010045 Reflective Academic Practice
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Subject handbook information prior to 2018 is available in the Archives.
Credit points: 6 cp
Result type: Pass fail, no marks
There are course requisites for this subject. See access conditions.
Description
This subject enables participants to extend their awareness of the broader context of academic work in a practice-oriented university. Participants have the choice of exploring a wide range of topics relevant to their academic work, including research supervision or research-led teaching in their discipline. Credit can be gained towards subject completion by participating in professional development activities offered in the University such as the LEAP modules on entrepreneurship or project management. The subject also provides an opportunity for participants to reflect on their learning over the course as a whole and identify practical learning outcomes for their own practice.
Subject learning objectives (SLOs)
| a. | identify meaningful dimensions of academic work related to their own work |
|---|---|
| b. | reflect on an aspect of their scholarly academic work |
| c. | relate learning to the higher education, university and/or academic contexts in which they work |
| d. | revise learning from previous subjects |
| e. | justify the practical significance of learning to their own practice |
Contribution to the development of graduate attributes
The course aims to encourage students to develop:
- an understanding of different ways of thinking about university teaching, and the consequences for student learning, to enable them to make informed decisions about their approaches to teaching, subject design and assessment in a variety of contexts and with a diversity of students (relates to professional and intellectual attributes)
- an ability to reflect critically on and evaluate their own teaching and subjects and make changes aimed at improving their students' learning (relates to professional and intellectual attributes)
- a commitment to scholarship in teaching and to self-directed continuing teaching development (relates to professional and personal attributes)
- broader awareness of the higher education and academic career contexts in which they work, to assist them to develop their academic potential more effectively (relates to professional and personal attributes).
Teaching and learning strategies
This subject entails undertaking scholarly learning activity that may focuses on any aspect of the subject participants academic work. The scholarly learning activity is negotiated with a project adviser. Activities could include participating in and reflecting on learning from formal learning programs, or engaging in an aspect of academic practice which is relatively new to you and reflecting on what you have learned from your engagement.
Content (topics)
This subject includes core and negotiated components. The core component focuses on the different types of scholarship in academic work, following Boyer (1990) and Sandmann (2002), and reflection on the implications of these kinds of scholarship for academic work in differnet disciplines. The negotiated content varies depending on the focus of the scholarly learning activity.
Assessment
Assessment task 1: Scholarly learning activity proposal
| Objective(s): | a | ||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 10% | ||||||||||||
| Criteria: |
| ||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Scholarly learning activity
| Objective(s): | a, b and c | ||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Type: | Project | ||||||||||||||||
| Weight: | 60% | ||||||||||||||||
| Criteria: |
| ||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 3: Course portfolio
| Objective(s): | b, c, d and e | ||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Type: | Portfolio | ||||||||||||||||||||||||
| Weight: | 30% | ||||||||||||||||||||||||
| Criteria: |
| ||||||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Minimum requirements
Participants in this subject are required to participate in 24 hours of concurrent teaching in higher education. Participants will provide evidence of participation in teaching and learning action learning project. Participants who do not provide evidence of participation in work experience will not have their assignments assessed.
References
Glassick, C.E. (2002) The four scholarships. HERDSA News, 24 (1), 1-4.
Jenkins, A., Healey, M. and Zetter, R. (2007) Linking teaching and research in disciplines and departments. York: Higher Education Academy. Retrieved June 4, 2007 from: https://www.heacademy.ac.uk/research/LinkingTeachingAndResearch_April07.pdf
MacFarlane, B. (2007). The Academic Citizen: The virtue of service in university life. London: Routledge.
Sandmann, L.R. (2002) Serving society: The scholarship of engagement. HERDSA News, 24 (2), 4-7.
UTS Human Resources Unit (2006) Annual Academic Promotion Guidelines Sydney: UTS Internal Document https://www.hru.uts.edu.au/manual/5rem/5_12.pdf
