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| | * Professional staff in the School of Computer, Data and Mathematical Sciences. | | * Professional staff in the School of Computer, Data and Mathematical Sciences. |
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| − | Rather than a prescriptive set of rules and requirements, the guide is intended as a co-produced collection of ideas and best practice guidelines around the complex but rewarding role of subject coordination. The focus of the guide is on the practical experience of delivering a subject. It contains:
| + | The focus of the guide is on the practical experience of delivering a subject. It contains: |
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| | * Descriptions of key activities, responsibilities and resources. | | * Descriptions of key activities, responsibilities and resources. |
| | * Details of staff and areas involved. | | * Details of staff and areas involved. |
| − | * Summaries of and links to relevant policies and processes. | + | * Summaries of and links to relevant policies and processes. |
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| − | = Subject design and development =
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| − | Each new teaching session provides the opportunity to update subjects to ensure that they maintain their currency and incorporate improvements that enhance the learning experience for students.
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| − | One key activity that needs to be undertaken in order to prepare for a teaching session relates to the review and update of the subject documents and subject learning resources. The review of these documents and resources should take into account feedback from all staff responsible for the delivery of the subject, including those located at partner and offshore campuses.
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| − | == The subject documents ==
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| − | The subject template, subject outline and learning guide comprise the official subject documents. Together, these documents communicate the Subject Coordinator’s plan and vision for how the subject will be delivered. These are binding documents and are essentially a contract between the University and students that describe what is taught in the subject and how it will be assessed. As such:
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| − | * The subject outline and learning guide must be consistent with the content of the subject template approved by the School Academic Committee.
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| − | * The documents must be reviewed and updated in accordance with both University and School of Computer, Data and Mathematical Sciences requirements.
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| − | === The subject template ===
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| − | The subject proposal and variation form (Form D23) (the subject template) outlines the framework of a subject. Details regarding outcomes, assessment, content, subject descriptions, modes of delivery etc. are all recorded on this document.
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| − | === The learning guide ===
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| − | Learning guide preparation occurs for all course work subjects. Where a subject is delivered to students in an offshore location or at a third party provider, learning guides are also required to be prepared so that the curriculum is internationalised and inclusive.
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| − | ==== What needs to be included? ====
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| − | Learning guides are a combination of generic information (e.g. plagiarism, referencing) and subject specific content:
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| − | * The generic sections will be updated, if required, by the Education and Program Support team prior to sending the guide to the Subject Coordinator.
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| − | * The subject-specific content – and the work required to prepare it – will vary depending on the type of subject, whether new learning methods are being introduced and developments in the course to which the subject belongs.
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| − | === The subject outline ===
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| − | The subject outline is a summary of the approved subject template. Mandatory content to be included in the subject outline is governed by policy and a University-wide template. Updating this document is carried out via the Subject Variation process. Subject Outlines are published by the Course Data Management team (CDM) via the Online Handbook and are made available to students two weeks prior to the start of each session.
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| − | See also Process for updating the subject outline and learning guide
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| − | == Updating the subject documents ==
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| − | At a minimum, the Subject Coordinator will update the learning guide to reflect changes within the discipline area, revise assessment tasks to reduce opportunities for plagiarism, and respond to Student Feedback on Subject (SFU) and Student Feedback on Teaching (SFT) (if available).
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| − | Subject Coordinators may also be looking to incorporate new approaches to delivering the subject, such as engagement opportunities and teaching methods that accommodate different learning styles.
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| − | As part of the update, consider the subject’s role in the structured learning sequence for the course. The course context may determine aspects of the assessment activities, student skills development or graduate attributes development.
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| − | === Updates to learning guides ===
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| − | The content of the learning guide and subject outline must correspond to the approved subject template. Any proposed change to the information in the subject template will require a subject ‘variation’ in order for the corresponding change to be considered for approval before changes are made to the subject outline and learning guide.
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| − | The process to have a subject variation endorsed and approved is lengthy. It is therefore recommended that subject variations are initiated well in advance of the teaching session for which the change is to take effect. Subject Coordinators should discuss any proposed changes with their Director, Academic Programs in the first instance.
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| − | Contact the [[Academic Support#Course Quality Officer|Course Quality Officer]] to confirm the process and timelines for changes or variations to subject information.
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| − | Examples of updates which may be made at the discretion of the Subject Coordinator:
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| − | * Change to the assessment question or details of the assessment.
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| − | * Change to the order of topics or content.
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| − | * Change to the reading list and journals, references, websites.
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| − | * New textbook (as long as it is approved by the Deputy Dean and the Director, Academic Program and other academic teaching the subject).
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| − | Examples of changes requiring a subject variation:
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| − | * Subject title change (other than typographical errors).
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| − | * Credit points of the subject.
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| − | * Learning outcomes.
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| − | * Weighting of assessment tasks.
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| − | * Assessment type, e.g. change a written report to an oral exam.
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| − | * Change to content.
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| − | === Australian Qualifications Framework (AQF) ===
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| − | The [https://www.aqf.edu.au/ AQF] provides the standards for Australian qualifications and it underpins national regulatory and quality assurance. It is an integrated policy that states (amongst other things) the:
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| − | * learning outcomes for each degree level and qualification type; and
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| − | * specifications for the application of the AQF in the accreditation and development of qualifications.
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| − | ==== What the AQF means for your subject ====
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| − | Each subject needs to state in the learning guide how the particular subject learning outcomes help to develop the course learning outcomes. In addition, each learning guide should indicate how the assessment contributes to the overall assessment of the course learning outcomes.
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| − | If your subject is responsible for assessing any of the course learning outcomes, please be aware that you may need to collect student assessments and additional data for reporting purposes. The Quality and Accreditation team will advise you if this is necessary and how this is to be done.
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| − | === Changes during the teaching period ===
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| − | Once a learning guide is approved, it cannot be changed during the teaching session. If any changes occur that affect the information provided in the learning guide, students should be advised in class, on vUWS and by email.
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| − | === Process for updating the subject outline and learning guide ===
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| − | The subject outline needs to be publicly available two weeks prior to the commencement of each session in which the subject is taught and will be released by the CDM team through the online student Handbook. The learning guide needs to be publicly available one week prior to the commencement of each session in which the subject is taught, through the Library’s electronic repository and on vUWS. Master copies are held by the EPS team and can also be found on the Library website and in TRIM (the University’s record information system).
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| − | The process to update the learning guide is outlined below.
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| − | # Login to https://lgms.westernsydney.edu.au/ using your WSU credentials.
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| − | # Select the learning guide to update.
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| − | # Provide all of the required information and submit.
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| − | The learning guide will then be sent to the [[DAP]] for approval. If any changes are required the learning guide will be sent back to the coordinator to make the changes. Once approved the Subject Coordinator will be notified and the learning guide will be sent to the Library.
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| − | The Subject Coordinator must ensure that students are aware of and able to access the learning guide within vUWS one week prior to the teaching period.
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| − | == Subject learning resources ==
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| − | Asynchronous online activities and online lectures (lecture pods, screen captures with voice-over etc.) will increasingly constitute the primary form of subject delivery as most teaching will be delivered on-campus in blended format. These primary delivery modes will be supplemented by face-to-face tutorials or additional online activities that provide opportunities for enrichment, clarification and elaboration.
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| − | The School also delivers a number of fully online courses at both undergraduate and postgraduate level, as well as offering subjects delivered off-shore and on-shore at our Sydney City Campus (SCC).
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| − | As such, Subject Coordinators need to produce subject learning resources to accommodate these delivery modes.
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| − | === Online learning resources ===
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| − | The design of essential learning resources should be learner-centred and fit for purpose. Copyright requirements must be taken into account to minimise the risk of copyright infringement.
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| − | Learning resources, which can be created and curated, include (but are not limited to):
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| − | * Online lectures (e.g. lecture pods, screen captures with voice-over, narrated slideshow)
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| − | * Interactive learning objects
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| − | * Open education resources
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| − | * Adaptive / responsive learning activities
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| − | * Simulated online learning environment
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| − | It is expected that the production (and revision) of most of the essential learning resources will be completed prior to the commencement of a teaching period and meet copyright requirements.
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| − | In addition, Subject Coordinators are encouraged to produce just-in-time learning resources, which aim to enhance the currency and relevancy of the subject teaching with what is happening outside the classroom, and / or other associated online resources, which aim to assist students in preparing for assessments.
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| − | These resources can be produced ‘on-the-go’ during a teaching period.
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| − | === Lesson plans ===
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| − | Each weekly classroom session should be planned to the degree that all students can have an equitable, coherent and consistent opportunity to interact with their peers and the content of the weekly lesson. The lesson plans should be transparent and available to both tutors and students so that all participants can understand what is expected for each week, prepare properly, and thus contribute to the overall success of the session.
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| − | Lesson plans should indicate or include links to the content under study for the week. They should include activities for interacting with the content before class in order to prepare, the collaborative activities to be completed while together, and any follow up activities including submissions or other assessable activities and documents.
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| − | Lesson plans should indicate the relevance of activities to the larger syllabus design including how activities are linked to each other, to the assessments, and to the outcomes of the subject and the course. The Curriculum Advisors are well prepared to offer assistance in the overall planning, or in the actual design of activities, and use of technology to support those activities.
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| − | === Learning activities ===
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| − | The weekly sessions are intended to be collaborative in nature. This is the chance for students to meet with peers to discuss, check their understanding and otherwise interact with the content and each other to socially construct new ideas around that content.
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| − | One key to engagement is ensuring that students understand the point of any activity. As noted, each activity should be mapped to the larger syllabus and curriculum. Another key to engagement is ensuring that students know what to do. Each activity should be planned to the degree that the students can follow the directions and reach the same outcome.
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| − | ==== Embedding course learning outcomes in learning activities ====
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| − | Course learning outcomes should be embedded in both learning activities and assessment. Subject Coordinators must ensure that students are provided with appropriate learning, teaching and assessment experiences that will enable them to develop and demonstrate that they have achieved the subject learning outcomes that contribute to the achievement of course learning outcomes. See also Assurance of Learning (AoL)
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| − | === Textbooks ===
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| − | ==== Reviewing the textbook ====
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| − | By keeping in contact with publishers, the Subject Coordinator will become aware of updates or new texts as they become available. A suggestion is to maintain a table of pros and cons of texts examined during the teaching session so that it can be referred to as necessary.
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| − | Approval to change a textbook requires agreement from the Deputy Dean, Director, Academic Program and other academics teaching the subject. This ensures there is no perceived conflict of interest, such as when, for example, the Subject Coordinator is co-author of a proposed text.
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| − | ==== The Co-op ====
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| − | The Co-op is the bookstore, from which students obtain their textbooks.
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| − | Prior to the start of the teaching session, The Co-op sends an email to Subject Coordinators with a link to an online ordering form.
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| − | If the previous teaching session’s textbook is being used, The Co-op will use previous sales to determine how many to reorder. If the textbook is being changed, it will need to be ordered several weeks ahead of the teaching session.
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| − | There may be considerable costs associated with the late ordering of texts, in particular if they need to be shipped urgently. For this reason, The Co-op will email Subject Coordinators well in advance of the teaching session (for example, in October for texts required the following year).
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| − | === vUWS (learning management system) ===
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| − | [https://vuws.westernsydney.edu.au/ vUWS] (pronounced ‘views’) is the University’s Blackboard based learning management system. All subjects have a presence on vUWS where students can access subject documents and other learning materials and participate in online activities and assessment.
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| − | ==== Setting up vUWS ====
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| − | Although the Subject Coordinator is responsible for setting up and maintaining the subject’s vUWS site, advice and technical support is available from the Digital Futures team as follows: Email dft@westernsydney.edu.au
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| − | The subject’s vUWS site must be set up according to the Western Sydney e-learning basic standards and needs to be made available to students one week prior to the start of the teaching period. When setting up a subject on vUWS, do not assume students (and staff) know how to find their way around it. Include information to help them navigate, such as where to find particular documents (e.g. ‘under the X tab’).
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| − | === Copyright considerations ===
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| − | Copyright is a legal matter governed by the Australian Copyright Act, 1968,
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| − | The Copyright Act, 1968 was amended in 2017.
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| − | The previous Statutory Licences called Part VA and Part VB have been replaced by a single statutory licence provision- Section 113P and a new provision for copying material for students with a print disability.
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| − | Universities Australia in 2018 will negotiate new statutory licence agreement with the Copyright Agency (text and images) and Screenrights (broadcasts)
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| − | All staff must meet Copyright Requirements which are based on:
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| − | * The Australian Copyright Act.
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| − | * The University Copyright Policy (soon to be updated) https://policies.westernsydney.edu.au/document/view.current.php?id=148
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| − | * Section 113P remuneration agreements with the Copyright Agency (for text and graphics) and Screenrights (for broadcasts) and their associated obligations.
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| − | * Section 200AB Copyright Act, a special flexible dealing provision for using video clips and other copyright material which meets the test required.
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| − | * The Commercial Music Licence (for sound recordings)
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| − | * Terms of service for websites such as YouTube, Prezi, Vimeo, other external platforms and services.
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| − | * Terms of licences for Creative Commons and Open Access content.
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| − | * Other copyright content which may have terms and conditions of use.
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| − | * The terms and conditions of use for the Library’s eResources. (ebooks and ejournal articles)
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| − | It is important to be familiar with copyright requirements if you are considering uploading third party material to vUWS and or external platforms or services such YouTube or Vimeo, designing online resources or recording lectures.
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| − | Copyright Requirements are:
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| − | * To use the single copyright notice when using text and images (from print sources, internet and electronic resources) in lecture notes and other learning content) and recorded broadcasts in vUWS.
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| − | * To meet the copying and communication limits in the Remuneration agreement with the Copyright Agency for using text and images (10% of a book or 1 chapter and any image from a book, internet or electronic source).
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| − | * To use the Sound Recording Notice when using and sound recordings (from any source) in vUWS.
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| − | * To use the Video clip Notice when using video clips from other sources but not from broadcasts.
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| − | * To show the Lecture Recording Notice at the beginning of a lecture when it is being recorded by Panopto.
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| − | * Notices are available at https://tinyurl.com/ycb228so
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| − | * Readings for vUWS to be emailed to ReadingDirect@westernsydney.edu.au Readings Direct will create links for your Readings in a Reading List.
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| − | * Best practice is to link to content on websites unless it can be downloaded and shared
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| − | * When using External platforms or services such as YouTube, Vimeo it is essential to use only originally designed content and or Creative Commons or Open Access content that can be shared.
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| − | * Ensure that Creative Commons content are attributed appropriately and a link to the CC Licence is provided.
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| − | * To minimise the risk of copyright infringement.
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| − | ==== Access for teaching staff ====
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| − | Access to the subject vUWS site is provided by entering the relevant staff or team ID number into the eLearning Designer Management Module (EDMM) within vUWS.
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| − | It is recommended that the Subject Coordinator give ‘Teaching Assistant’ access to other academics teaching the subject. This will allow them to participate in online activities such as marking online, wikis and assessment discussions.
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| − | ==== Learning vUWS ====
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| − | Help with vUWS is available from:
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| − | * The Digital Futures Team via dft@westernsydney.edu.au
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| − | * IT Service Desk (9852 5111)
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| − | * Online webinars. Register for these on the Staff Online system.
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| − | === Library ===
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| − | The Western Sydney Library can assist Subject Coordinators in the following ways:
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| − | * Academic induction: All new Subject Coordinators are encouraged to arrange an informal induction meeting with the [[Academic Support#School Librarian|CDMS Librarian]].
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| − | * Formulate reading lists for subjects. This will normally be when the learning guide is being prepared, and prior to School Academic Committee meetings when the new subject or subject template variation documentation (form D23) is being put together.
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| − | * Organise student access to items on the reading list. (The Library will refer to the learning guide for this.) Liaise directly with Readings Direct Team or Librarian as above. Required readings will be placed on closed reserve and Reading and Resources list on vUWS.
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| − | * Update existing reading lists with new editions.
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| − | * Recommend newly published material.
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| − | * Suggest resources such as videos that are relevant to course content and assessment activities.
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| − | * Suggest new eBooks which may assist with teaching and blended learning.
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| − | * Purchase new books and resources suggested by the Subject Coordinator.
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| − | * The Library’s Academic Literacy Advisor and the [[CDMS Librarian]] can assist with support material and activities for developing academic and information literacy skills. Please see the Library’s Literacy Support page for more details about this service.
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| − | === Copyright Advice about Readings ===
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| − | It is essential to ensure that readings scanned from print, web or electronic resources meet the copying and communication limits imposed by the remuneration agreements with the Copyright Agency:
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| − | * Readings must be sent to the Library’s Reading Direct Service for processing, email: ReadingDirect@westernsydney.edu.au
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| − | These limits are:
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| − | * One chapter or 10% of the total pages of a book per Unit of Study per Semester.
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| − | The limitation that only one chapter of a book can be communicated across the University and other chapters from the same book for different Subjects could not be communicated at the same time does not apply any more. This means that if Subject AB327 requires a chapter of the book The Truth Machine: The Blockchain and the Future of Everything by Paul Vigna and Michael J. Casey, St. Martin’s Press (February 27, 2018). ISBN:9781250114570 and a Subject CD279 requires a different chapter from The Truth Machine, both chapters can be delivered online to the different Subjects at the same time.
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| − | * One journal article or two or more articles from a single journal issue from print or web based journals (not journal articles).
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| − | More than 10% of a book can be copied and communicated if the book is not commercially available within a reasonable time at an ordinary commercial price.
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| − | This means if a book required for your Subject and is not commercially available please contact the Copyright Officer for advice and verification that the book can be copied and communicated. Email the University Copyright Officer via; f.hill@westernsydney.edu.au
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| − | = Subject quality =
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| − | At the end of each year Subject Coordinators should complete a review of the subject in conjunction with the Director, Academic Program which may include:
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| − | * Data from the student feedback on the subject (SFU) and teacher (SFT) surveys.
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| − | * A discussion of issues that may have impacted on subject outcomes.
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| − | * Actions planned to address sessional staff with low evaluations.
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| − | * Areas identified as needing action.
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| − | * Planned actions for improvement.
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| − | == Student feedback on the subject (SFU) and teacher (SFT) ==
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| − | The University collects student feedback via the following surveys, distributed at the conclusion of each teaching session.
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| − | * Student feedback on subject (SFU): An online survey that allows students to provide feedback on subject content and design, learning guides, teaching methods and materials, and assessments. A link to the survey is emailed to students by the Office of Quality and Performance and reminders will be placed on each vUWS site.
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| − | * Student feedback on teaching (SFT): An online survey that allows students to evaluate the teaching of their lecturer. Individual teachers who wish to participate may complete an online order for survey forms. The School of Computer, Data and Mathematical Sciences has a requirement that all sessional staff conduct an SFT survey every time they teach.
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| − | === Subject Coordinator responsibilities ===
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| − | Subject Coordinators have a number of responsibilities in regard to SFUs. These include discussing the survey results with other academics and professional staff involved in the subject, and using the results to identify ways to improve the subject quality. SFT survey results are reported to individuals only however staff should discuss their results with the supervisor as part of their professional development. Refer to the policy for the full list of responsibilities.
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| − | === Obtaining past feedback ===
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| − | Past SFU feedback and statistics (if available) can be obtained from the Office of Quality and Performance Surveys Team.
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| − | == Assurance of Learning (AoL) ==
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| − | In support of the School’s AoL process, course learning outcomes (CLOs) and related criteria are mapped to specific subjects. Check the relevant CLO map for your subject and major.
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| − | If your subject is responsible for one or more CLO criteria, you will need to do the following actions. All of these actions should be performed in consultation with the Curriculum Advisor:
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| − | * Map the criteria to an appropriate assessment task. Your subject may be responsible to Introduce, Develop, or Assure the criteria.
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| − | * Add the matching rubric criteria and standards to the existing rubric for the assessment.
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| − | * Ensure the rubric wording suits the task, or adjust accordingly. Any changes to the rubrics need to be agreed with the Curriculum Advisor.
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| − | * Design / ensure a process to extract the results of each specific CLO criteria from the larger rubric. Contact the School’s Curriculum Advisor if you require assistance.
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| − | * Plan suitable classroom activities to Teach, Practice, and / or Assess the criteria.
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| − | * Ensure that the relevant information is included at the appropriate places in your learning guide for each semester.<br />
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| − | * Be prepared to report on the CLO criteria assessment when requested. This includes:
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| − | ** Ensure that all teaching staff are aware of duties pertaining to marking using CLO rubrics.
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| − | ** Participate in Closing the Loop to promote continuous improvement.
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| − | = Student support =
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| − | Western Sydney University’s core objective is to be a distinctively student-centred University.
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| − | == Graduate attributes ==
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| − | The curricula of all Western Sydney subjects are designed so that students acquire a set of knowledge and skills by the time they graduate.
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| − | In addition to subject-specific knowledge, subjects are designed with consideration as to how they will advance a University-wide set of attributes.
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| − | * Enacts the principles of intellectual enquiry.
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| − | * Applies knowledge and skills to curate and communicate ideas truthfully, with purpose and impact.
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| − | * Demonstrates a commitment to life-long learning.
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| − | * Actively collaborates in partnership, with respect and reciprocity.
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| − | * Acts ethically and responsibly with and for indigenous Australian peoples and communities.
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| − | * Contribute to a sustainable diverse and socially just world.
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| − | == Student support and wellbeing ==
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| − | | |
| − | The University has a range of services to support students.
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| − | === Subject related matters ===
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| − | For advice on subject-related matters, students are encouraged to contact Student Experience Administration team in the first instance. If the Student Experience Administration team cannot resolve a matter, they will refer it to the Subject Coordinator.
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| − | Subject Coordinators are asked to advise their availability times for student consultations to the Student Experience Administration team.
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| − | === Student learning support ===
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| − | There are workshops and programs provided by the University to help students with their academic development and support student success.
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| − | | |
| − | === Student equity and disability ===
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| − | ==== Academic Integration Plans (AIPs) ====
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| − | Academic Integration Plans (AIPs) are developed for students with a disability or chronic health condition. Each plan stipulates the adjustments that the individual student will require to be implemented in order to compete academically and participate fully in the University experience.
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| − | The AIP is developed by a Disability Advisor after a comprehensive assessment has been undertaken. The Disabilities Unit sends a copy to the student’s Subject Coordinators and the Student Experience Administration team.
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| − | The Subject Coordinator details on the AIP are downloaded from Callista by a Disabilities system called DiPSM. If the Subject Coordinator details are incorrect and you receive an AIP in error, please advise the Student Experience Administration team (not Disabilities).
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| − | Subject Coordinators need to:
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| − | * ensure that tutors of classes in which the student is enrolled are familiar with and acting on the requirements of the AIP.
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| − | * discuss any issues that arise with the Disabilities Unit.
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| − | * If the subject has a mid-session exam, the Student Experience Administration team will:
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| − | ** Contact the Subject Coordinator to obtain the details (date, time).
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| − | ** Make the necessary arrangements for the student via the Disabilities Unit, and advise the Subject Coordinator of the arrangements.
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| − | ** Organise the required number of copies of the exam paper in the correct format (electronic text, larger font, coloured paper, etc.).
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| − | = Other administrative activities =
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| − | == System access ==
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| − | === Callista (student records system) ===
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| − | Callista is the student records system. It contains information that may be useful to the Subject Coordinator such as whether students have been enrolled in the subject previously and their grades. This information is available upon request from the Student Experience Administration team.
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| − | Some academics also have access to Callista; however, the system can require a steep learning curve.
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| − | === Allocate+ (class lists and timetables) ===
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| − | Allocate+ is the online system that students use to register for tutorials and classes, using a preference system. It will also create a personal timetable and allows the student to view the exam timetable.
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| − | For the purposes of subject coordination, the system is also used to obtain class lists. Subject Coordinators are given access to the system and may also request access for the subject teaching staff. Training on the system is available from the Student Experience Administration team.
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| − | Leading up to the census date (official deadline for finalising enrolment and fees for each teaching session), the Student Experience Administration team will run out a class list and send it to the Subject Coordinator.
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| − | == Timetables and tutorial allocation ==
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| − | Several weeks before undergraduate students need to register for classes, class timetables are released for Subject Coordinators to view in Allocate+.
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| − | The Subject Coordinator responsibilities are as follows:
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| − | * Review the timetable and ensure the details are correct and appropriate, for example:
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| − | ** ensure rooms allocated will accommodate the number of students;
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| − | ** ensure that students whose class falls on a public holiday will not be disadvantaged;
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| − | ** check that teaching staff will be available at the assigned times.
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| − | * Advise the Student Experience Administration team which tutorials are to be opened.
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| − | * Advise the Student Experience Administration team of the names of teachers for each class.
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| − | * If amendments are not required, advise the Student Experience Administration team that the timetable is approved.
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| − | * If amendments are required, send the changes back to the Student Experience Administration team, who will forward them to the Director, Academic Program for approval.
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| − | Following approval, the Student Experience Administration team will advise the timetabling staff. The tutorial timetable is then opened for students to register for specific classes. Registration is opened at least a month prior to the start of session.
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| − | == Rule Waiver requests ==
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| − | Students may submit an online Rule Waiver Request if they wish to:
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| − | * Enrol in a subject that has requirements or rules they have not met.
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| − | * Apply to enrol in a subject on a campus other than their home campus.
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| − | * Enrol after week two.
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| − | * Enrol in more subjects than the maximum permitted credit points for session.
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| − | A student must provide a valid reason for their request, for example, documented evidence of a clash.
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| − | The Academic Course Advisor determines the outcomes of requests. The advisor receives an alert email when a Rule Waiver request has been lodged via e-Forms. Once a determination has been made, the student’s details are manually updated by the Enrolments area.
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| − | == Attendance ==
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| − | === Undergraduate subjects ===
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| − | Attendance must be taken in all first year tutorials or workshops during the semester.
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| − | Detailed instructions will be provided to tutors on how attendance must be collected and submitted.
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| − | The Student Experience Administration team will monitor first year attendance for the purpose of identifying at risk students.
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| − | Beyond first year, the requirement for a class roll depends on whether attendance is part of the assessment criteria. Barcode scanning is available on request, otherwise a roll is required. The Subject Coordinator or teaching staff needs to create and maintain a roll for each class. The Student Experience Administration team can provide class lists, as well as a pre-formatted attendance spreadsheet.
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| − | === Postgraduate subjects ===
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| − | An attendance roll is kept for all classes, if a student’s name does not appear on the roll then students must contact the Student Experience Administration team. Students are contacted to advise they may be at risk of failing and if appropriate, advise them to withdraw from the subject. The triggers that are identified are non-attendance of class.
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| − | == Requests for extension ==
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| − | A student may request an extension of the due date for an assessment by submitting a Request for Extension form directly to the Subject Coordinator.
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| − | If a student has been unable to deliver the form to the Subject Coordinator, the Student Experience Administration team can assist by scanning the form to the student’s email account. The student can then forward the form to the Subject Coordinator by email.
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| − | The Subject Coordinator assesses the request and advises the student of the outcome via the students Western Sydney email address, as soon as is practicable. If necessary, the coordinator may wish to contact the student to discuss the matter.
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| − | == Special Consideration ==
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| − | Special Consideration is given to students whose performance during the teaching session, in an assignment or in an exam has been affected by serious misadventure, accident or extenuating circumstances beyond their control.
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| − | Special Consideration does not exempt students from achieving subject learning outcomes, or allocate additional marks or change grades. Instead, it provides alternative ways in which students may be assessed so they are not disadvantaged. It also means that those circumstances are taken into account when calculating grades.
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| − | === Special Consideration process ===
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| − | # Students apply for special consideration using the Special Consideration and Deferred Exam eForm. Electronic copies of supporting documentation must be attached to the form.
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| − | # The eForm is received by Student Central, who reviews the supporting documentation to ensure it is within policy. If special consideration meets policy Student Central forward the application to the Subject Coordinator for assessment and outcome.
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| − | # If the special consideration request has met policy, the relevant Subject Coordinator receives an email alert that the application is awaiting action.
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| − | # The Subject Coordinator assesses the application, determines the outcome and completes and submits the application form.
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| − | # The student receives an email advising outcome of application.
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| − | | |
| − | === Assessing an application ===
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| − | The following guidelines apply to the Subject Coordinator’s assessment of an application for in-teaching-session applications, or for Final/Deferred exams:
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| − | * The Subject Coordinator assesses and approves all applications except Re-assessable Fail and Final Deferred Examination related requests.
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| − | * If the application applies to a deferred exam, once the Subject Coordinator has assessed the application, the Dean (or nominee) will need to provide final approval.
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| − | * The Subject Coordinator must be satisfied that the reasons and documentation provided by students are truthful and have not been altered.
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| − | * A student may be interviewed if this will assist in making the decision.
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| − | * Consult the relevant Academic Course Advisor or Director, Academic Program, if necessary, for advice.
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| − | * If a Special Consideration application is upheld, the Subject Coordinator determines the most appropriate action, e.g. a supplementary exam or aggregating completed assessment tasks (except for Re-assessable Fail or Final Deferred Exams). The policy lists the possible outcomes.
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| − | == Review of Grade ==
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| − | Students may apply for a review of grade if they believe their performance in a subject was compromised by one of the following factors:
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| − | * The Subject Coordinator did not provide a subject outline as required.
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| − | * The assessment requirements as specified in the subject outline were varied in an unreasonable way, or prejudicially applied to the student.
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| − | * A student is of the view that a clerical error has occurred in the computation of the grade.
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| − | * Due regard has not been paid to the evidence of illness or misadventure.
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| − | * A clerical error has been made in the calculation of the mark/grade.
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| − | Students are encouraged to first discuss the matter with the academic staff member who responsible for the marking of the assessment item. If the student believes an error persists, they may lodge a Review of Grade eForm through Western Central.
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| − | The Subject Coordinator reviews the application and provides a written response. The Dean (or nominee) considers the student’s application and the response from the Subject Coordinator and makes a determination.
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| − | == Supplementary examinations ==
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| − | If a student fails their final subject, which then prevents them from completing the course and graduating, the student can apply for a supplementary exam by emailing their details to [[CDMS Dean]].
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| − | All requests for supplementary exams are coordinated by the Student Experience Administration team. If a student sends a request directly to the Subject Coordinator, it should be forwarded to [[CDMS Dean]].
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| − | The School adopts a uniform approach to the granting of supplementary exams.
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| − | * All students will have a maximum of three opportunities to complete a final exam: main exam, deferred exam, and one supplementary exam opportunity.
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| − | * A supplementary exam will only be approved where the severity and/or gravity of disruption or circumstances is of such an extreme nature that the student will not be able to sit the exam and where a rescheduling of the exam is demonstrated to be the only reasonable option.
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| − | * Special Consideration application for an additional supplementary exam must not be approved. Instead, UCs should indicate the “give the student a final grade of ‘I’ to be resolved by no later than the next census date” option and refer the student to the Director of Undergraduate Programs or to the Postgraduate ACA who will advise and refer the student according to their needs.
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| − | The Student Experience Administration team will notify students of the outcomes of requests. If approved, the notice will include the date, time and venue of the supplementary exam, which is determined taking into account the policy and administrative requirements relating to special consideration application and review of grades.
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| − | === Special Consideration / Review of Grade ===
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| − | Students who have been granted a supplementary exam as a result of their application of either special consideration or review of grade being upheld, will be included in the same sitting as for final subject supplementary exams.
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| − | Subject Coordinators are to advise the Student Experience Administration team of the details of students who have been granted a supplementary exam.
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| − | == Change of grade ==
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| − | Once a student’s grade for a teaching session is finalised, any change (such as if the grade was ‘incomplete’) must be approved by the Director, Academic Program (or nominee, if the Subject Coordinator performs this role).
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| − | The process is:
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| − | * The Subject Coordinator logs into the [https://extensibility.westernsydney.edu.au/BannerExtensibility/customPage/page/WSU_Staff_MySR Student Management System]
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| − | * Choose "Workflow" from the set of systems
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| − | * Click "New Case", "Change of Grade", "Start Case"
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| − | * Enter the student details and the new grade and submit to be approved.
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| − | | |
| − | = See Also =
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| − | *[[Subject Coordinator Role Description]]
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| − | *[[Teaching Team]]
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| − | *[[Assessment]]
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| − | *[https://vuws.westernsydney.edu.au/ vUWS]
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| − | *[https://lgms.westernsydney.edu.au/ Learning Guide Management System]
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| − | *[https://extensibility.westernsydney.edu.au/BannerExtensibility/customPage/page/WSU_Staff_MySR Student Management System]
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