.

staff with teaching qualifications

Number of prizes, grants and awards received

qualifications are recognised and rewarded through appointment and promotion.

Quality teaching and its contribution to student learning is recognised and rewarded.

recognition and reward for teaching qualifications through appointment and promotion but not consistently across the institution.

Quality teaching and its contribution to student learning are recognised and rewarded but not across the entire institution.

recognise and reward teaching qualifications is currently being developed.

Systems to recognise and reward quality teaching for its contribution to student learning are under development.

recognition or reward for teaching qualifications.

There is no recognition or reward for quality teaching and its contribution to student learning.

and Teaching Prizes

Academic Promotion Criteria

External Learning and Teaching Grants

Internal Learning and Teaching Grants

External Learning and Teaching Awards

Internal Learning and Teaching Awards

Performance Development and Review

Positive feedback

Teaching Evaluations

Testimonials Qualification

s held by teaching staff

CriteriaPerformance

IndicatorExamples

Yes, and Yes Yes, But No, But No

Suggested Sources of Evidence

Appointment Criteria

Teaching Index (or through budget allocations)

1.5 Ongoing professional development is valued, encouraged and promoted .undertaken by staff to improve their teaching activities.

Number of staff attending professional development

Valued encouraged and supported

Ongoing professional development is undertaken by staff to and improves their teaching activities.

Ongoing professional development is available and undertaken by staff to improves their teaching activities but not across all areas of the institution.

Professional development opportunities for staff to improve their teaching activities are currently under development.

There is no ongoing professional development for staff to improve their teaching activities.

Professional development activities

Outside Studies Program / Sabbatical involving Learning and Teaching

Learning and Teaching Symposia

Learning and Teaching Seminars

Workload allocation

Faculty / dept PD available

1.6a Current Pedagogical

Number of recent

Pedagogical research and

Pedagogical research and

Pedagogical research and

Pedagogical research and

Performance development

CriteriaPerformance

IndicatorExamples

Yes, and Yes Yes, But No, But No

Suggested Sources of Evidence

research and scholarship informs teaching and the curriculum

publications / research referenced in learning materials and used in the learning process

Proportion of staff receiving L&T grants

scholarship informs teaching and the curriculum across the institution.

scholarship informs teaching and the curriculum but not consistently across the institution.

scholarship are recognised as important in informing teaching and the curriculum but are not evidenced in teaching practices.

scholarship is not used to inform its teaching and the curriculum.

and review New unit proposals

Revised unit offerings

Unit assessment

Grants

1.6b Discipline research informs teaching and the curriculum

Discipline research and scholarship informs teaching and the curriculum across the institution.

Discipline research and scholarship informs teaching and the curriculum but not consistently across the institution.

Discipline research and scholarship are recognised as important in informing teaching and the curriculum but are not evidenced in teaching practices.

Discipline research and scholarship is not used to inform its teaching and the curriculum.

Internal L&T grants

Teaching publications

Promotion criteria require it

L&T Awards Student

evaluation on research included in L&T assessment

1.7 The link between student learning outcomes and assessment practice is

Number of unit outlines demonstrating links between

The link between student learning outcomes and

The link between student learning outcomes and

The link between student learning outcomes and

There is no recognition of the link between student learning outcomes and

Unit Guides Teaching

Practice Professional

Development

CriteriaPerformance

IndicatorExamples

Yes, and Yes Yes, But No, But No

Suggested Sources of Evidence

evident. student learning and assessment

assessment practice is evident.

assessment practice is acknowledged, but not across the entire institution.

assessment practice is recognised but not actioned.

assessment practice.

Assessment practice

Graduate Attributes

Policies Course

accreditation

1.9 Student and staff diversity is valued and supported.

Number of different characteristics (gender, age, culture, ethnicity) identified across students and staff

Strategic University plans incorporate ways of actively valuing and supporting student and staff diversity.

Strategic University plans recognise the value of student and staff diversity, but they are not enacted across the entire institution.

There is awareness of the need to value student and staff diversity, but it is not enacted.

There is no recognition or acknowledgement of the value of student or staff diversity.

University Plans (Strategic and Operational Plans

Curriculum Planning

Equal employment statistics

Diversity in committee memberships

Diversity in student body

2. GOVERNANCE

This area is concerned with the means by which the University manages its decision-making processes to enhance or verify performance. Effective governance involves delegated management to guide activities that impact on learning and teaching. The University requires a governance structure that actively promotes excellence in learning and teaching whilst being adaptable and responsive to local, national and international developments. The structure must comply with legislation and statutes and embed knowledge about learning and teaching in its policy and practice. Policy allows the University to demonstrate a commitment to transparency and accountability and to ensure it develops, implements and reviews its policies and procedures to ensure they actively promote fairness and equity for students together with quality in teaching and learning.

CriteriaPerformance

IndicatorExamples

Yes, and Yes Yes, But No, But No

SuggestedSources of Evidence

3.2

The importance of teaching excellence is recognised in the University’s strategic and operational plans.

Evidence of enacted plans incorporating teaching goals and strategies.

Strategic and operational plans are in place and enacted at all levels of the institution.

Strategic and operational plans are developed but are not enacted consistently across the institution.

Strategic and operational plans are under development.

There is no recognition of the importance of teaching excellence in the University’s strategic and operational plans.

University Strategic Plan

Faculty and Department Learning and Teaching Plans

Learning and Teaching policies, procedures and guidelines

Academic Promotion Policy

Academic Appointment Policy

CriteriaPerformance

IndicatorExamples

Yes, and Yes Yes, But No, But No

SuggestedSources of Evidence

2.4

The academic governance structure monitors and assures academic standards and quality are maintained across the University.

Terms of reference include responsibility for academic standards and quality

The University has in place an academic governance structure that ensures academic standards and quality are maintained across the entire institution.

The University has an academic governance structure that acknowledges responsibility for ensuring academic standards and quality are maintained across the University but implementation is not consistent across the institution.

The University recognises the importance of an academic governance structure in ensuring academic standards and is working towards its establishment.

There University does not recognise the importance an academic governance structure can have in ensuring academic standards and quality.

Reviews of academic units

Terms of Reference

Membership Terms of

Reference for sub-committees include accountability for specific standards and quality

External benchmarking

Academic governing body activity and strategies

CriteriaPerformance

IndicatorExamples

Yes, and Yes Yes, But No, But No

SuggestedSources of Evidence

2.5

The University’s management structure enables and supports excellence in teaching.

A University structure with clear learning and teaching reporting lines

The University structure facilitates the achievement of excellence in teaching.

There is a University structure in place but it does not consistently facilitate the achievement of excellence in teaching across the institution.

The importance of a University structure that promotes and supports the achievement of excellence in teaching is acknowledged, but the structure is not in place.

There is no recognition of the importance of the University structure in promoting and supporting the achievement of excellence in teaching.

Support structures are in place

Processes provide teaching and development support

Organisational Chart

Governance Map

Office Holders

L earning and Teaching Committees

Member of Executive with responsibility for Learning and Teaching

Associate Deans Learning and Teaching

CriteriaPerformance

IndicatorExamples

Yes, and Yes Yes, But No, But No

SuggestedSources of Evidence

2.1

The A framework for quality enhancement framework informs and supports all activities.

Evidence of active enacted framework

A quality enhancement framework that informs and supports all activities is implemented.

There is a quality enhancement framework that informs and supports activities but not consistently across the institution.

A quality enhancement framework that informs and supports all activities is under development.

There is no quality enhancement framework that informs and supports all activities.

Quality Enhancement Framework

Quality enhancement embedded within policies, processes and practices

Scheduled quality enhancement reporting and review cycle

Documented examples of best practice

2.2

Policies and procedures for regular reviews of units, courses, subjects and programs are implemented.

Number of units and programs reviewed as scheduled

Incorporation of review findings in future offerings

Regular unit and program reviews are undertaken and recommendations implemented.

Reviews of units and programs are implemented but not on a regular basis.

Awareness of the policy for regular reviews of units and programs is evident but it is not enacted.

There are no regular reviews of units or programs.

Scheduled review cycle

Regular reports on enhancements made to programs and units

Sharing of best practice

CriteriaPerformance

IndicatorExamples

Yes, and Yes Yes, But No, But No

SuggestedSources of Evidence

2.3

Evidence from multiple stakeholders is sought and referenced in unit, courses, subjects and program reviews.

Stakeholders involved in unit and program reviews

Evidence of stakeholder feedback being actively considered

Input from stakeholders is sought as a fundamental part of the review process.

Input from stakeholders is an integral part of the review process.

Input from stakeholders is acknowledged but not incorporated.

There is no stakeholder involvement in unit or program reviews.

Stakeholder advisory panels/groups

Student feedback system

Unit guide describes changes made following feedback from students

Input by community and stakeholders referenced through unit and program reviews

CriteriaPerformance

IndicatorExamples

Yes, and Yes Yes, But No, But No

SuggestedSources of Evidence

2.5

The University’s management structure promote enables and supports the achievement of excellence in teaching.

A University structure with clear learning and teaching reporting lines

The University structure facilitates the achievement of excellence in teaching.

There is a University structure in place but it does not consistently facilitate the achievement of excellence in teaching across the institution.

The importance of a University structure that promotes and supports the achievement of excellence in teaching is acknowledged, but the structure is not in place.

There is no recognition of the importance of the University structure in promoting and supporting the achievement of excellence in teaching.

Support structures are in place

Processes provide teaching and development support

Organisational Chart

Office Holders

Governance Map

L&T Committees

Member of Executive with responsibility for L&T

Associate Deans L&T

CriteriaPerformance

IndicatorExamples

Yes, and Yes Yes, But No, But No

SuggestedSources of Evidence

3.1

The University has Learning and Teaching Plans that develop and monitor teaching excellence.

There is a L&T Plan

Learning and Teaching Plan exists and measures reported against account-abilities.

A Learning and Teaching Plan that develops teaching excellence is implemented across the institution.

The Plan makes a difference

A Learning and Teaching Plan that develops teaching excellence is in place but is not applied consistently across the institution.

Enacted

A Learning and Teaching Plan that develops teaching excellence is under development.

Implied

There is no Learning and Teaching Plan under development or recognition of its importance

There is no L&T P.

University Learning and Teaching Plan

Faculty Learning and Teaching Plan that is aligned with the University Plan

Department / Program / Unit level learning and teaching plans

Regular assessment against stated Learning and Teaching goals

Review of goals for relevance and currency

CriteriaPerformance

IndicatorExamples

Yes, and Yes Yes, But No, But No

SuggestedSources of Evidence

3.2

The importance of teaching excellence is recognised in the University’s strategic and operational plans.

Evidence of active plans

Strategic and operational plans are in place and enacted at all levels of the institution.

Strategic and operational plans are developed but are not enacted consistently across the institution.

Strategic and operational plans are under development.

There is no recognition of the importance of teaching excellence in the University’s strategic and operational plans.

5 University Strategic Plan

6 Faculty and Department Learning and Teaching Plans

7 Learning and Teaching policies, procedures and guidelines

8

CriteriaPerformance

IndicatorExamples

Yes, and Yes Yes, But No, But No

SuggestedSources of Evidence

3.3

The University reviews policies to facilitate excellence in learning and teaching and performance outcomes.

Reporting cycles

Review cycles

Number of policies reviewed as scheduled

Policies reviewed and revised (dissemination of review findings)

Policy implementation of review

Regular and effective policy reviews are undertaken across the institution to facilitate excellence in learning and teaching and performance outcomes.

Policy reviews are undertaken to facilitate excellence in learning and teaching and performance outcomes but not consistently across the institution.

The importance of regular policy reviews to facilitate teaching excellence and performance outcomes is under development.

There is no acknowledgement of the importance of regular policy reviews to facilitate excellence in learning and teaching and performance outcomes.

Policy framework with transparent policy development process

Audit Regular

review cycle reported through University and Faculty Learning and Teaching Committees

Reports to academic governing body on policy adherence (need new word that gives value add) on improved outcomes

3. PRACTICES

This area acknowledges the relationship between institutional plans, priorities, strategies and statements with outcomesresources and teaching standards. It requires the use of a range of resources including time, human, physical, technological and fiscal financial.support and cover all aspects of learning and teaching. These r. Resources enable the appropriate recruitment, preparation, credentialing, induction and ongoing professional development of teachers across their whole career. esources are finite and the challenge for universities is to balance fulfilling their strategic and operational imperatives and provide an accessible and quality educational experience within the constraints of the resources available.

CriteriaPerformance IndicatorExamples

Yes, and Yes Yes, But No, But No

Suggested Sources of Evidence

4.1a

Learning and teaching is supported through dedicated resources for staffing

Proportion of budget allocated for learning and teaching staff

Student Staff Ratios

Member of the executive responsible for learning and teaching

Position descriptions specify learning and teaching outcomes

Professional development priorities, programs and activities

Workload models

Performance Management

4.1b

Learning and teaching is supported

Proportion of budget

Dedicated and appropriate

Resources are provided to

There is recognition as

There are no dedicated

Budget allocation

CriteriaPerformance IndicatorExamples

Yes, and Yes Yes, But No, But No

Suggested Sources of Evidence

through dedicated resources.

4.1b Learning and teaching is supported through dedicated resources for infrastructure and facilities.

allocated to support learning and teaching activities

Learning spaces

Proportion of budget allocated to support learning and teaching facilities

resources are provided to support learning and teaching.

ensure the University meets minimum standards in learning and teaching but these are not provided consistently across the institution.

to the importance of providing resources for learning and teaching but only limited resources are provided due to competing priorities.

resources for learning and teaching.

specifically to support learning and teaching

Current, appropriate and available technologies in place

Library plans and practices demonstrate learning and teaching priorities

Learning and teaching spaces are designed and managed to support learning and teaching

4.2 Appropriate resources are committed to support enhance the student-centred learning experience.

Investment per student (or similarly identified funding model)

Effective Staff :

The University commits resources to support student-centred learning to achieve its strategic

The University commits resources to support student-centred learning but not consistently

The University recognises the importance of committing resources to support student-centred learning, but

No resources are committed to support student-centred learning.

System for collecting feedback from students on their experience of the unit and teaching

CEQ –

CriteriaPerformance IndicatorExamples

Yes, and Yes Yes, But No, But No

Suggested Sources of Evidence

Student ratios

Funding provided to seek student feedback

objectives. across the institution.

other priorities prevent significant commitment.

Course Experience Questionnaire

PREQ – PG Research Experience Questionnaire

GDS – Graduate Destination Survey

AUSSE Good

Universities Guide

Student feedback actively sought and used

Modalities of teaching

Peer Review

4.3 University funding models recognise and reward teaching excellence.

Teaching Index

Proportion of learning and teaching budget that supports awards and

The University funding model allocates appropriate resources to support teaching excellence across the

The University allocates resources to support teaching excellence through its funding models, but

Funding models recognise the importance of teaching excellence but do not provide adequate funding due to

Funding models do not recognise teaching excellence.

PDR supported and funded

Academic promotion policies and practices support learning and

CriteriaPerformance IndicatorExamples

Yes, and Yes Yes, But No, But No

Suggested Sources of Evidence

grants institution. they are targetted narrowly due to competing priorities.

competing priorities.

teaching Learning

and Teaching Awards

Learning and Teaching Grants

4.4 The institution supports continuing professional development for learning and teaching.

Proportion of budget allocated to support professional development

Number of staff who undertake professional development

Number of learning and teaching seminars

Continuing professional development for learning and teaching is valued by the institution and resourced appropriately.

Continuing professional development for learning and teaching is valued but not adequately resourced.

Continuing professional development for learning and teaching is not consistently valued or resourced due to competing priorities.

Continuing professional development for learning and teaching is not valued or resourced appropriately.

Regular performance development and review cycle

Professional development available, funded and supported

Learning and teaching seminars and forums

Award bearing programs