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SUBJECT APPROVAL GUIDELINES

Date approved

21 May 2008

Date Guidelines will take effect

21 May 2008

Date of Next Review

  

Approved by

Academic Senate

Custodian title & e-mail address

Senior Manager, Policy and Governance Unit
governance@uow.edu.au

Author

Corporate Governance Officer

Responsible Faculty/Division & Unit

Policy and Governance Unit, Academic Registrar’s Division

Supporting documents, procedures & forms of these guidelines

Annual Audit of Subject Proposals Procedure
Form 5a – New Subject Proposal Form
Form 5b – Subject Proposal Form – Major Revision
Form 5c – Subject Proposal Form – Minor Revision

References & Legislation

Academic Review Policy
Graduate Qualities Policy

Audience

Public – accessible to anyone

Expiry Date of Guidelines

Not Applicable

  • Contents

1 Introduction/Background

    Not Available

2 Scope/Purpose

  • 1. The guidelines and downloadable templates are provided to assist staff to:
        • a. develop and write subject proposals and subject outlines,
        • b. obtain approval of subjects, and
        • c. develop resources for teaching

3 Definitions

    Not Available

4 New and Revised Proposals

  • 1. All new proposals must be submitted on the New Subject Proposal Form and all fields completed. All major revision proposals must be submitted on the Subject Major Revision Form and all relevant fields completed.
  • 2. All minor revision proposals must be submitted on the Subject Minor Revision Form and all relevant fields completed.
  • 3. Minor revision proposals cover:
        • a. Addition of delivery location
        • b. Deletion of delivery location
        • c. Change of subject name
        • d. Change of subject code
        • e. Changes to co/pre-requisites
        • f. Changes to restrictions/exclusions
        • g. Changes to assumed knowledge
        • h. Changes to textbook/learning packages
        • i. Minor changes to subject content
  • 4. All other changes should be considered major revision proposals. If unsure whether your proposed change is minor consult with your Faculty Education Committee Chair.

5 Subject Approval Guidelines

  • 1. The following provides a brief summary of the approval process for New, Revised and Deleted subjects. Proposers should consult with their own Faculty Officer to determine responsibilities, processes and timelines which operate within their Faculty.
  • 2. The responsibility for approving new, revised and deleted subjects has been delegated to Faculties on the understanding that the faculty implements appropriate quality control mechanisms. This includes consideration of resource implications and appropriate consultation with other academic and support units affected.
  • 3. The use of electronic signatures has been approved in principle. Until such time as secure processes for the use of electronic signatures has been established, Faculties are requested to retain a complete record of forms pertaining to subject approvals.

6 New Subject Proposals

  • 1. The subject co-ordinator completes a New Subject Proposal Form for all new subjects.
  • 2. The Academic Unit obtains approval through internal faculty approval mechanisms, ensuring that the subject proposal form is completed correctly and that any certification from relevant Units is attached.
  • 3. If the subject is part of a course proposal then the subject proposal is submitted as part of the course proposal and approval is sought as part of the course approval process
  • 4. If the subject is not part of a course proposal then after approval the Faculty Officer, or designated staff, enters the subject details into the web based subject database.
  • 5. In accordance with the Annual Audit of Subjects Proposal Procedure, faculties will be required to provide a summary listing of all new undergraduate and postgraduate subjects to the Policy and Governance Unit in September each year. The Audit subcommittee will select subjects from this list and Faculties will be requested to provide copies of completed New Subject Proposal forms for selected subjects.

7 Revised Subject Proposals

  • 1. Subject Coordinator proposes change(s) to subject(s).
  • 2. If the subject revision is MINOR in nature, eg. change of name; change of subject code; or change of prerequisite, then the Subject Proposal Minor Revision Form should be completed for approval by the Academic Unit.
  • 3. If the subject revision is MAJOR in nature, eg. major change of content; change of learning outcomes; or change of Graduate Qualities, then the Subject Proposal Major Revision Form should be completed for approval by the Academic Unit.
  • 4. Academic Unit obtains approval through internal approval mechanisms. Where the revision of the subject impacts on another academic unit (i.e. is a core subject or popular elective), then ensure appropriate consultation has taken place and any amendments / objections are considered.
  • 5. After approval the Faculty Officer, or designated staff, enters the subject revisions into the web based subject database.

8 Deleted Subjects

  • 1. Academic Unit obtains approval through internal approval mechanisms. Where the deletion of the subject impacts on another academic unit (i.e. is a core subject or popular elective), then ensure appropriate consultation has taken place and any amendments/objections are considered.
  • 2. The Faculty Officer, or designated staff, removes the subject from the web based subject database.

9 Guidelines for Writing New/Major Revision Subject Proposals

Section A

Subject Information

  • 1. A.1 The first part of the subject proposal form covers essential information as set out in a number of University publications and systems including the calendar, web based subject database and the student information system. The completed subject proposal should form the source document for these and other documents such as the subject outline provided to students.

Subject/Course Relationship

  • 2. A.2 This section relates to the position of the subject within a course as well as how it links with existing subject offerings. Please indicate whether the new or revised subject represents a new direction or in what ways the subject supplements existing offerings.

Subject Description

  • 3. A.3 This section describes the actual subject matter to be covered in the subject. Content is usually expressed in terms of topics, areas of study, units of work, practices, skills and/or questions. Please Note: The content description should be a concise outline of the main areas of study in the subject and should not exceed 100 words.

Goals and Outcomes

  • 4. A.4 The four column Goals and Outcomes table is to align learning outcomes, teaching methods, assessment methods, and graduate qualities. Graduate Qualities can’t be achieved by a single subject; their development is an ongoing process across an entire course or program. A subject must be part of that ongoing process. The learning outcomes of a subject must contribute to the development of Graduate Qualities, as indicated in the diagram below.
  • Image
  • 5. UOW is committed to developing graduates who are:
        • a. Informed
        • b. Independent learners
        • c. Problem solvers
        • d. Effective communicators
        • e. Responsible
  • 6. A.5 Graduate Qualities are aspirational qualities that UOW aims to progressively develop in students through learning and teaching at UOW. They articulate those aspects of UOW’s approach that are common across all faculties and operate to provide a common educational focus in all discipline areas. Some elements deal with discipline knowledge and its application, some with higher order thinking, some with generic skills and others with attitudinal/societal values.

Learning Outcomes

  • 7. A.6 Express the specific intended results of the subject. They are statements of the knowledge, understandings, and skills students are expected to achieve as a result of engaging with the content of the subject.
  • 8. A.7 Outcomes should express what students will be able to do and so typically include indicators or statements of observable behaviours that students demonstrate as they work towards the achievement of the subject outcomes. For example: analyse, identify, explain, describe, compare and contrast, perform, discriminate, discuss, critically evaluate, plan, report, build, design etc.

Teaching Method and Resources

  • 9. A.8 Describes the method of content delivery and how that method connects with identified learning outcomes. Also how resources and techniques will be used to align content with assessment and the University’s Graduate Qualities.

Assessment Method

  • 10. The learning outcomes should be used to plan and assess students' achievements, in other words the methods of assessment used in the subject.
    • For example if the outcome states that:
        • a. Students will be able to 'write a program to solve a two dimensional force problem', then writing the program is a logical assessment task.
        • b. Students will be able to 'critically evaluate the effect of anti-discrimination legislation on employment opportunities for Australian women', then a possible assessment task could be to prepare an essay on this topic.

      Then the assessment process should be consistent with and based on the learning outcomes and reflect the subject content. The methods of assessment need to provide a variety of appropriate ways for students to demonstrate what they know and can do i.e. their achievement of the outcomes.

Faculty and Discipline Graduate Qualities

  • 11. A.9 The Faculty and Discipline Graduate Qualities are interpretations of the UOW Graduate Qualities specific to a faculty or discipline, designed to reflect the particularities of that Faculty or discipline. Some faculties and disciplines may elect to adopt the UOW Graduate Qualities as their Faculty/Discipline Graduate Qualities: consult with your FEC to determine your faculty or discipline’s approach to Graduate Qualities.

Section B

Resources Impact Statement

  • 12. B.1 Items in this section of the proposal cover resource considerations, including mode of delivery, travel, and resource implications (both within and outside the faculty/unit.

Impact on Faculty / Academic Unit

  • 13. B.2 Budgetary constraints necessitate the inclusion of a statement explaining how this subject will be resourced, this relates to both the provision of tutors, equipment, teaching spaces, and travel to other campuses. The Dean of the relevant faculty (or delegate) is required to sign off on the faculty resource impact of a new subject proposal.

Impact on Academic Services Division

  • 14. B.3 A number of support units within the University have additional requirements to ensure provision of adequate infrastructure, learning support, library materials and quality assurance of production materials for flexible delivery. It is necessary to consult with the Library, CEDIR, ITS, and Learning Development prior to subject approval. Sign off approval by Library, CEDIR, ITS, and Learning Development is required. In instances where sign off by ITS is required, ITS will ensure that the three required signatures are provided after submission to the Lab Manager.

Learning Development Resources

  • 15. B.4 This section has been designed to assist both Learning Development and subject co-ordinators in ensuring Learning Development resources meet the needs of the proposed subject. Learning Development lecturers work with subject lecturers to assist their students to achieve subject learning outcomes by:
        • a. identifying possible learning strategies, subject design and resources to meet the needs of particular student cohorts (eg first year students, international students, students in transition years, students studying off- shore).
        • b. collaborating with subject lecturers to develop students' subject specific 'literacies' needed to complete assignment tasks. This could involve, for example, developing resources that assist students to:
        • c. write reflective journals, reports, essays, annotated bibliographies, theses etc
        • d. understand and demonstrate critical analysis within the context of a particular discipline
        • e. deliver oral presentations
        • f. develop skills in team-work
        • g. avoid unintentional plagiarism.
        • h. For examples of these strategies and resources: http://edsnet.cedir.uow.edu.au/ld_cases/ld_cases_new.aspx
  • 16. Learning Development lecturers also support initiatives within specific subjects as part of wider Faculty and University learning and teaching projects. More information can be provided by your faculty Learning Development representative.

CEDIR Resources

  • 17. B5
        • a. CEDIR staff provide assistance to university teachers in the design, prototyping and development of high-quality teaching and learning resources. For further information: http://www.cedir.uow.edu.au/CEDIR/services/serv_ps_learningdesign.html
        • b. Free production assistance can be negotiated under an annual Faculty Service Agreement. For further information: http://www.cedir.uow.edu.au/CEDIR/programs/fsa.html
        • c. WebCT Site and User checklists are available to assist subject developers quality assure their online subject prior to delivery.
        • d. Additionally, CEDIR will undertake at no cost, a technical review of a WebCT site on behalf of a faculty or individual subject developer. Requests for this service should be submitted to eTeaching Services.

Library Resources

  • 18. B.6 This section has been designed to assist both the Library and subject coordinators in ensuring library resources meet the needs of the proposed subject. Checking current library resources is an essential aspect of subject development. Library staff can assist with this process by identifying lists of appropriate current resources. Consultation with the Library is recommended for all subject revisions. This approach will ensure that resources can quickly be identified for purchase if the subject is approved.
  • 19. Each department/program unit may also have a representative on the Faculty library committee. This committee is responsible for making recommendations for library purchases.

Information Technology Services Resources

  • 20. B.7 Information Technology Services is able to support new subjects through computer labs, software licenses and general technology assistance. ITS support can greatly enhance the experience of students using University computing facilities, if unsure please contact the ITS Lab Manager

Section C

Faculty Approval

  • 21. C.1 This section is to note the approval of the subject by the Faculty Education Committee. It also confirms that resources and staffing are available for the subject, that all required quality assurance requirements have been met and that appropriate consultations have taken place. This section should be completed after all other section are completed.

10 Annual Audit of Subject Proposals

  • 1. All new subjects will be eligible for consideration as part of the annual audit process which occurs in the last quater of the academic year. A number of new subjects will be selected from each faculty at random, for auditing. Faculties will be required to provide the Policy and Governance Unit with a list of all new subjects and copies of New Subject Proposal forms for subjects selected for audit. The Audit Subcommittee reports to the Vice-Chancellor via the Deputy Vice-Chancellor (Academic). A list all of all new subjects and an audit report will be presented to the final Academic Senate meeting of each year. Please refer to the full details of the Annual Audit of Subjects Proposals Procedure

11 Roles & Responsibilities

    Not Available.

12 Version Control Table

Version Control

Date Effective

Approved By

Amendment

1

21 May 2008

Academic Senate

First Version

2

5 February 2009

Deputy Vice-Chancellor (Academic)

Migrated to UOW Procedures Template as part of the Policy Directory Refresh Project

Last reviewed: 25 June, 2009

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