Subject Coordinator's Guide

This guide is for academic and professional staff involved in the coordination of subjects in the School of Computer, Data and Mathematical Sciences at Western Sydney University. It was adapted from the guide from the School of Business and has been developed with input from:

• Academics performing the role of Subject Coordinator in the School of Computer, Data and Mathematical Sciences.
• Professional staff in the School of Computer, Data and Mathematical Sciences.

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:

• Descriptions of key activities, responsibilities and resources.
• Details of staff and areas involved.
• Summaries of and links to relevant policies and processes.

Subject design and development

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.

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.

The subject documents

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:

• The subject outline and learning guide must be consistent with the content of the subject template approved by the School Academic Committee.
• The documents must be reviewed and updated in accordance with both University and School of Computer, Data and Mathematical Sciences requirements.

The subject template

The subject proposal and variation form (Form D18) (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.

The learning guide

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.

What needs to be included?

Learning guides are a combination of generic information (e.g. plagiarism, referencing) and subject specific content:

• The generic sections will be updated, if required, by the Education and Program Support team prior to sending the guide to the Subject Coordinator.
• 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.

The subject outline

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.

See also Process for updating the subject outline and learning guide

Updating the subject documents

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).

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.

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.

Updates to learning guides

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.

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.

Contact the Course Quality Officer to confirm the process and timelines for changes or variations to subject information.

Examples of updates which may be made at the discretion of the Subject Coordinator:

• Change to the assessment question or details of the assessment.
• Change to the order of topics or content.
• Change to the reading list and journals, references, websites.
• New textbook (as long as it is approved by the Deputy Dean and the Director, Academic Program and other academic teaching the subject).

Examples of changes requiring a subject variation:

• Subject title change (other than typographical errors).
• Credit points of the subject.
• Learning outcomes.
• Weighting of assessment tasks.
• Assessment type, e.g. change a written report to an oral exam.
• Change to content.

Australian Qualifications Framework (AQF)

The 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:

• learning outcomes for each degree level and qualification type; and
• specifications for the application of the AQF in the accreditation and development of qualifications.

What the AQF means for your subject

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.

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.

Changes during the teaching period

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.

Process for updating the subject outline and learning guide

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).

The process to update the learning guide is outlined below.

1. Login to https://lgms.westernsydney.edu.au/ using your WSU credentials.
2. Select the learning guide to update.
3. Provide all of the required information and submit.

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.

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.

Subject learning resources

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.

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).

As such, Subject Coordinators need to produce subject learning resources to accommodate these delivery modes.

Online learning resources

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.

Learning resources, which can be created and curated, include (but are not limited to):

• Online lectures (e.g. lecture pods, screen captures with voice-over, narrated slideshow)
• Interactive learning objects
• Open education resources
• Adaptive / responsive learning activities
• Simulated online learning environment

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.

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.

These resources can be produced ‘on-the-go’ during a teaching period.

Lesson plans

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.

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.

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.

Learning activities

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.

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.

Embedding course learning outcomes in learning activities

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)

Textbooks

Reviewing the textbook

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.

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.

The Co-op

The Co-op is the bookstore, from which students obtain their textbooks.

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.

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.

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).

vUWS (learning management system)

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.

Setting up vUWS

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

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’).

Copyright considerations

Copyright is a legal matter governed by the Australian Copyright Act, 1968,

The Copyright Act, 1968 was amended in 2017.

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.

Universities Australia in 2018 will negotiate new statutory licence agreement with the Copyright Agency (text and images) and Screenrights (broadcasts)

All staff must meet Copyright Requirements which are based on:

• The Australian Copyright Act.
• The University Copyright Policy (soon to be updated) https://policies.westernsydney.edu.au/document/view.current.php?id=148
• Section 113P remuneration agreements with the Copyright Agency (for text and graphics) and Screenrights (for broadcasts) and their associated obligations.
• Section 200AB Copyright Act, a special flexible dealing provision for using video clips and other copyright material which meets the test required.
• The Commercial Music Licence (for sound recordings)
• Terms of service for websites such as YouTube, Prezi, Vimeo, other external platforms and services.
• Terms of licences for Creative Commons and Open Access content.
• Other copyright content which may have terms and conditions of use.
• The terms and conditions of use for the Library’s eResources. (ebooks and ejournal articles)

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.

Copyright Requirements are:

• 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.
• 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).
• To use the Sound Recording Notice when using and sound recordings (from any source) in vUWS.
• To use the Video clip Notice when using video clips from other sources but not from broadcasts.
• To show the Lecture Recording Notice at the beginning of a lecture when it is being recorded by Panopto.
• Notices are available at https://tinyurl.com/ycb228so
• Readings for vUWS to be emailed to ReadingDirect@westernsydney.edu.au Readings Direct will create links for your Readings in a Reading List.
• Best practice is to link to content on websites unless it can be downloaded and shared
• 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.
• Ensure that Creative Commons content are attributed appropriately and a link to the CC Licence is provided.
• To minimise the risk of copyright infringement.

Access for teaching staff

Access to the subject vUWS site is provided by entering the relevant staff or team ID number into the eLearning Designer Management Module (EDMM).

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.

Learning vUWS

Help with vUWS is available from:

• The Digital Futures Team via dft@westernsydney.edu.au
• IT Service Desk (9852 5111)
• Online webinars. Register for these on the Staff Online system.

Library

The Western Sydney Library can assist Subject Coordinators in the following ways:

• Academic induction: All new Subject Coordinators are encouraged to arrange an informal induction meeting with the CDMS Librarian.
• 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 D18) is being put together.
• 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.
• Update existing reading lists with new editions.
• Recommend newly published material.
• Suggest resources such as videos that are relevant to course content and assessment activities.
• Suggest new eBooks which may assist with teaching and blended learning.
• Purchase new books and resources suggested by the Subject Coordinator.
• 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.

Copyright Advice about Readings

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:

• Readings must be sent to the Library’s Reading Direct Service for processing, email: ReadingDirect@westernsydney.edu.au

These limits are:

• One chapter or 10% of the total pages of a book per Unit of Study per Semester.

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.

• One journal article or two or more articles from a single journal issue from print or web based journals (not journal articles).

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.

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

Assessment

Assessment tasks are the activities that measure students’ achievement of the course and subject learning outcomes and comprise their grades. A course-wide approach to assessment is key to ensuring students achieve the course learning outcomes. This approach involves the Director of Academic Program and the team of Subject Coordinators in designing assessments across the course.

Assessment design

Assessment tasks may include but are not limited to: essays, quizzes, examinations, case studies, professional tasks, participation, presentations and simulations. A full list of the preferred assessment types used at Western Sydney University can be found in the important links to the right.

When developing assessment tasks, consider the following:

• Change assignment topics each teaching session.
• Assessment for the subject must be based on at least two activities, one of which measures the individual student’s performance.
• Group work may comprise a maximum of 30% of the subject grade.
• Each assessment activity must be assigned a specific weighting (e.g. 25%).
• There may be a particular task that the student is required to pass in order to achieve a pass in the subject.
• There may be an attendance requirement to pass the subject.
• Assessment tasks should be staged so that students are not overloaded and can make use of feedback in subsequent tasks.
• Students cannot be asked to pay for resources in relation to assessment. This is a breach of HESA legislation. If using educational resources for an assessment and there is a cost associated, you need to discuss the resource with and obtain approval from your DAP and the Deputy Dean.

In the learning guide, include detailed marking criteria with clear standards of performance, due dates, times and the process for submitting assignments (for example, online via Turnitin, assignment box).

Academic integrity

As Subject Coordinator, you should:

• Design assessments that minimise the risk of plagiarism;
• Provide students with information and guidance on academic writing and avoiding plagiarism; and
• Ensure that your tutors and teaching academics are familiar with the Student Misconduct Rule and the Inappropriate Behaviour Guidelines.

Managing student misconduct

If a staff member reasonably suspects student misconduct, it is important that the correct procedure is followed. The steps below will assist you in the initial stages of the process:

1. Tutors/teaching academics should be instructed that if they reasonably suspect a student of misconduct they should:

• Notify you as Subject Coordinator;
• Compile the supporting evidence including student assessment Turnitin report and matched source material; and
• Provide you with all supporting evidence and details of the allegation by filling out the WSU SBUS Alleged Misconduct Notification Form.

2. You must then refer the matter (together with the WSU SBUS Alleged Misconduct Notification Form and supporting evidence), to the Authorised Officer for preliminary assessment, via email to CDMS Misconduct
3. CDMS Misconduct will arrange a preliminary assessment which will be conducted by the Authorised Officer’s Nominee. If the decision is for the allegation to proceed under the Student Misconduct Rule it will be addressed by the Authorised Officer. If the decision is for the allegation to be addressed under the Inappropriate Behaviour Guidelines, CDMS Misconduct will arrange an interview with the Authorised Delegate.
4. If at any stage the allegation is dismissed, CDMS Misconduct will notify the student of the outcome by email and notify the Subject Coordinator. Please finalise the grade as appropriate.
5. If the allegation is upheld, CDMS Misconduct will advise the student of the outcome by email and notify the Subject Coordinator for reference. Please do not process a Change of Grade at this stage as the student has not completed the required sanctions/penalties.
6. If the student is required to complete online educative modules or resubmit assessments, CDMS Misconduce will arrange access to vUWS (to facilitate resubmission) and the information will be included in the outcome letter.
7. CDMS Misconduct will monitor the completion of the required sanctions/penalties.
8. CDMS Misconduct will notify you once the student has completed the required sanctions/penalties.
9. Where resubmission is an outcome, Subject coordinators are asked to mark resubmitted assessments in vUWS and finalise the grade as appropriate.

Assessment submission

Online submission of assessment is encouraged via the subject vUWS site. Online marking tools such as GradeMark and Inline, when used with well-designed rubrics, offer potential efficiencies in marking and the provision of feedback (including both written and spoken word comments).

After-hours assignment box

Subject Coordinators can pre-arrange with the Student Experience Administration team to use a box in which students can place their hardcopy completed assignments.

The Subject Coordinator needs to advise students of the location of the box, and advise the Student Experience Administration team what (if any) arrangements are in place for the acceptance of late assignments. There is also a single box for after-hours assignment submission; that can be used by all students. This box is located on Level 1, Peter Shergold Building, Parramatta City campus, outside Building 22 at Campbelltown campus and Building 20 at Bankstown campus.

Marked assignments are to be handed back to students online or in class. Only in special cases, it may be possible to arrange for assignments to be collected from the Student Experience Administration team.

Examinations

An examination is a formal, supervised assessment of learning outcomes which usually takes place at the conclusion of a formal teaching session. Some subjects may also have mid-session examinations.

The Student Experience Administration team can provide assistance to the Subject Coordinator in all aspects relating to the preparation of examinations.

Note: Examinations for subjects offered at the Parramatta City Campus will be held on the Parramatta South Campus due to room restrictions.

Subject Coordinator responsibilities

Final examinations (including deferred exams):

• Advise the Student Experience Administration team of exam requirements by completing the exam request form at the appropriate time.
• Prepare the final exam paper (or equivalent, e.g. practical, online test, oral exam), ensuring that the format and content are in accordance with the information provided to students at the commencement of the teaching session.
• Have the exam paper reviewed and approved by an academic colleague in the same discipline area (or approved Assessor).
• Submit the exam paper to Student Experience Administration team by the date requested and with the appropriate forms completed and signed.
• Advise the Student Experience Administration team in writing of any adjustments required to exam papers for students with an Academic Integration Plans.
• Coordinate and ensure consistency in the marking of exams.
• Advise the Student Experience Administration team if any supplementary exams have been approved via special consideration or review of grade. (These exams, both undergraduate and postgraduate, are coordinated by professional staff; see further details below.)
• Review exam results with the Director, Academic Program (or approved Assessor) prior to sending them to the Student Experience Administration team.
• Record exam results on the working file.
• Complete and return the Quality Assurance (QA) report (further details are below) with the final exam upload file.
• Forward final exam results to the Student Experience Administration team to upload to Result Grader.

Mid-session examinations:

• Prepare the mid-session exam paper (or equivalent, e.g. practical, online test, oral exam), ensuring that the format and content are in accordance with the information provided to students at the commencement of the teaching session.
• Advise the Student Experience Administration team if exam supervisors are required.
• Advise the Student Experience Administration team of the time, venue and staff members’ name (if held during lecture/tutorial).
• Advise the Student Experience Administration team if assistance is required with regards to online ordering of mid-session exam printing.

Moderation and quality assurance

Moderation involves quality assurance processes to ensure that every student receives fair treatment with regard to assessment processes. Pre-, intra- and post- marking strategies should be considered to ensure equitable arrangements are in place for all students, irrespective of their study location or mode of study.

Moderation processes are particularly important to have in place in subjects with large student cohorts and offshore locations where multiple markers are involved. This is particularly critical for understanding and assuring the Higher Education framework and ensuring broad equivalency across the School’s multiple teaching locations, those being;

• WSU Online (OES)
• On campus at WSU locations
• On campus at Sydney City Campus (SCC)
• On campus at University of Economics, Ho Chi Minh City (UEH).

Quality assurance in assessment design

Moderation strategies to regulate the marking of individual assessors should be applied prior to the commencement of teaching in order to achieve consistency in the application of performance standards and marking criteria. When markers are involved in collegially setting standards, they are more likely to develop a shared understanding of the standards and more likely to apply them consistently.

Where markers have not been involved in standard setting, it is important to discuss the marking scheme with markers prior to it being applied. Suggested activities to facilitate this process include;

• Discussions with tutors to facilitate shared understandings and expectations
• Design marking criteria with the teaching team;
• Provide marking rubrics to ensure reliability between markers;
• Ensure cross campus teaching staff are included in consultations and briefings where appropriate.

Quality assurance during subject delivery

Well-crafted intra session marking schemes promote consistency amongst markers, however it is still important to moderate in the early stages of marking or following marking. This ensures that assessors have graded consistently according to the standards. Suggested activities to facilitate this process include;

• Arrange marking panels to review and cross mark assessments
• Supervise marking via tools such as Turnitin.

Marking, feedback and grade allocation

Post session marking strategies and quality assurance processes should be followed to verify consistency.

Students are to receive feedback on performance in assessment tasks in a timely and effective manner. Feedback should be aimed at supporting the student’s learning process and achievement of learning outcomes.

To ensure that the above occurs, Subject Coordinators should:

• Look at using online marking tools; and
• Ensure results are recorded in the Grade Centre on vUWS and that returned assessment is accompanied by feedback.

Reviewing grades

Before marks are released to students for any assessment, the results from marking should be reviewed to ensure consistency across the marking team. The Subject Coordinator should review results through methods such as:

• Spot checking of random or selected sample of student work to check for consistent application of marking criteria and standards;
• Second marking a sample of student work to compare marks awarded;
• Analysing results to see if any variance between markers; and
• Benchmarking.

Subject Coordinators are also required to review and provide adequate consideration to any borderline marks, e.g. 49 F, 64 P, 74 C and 84 D. It is at the Subject Coordinators discretion as to whether they would like to make any adjustments to final grades and include an explanation in their recommendation to the School Academic Committee SAC).

QA reporting

At the end of the teaching session, each Subject Coordinator prepares a Quality Assurance (QA) report and submits it, along with the grades for the subject, to the Student Experience Administration team. The Quality Assurance report includes subject data (grades, fail rates, dropout rates, assessment weighting, etc.) and relevant descriptions (for example, reason for a high fail rate). The template for the report is emailed to Subject Coordinators by the Student Experience Administration team around the time of final examinations / assessment. The Student Experience Administration team then convenes a marks meeting for each discipline. Subject Coordinators are required to attend in order to answer any questions relating to the grades and assessment activities. QA reports are also referenced during the School Academic Committee’s review of subjects. This is a rigorous process designed to continually improve the subject quality. This report is also required for all third party locations. Refer to the policy for the full list of responsibilities.

The following table lists some of the resources available to assist the Subject Coordinator with the update to curriculum and assessment in the subject documentation. RESOURCES FOR UPDATING AND DEVELOPING CURRICULUM AND ASSESSMENT Curriculum Advisor Digital Futures Team The Curriculum Advisors in the School of Computer, Data and Mathematical Sciences provide both advice and functional / technical support in improving subject delivery. If a substantial change to the delivery of a subject is planned, the Subject Coordinator may request a workload release (people and time allocation) for curriculum development. Discuss with the Director, Academic Program (DAP) in the first instance. Subject enhancement Subjects are increasingly offered in a ’blended learning’ format that integrates traditional face-to-face teaching with online learning activities, using a variety of technologies. Your Director, Academic Programs (DAP) is your first point of contact in terms of obtaining advice and direction on how to create an effective blended learning or online experience. The School of Computer, Data and Mathematical Sciences Learning and Teaching web page links to various resources, including the: - Digital Learning Toolkit - an easy to use resource for teaching staff interested in learning about the range of tools currently available - Assessment Toolkit - detailing a range of tools and techniques that can be used to develop a subject’s assessment strategy - Digital Portfolio - to share and showcase good teaching practice in the School of Computer, Data and Mathematical Sciences. The Digital Futures portfolio also provide a range of useful resources to assist with any aspects of your teaching practice, including: - Curriculum Transformation - Innovation in Digital Education The Learning Transformations website includes links to: - The Induction to Learning and Teaching webpage. Useful resources that can be accessed include: - the Tutor’s Guide - practical advice on student learning and ways to promote this in small class learning contexts in use at Western Sydney - The Teaching guide - a resource for all new academic staff at the University. - Events, Workshop and Forums - The Foundations of University Learning and Teaching (FULT) – professional development program which is compulsory for all new full-time Western Sydney teaching staff. Reading lists The Western Sydney Library (see page 15) can recommend newly published material, suggest eBooks that may be relevant and assist with resources for teaching and blended learning.

 

The teaching team

The Subject Coordinator has a leading role in ensuring that all teachers in the subject understand subject requirements, are correctly informed of their responsibilities and work collaboratively to provide a high quality learning experience to students. This includes teaching staff at offshore or partner campuses.

Engaging sessional staff

The requirement for sessional staff will usually depend on student/class numbers and become apparent during the period when class timetables are being formulated.

Process to engage sessional staff

If sessional (casual) staff will be required:

1. The Subject Coordinator discusses the requirement with the Director, Academic Program (DAP).
2. The DAP checks the Academic Staff Eligibility list for suitable sessional staff, completes and signs a Request for Casual template and sends it to the central University HR Operations team.
3. This HR Operations team prepare the contracts for new sessional staff members and contact them for the required paperwork.

Selecting sessional staff

Any sessional staff that are to be appointed must be on the Academic Staff Eligibility List maintained by (and available from) the DAP.

After discussing eligible sessional academic staff, the Subject Coordinator contacts the preferred sessional staff member/s to determine their availability. Before engaging sessional staff:

• Check their existing teaching commitments with the University to ensure that they are not overloaded and are able to make a positive contribution to the teaching team.
• Familiarise yourself with the standard rates of pay for sessional staff and advise the sessional staff member.

Timeframes

The process to engage a sessional staff member and provide access to Western Sydney systems and buildings takes approximately two weeks. Once the signed contract is received from the staff member, it will typically take three to five days to provide a login for vUWS and building access card.

Welcoming and mentoring sessional staff

Sessional staff members benefit the University by providing flexibility in subject delivery and bringing relevant industry or other university experience into the teaching environment.

Their experience at Western Sydney influences both their retention for future subjects and the University’s reputation. The Subject Coordinator should ensure that sessional staff members:

• Have access before the start of the teaching session to email, systems login, access card and teaching materials.
• Are included in University functions and activities.
• Are included as collaborative partners to improve the teaching and learning experience.

Inducting and communicating with teaching staff

When multiple staff teaches a subject, the Subject Coordinator ensures that the approach to teaching and marking is consistent and that sessional staff members are aware of University policies and procedures.

University induction

If a sessional staff member has not taught at Western Sydney previously, a formal induction to the University and its policies and practices will be organised by the central University HR Operations team and conducted by the Office of the Pro Vice-Chancellor (Learning Transformations).

Subject introduction

Prior to the start of the teaching session, it is recommended that the Subject Coordinator convene a ‘working meeting’ with staff who will be teaching the subject.

A suggested format for the meeting is as follows:

• Discuss how the subject will be delivered, including learning outcomes and assessment activities. Advise staff that they must follow the learning guide in teaching the subject and cannot make independent changes, as it is a contractually binding document.
• If possible, visit the class rooms together to familiarise staff with the facilities (audio-visual equipment, network access, etc.).
• Ensure all teachers are familiar with Western Sydney policies and practices (particularly student misconduct) and resources including vUWS.

During the teaching session, the Subject Coordinator may wish to use a weekly email as a method of communicating with multiple teaching staff, particularly where face-to-face meetings are impractical.

Assessment meetings

The Subject Coordinator is responsible for ensuring consistency in how grades are awarded and feedback is provided to students. A suggested method is as follows:

• Convene an assessment meeting with teaching staff prior to marking each assessment activity.
• Take samples of students’ work (representing a likely High Distinction, Pass and Fail) and have each staff member mark them. Then discuss how each arrived at the marks.
• Cross-check papers assessed by different staff members to ensure they are placing value on the same criteria.
• Maintain a spreadsheet of grades awarded by each staff member to reconcile marking.

Partner campus and offshore academics

Although Western systems only recognise one Subject Coordinator per subject per teaching session, there may be local teaching academics on partner campuses or offshore locations. Subject Coordinators are required to consult with the local teaching academics regarding particular contexts and student needs for that location. They must also update and provide subject documents and subject learning materials in a timely fashion as well as communicate regularly with local teaching academics to ensure the smooth and consistent delivery of the subject.

Moderation and quality assurance processes must be adhered to for the delivery of subjects in these locations.

Subject Coordinators should to refer to the Joint Procedure Manuals for the respective locations for further quality assurance information and processes. SCC Joint Procedures Manual

Ongoing administration

Advise HR Operations via email if a sessional staff member works more or less hours than contracted or misses a scheduled class, so payroll can be adjusted. Advise the Director, Academic Program if a performance problem arises in relation to a sessional staff member.

Information on casual staff pay rates can be found via Academic Staff Agreement 2017

Subject quality

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:

• Data from the student feedback on the subject (SFU) and teacher (SFT) surveys.
• A discussion of issues that may have impacted on subject outcomes.
• Actions planned to address sessional staff with low evaluations.
• Areas identified as needing action.
• Planned actions for improvement.

Student feedback on the subject (SFU) and teacher (SFT)

The University collects student feedback via the following surveys, distributed at the conclusion of each teaching session.

• 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.
• 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.

Subject Coordinator responsibilities

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.

Obtaining past feedback

Past SFU feedback and statistics (if available) can be obtained from the Office of Quality and Performance Surveys Team.

Assurance of Learning (AoL)

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.

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:

• Map the criteria to an appropriate assessment task. Your subject may be responsible to Introduce, Develop, or Assure the criteria.
• Add the matching rubric criteria and standards to the existing rubric for the assessment.
• Ensure the rubric wording suits the task, or adjust accordingly. Any changes to the rubrics need to be agreed with the Curriculum Advisor.
• 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.
• Plan suitable classroom activities to Teach, Practice, and / or Assess the criteria.
• Ensure that the relevant information is included at the appropriate places in your learning guide for each semester.
  

• Be prepared to report on the CLO criteria assessment when requested. This includes:
  • Ensure that all teaching staff are aware of duties pertaining to marking using CLO rubrics.
  • Participate in Closing the Loop to promote continuous improvement.

Student support

Western Sydney University’s core objective is to be a distinctively student-centred University.

Graduate attributes

The curricula of all Western Sydney subjects are designed so that students acquire a set of knowledge and skills by the time they graduate.

In addition to subject-specific knowledge, subjects are designed with consideration as to how they will advance a University-wide set of attributes.

In undergraduate courses, those attributes include skills and literacies to enable lifelong learning, knowledge of Australia’s Aboriginal and Torres Strait Islander culture/peoples, coherence and connectedness in learning, intellectual enquiry skills, and the ability to engage with an evolving world.

Postgraduate courses are underpinned by attributes aligned with the requirements of the professional fields that students will enter.

Student support and wellbeing

The University has a range of services to support students.

Subject related matters

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.

Subject Coordinators are asked to advise their availability times for student consultations to the Student Experience Administration team.

Student learning support

There are workshops and programs provided by the University to help students with their academic development and support student success.

Student equity and disability

Academic Integration Plans (AIPs)

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.

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.

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).

Subject Coordinators need to:

• ensure that tutors of classes in which the student is enrolled are familiar with and acting on the requirements of the AIP.
• discuss any issues that arise with the Disabilities Unit.
• If the subject has a mid-session exam, the Student Experience Administration team will:
  • Contact the Subject Coordinator to obtain the details (date, time).
  • Make the necessary arrangements for the student via the Disabilities Unit, and advise the Subject Coordinator of the arrangements.
  • Organise the required number of copies of the exam paper in the correct format (electronic text, larger font, coloured paper, etc.).

Other administrative activities

System access

Callista (student records system)

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.

Some academics also have access to Callista; however, the system can require a steep learning curve.

Allocate+ (class lists and timetables)

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.

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.

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.

Timetables and tutorial allocation

Several weeks before undergraduate students need to register for classes, class timetables are released for Subject Coordinators to view in Allocate+.

The Subject Coordinator responsibilities are as follows:

• Review the timetable and ensure the details are correct and appropriate, for example:
  • ensure rooms allocated will accommodate the number of students;
  • ensure that students whose class falls on a public holiday will not be disadvantaged;
  • check that teaching staff will be available at the assigned times.
• Advise the Student Experience Administration team which tutorials are to be opened.
• Advise the Student Experience Administration team of the names of teachers for each class.
• If amendments are not required, advise the Student Experience Administration team that the timetable is approved.
• 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.

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.

Rule Waiver requests

Students may submit an online Rule Waiver Request if they wish to:

• Enrol in a subject that has requirements or rules they have not met.
• Apply to enrol in a subject on a campus other than their home campus.
• Enrol after week two.
• Enrol in more subjects than the maximum permitted credit points for session.

A student must provide a valid reason for their request, for example, documented evidence of a clash.

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.

Attendance

Undergraduate subjects

Attendance must be taken in all first year tutorials or workshops during the semester.

Detailed instructions will be provided to tutors on how attendance must be collected and submitted.

The Student Experience Administration team will monitor first year attendance for the purpose of identifying at risk students.

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.

Postgraduate subjects

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.

Requests for extension

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.

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.

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.

Special Consideration

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.

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.

Special Consideration process

1. Students apply for special consideration using the Special Consideration and Deferred Exam eForm. Electronic copies of supporting documentation must be attached to the form.
2. 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.
3. If the special consideration request has met policy, the relevant Subject Coordinator receives an email alert that the application is awaiting action.
4. The Subject Coordinator assesses the application, determines the outcome and completes and submits the application form.
5. The student receives an email advising outcome of application.

Assessing an application

The following guidelines apply to the Subject Coordinator’s assessment of an application for in-teaching-session applications, or for Final/Deferred exams:

• The Subject Coordinator assesses and approves all applications except Re-assessable Fail and Final Deferred Examination related requests.
• 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.
• The Subject Coordinator must be satisfied that the reasons and documentation provided by students are truthful and have not been altered.
• A student may be interviewed if this will assist in making the decision.
• Consult the relevant Academic Course Advisor or Director, Academic Program, if necessary, for advice.
• 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.

Review of Grade

Students may apply for a review of grade if they believe their performance in a subject was compromised by one of the following factors:

• The Subject Coordinator did not provide a subject outline as required.
• The assessment requirements as specified in the subject outline were varied in an unreasonable way, or prejudicially applied to the student.
• A student is of the view that a clerical error has occurred in the computation of the grade.
• Due regard has not been paid to the evidence of illness or misadventure.
• A clerical error has been made in the calculation of the mark/grade.

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.

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.

Supplementary examinations

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.

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.

The School adopts a uniform approach to the granting of supplementary exams.

• All students will have a maximum of three opportunities to complete a final exam: main exam, deferred exam, and one supplementary exam opportunity.
• 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.
• 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.

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.

Special Consideration / Review of Grade

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.

Subject Coordinators are to advise the Student Experience Administration team of the details of students who have been granted a supplementary exam.

Change of grade

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).

The process is:

• The Subject Coordinator records changes on the Approved Change of Grades Excel spreadsheet available from the Student Experience Administration team and forwards it to CDMS Student Experience
• The Student Experience Administration team checks the spreadsheet for accuracy and forwards it to the Director, Academic Program (DAP) for approval.
• The Director, Academic Program approves the change via return email to: CDMS Student Experience
• The Student Experience Administration team sends the approval email and approved Change of Grades form to examsmanager@westernsydney.edu.au for processing.

Appendix

• Subject Coordinator Role Description