With 201960 grades just in the rearview mirror, I hope you’re either looking forward to teaching in the 201990 session (if so don’t forget about the Faculty’s minimum expectations for subject delivery) or undertaking some research. Whatever you’re up to, make sure you stay in touch with what’s going on…
QUASAR is live. Are you using it well?
As a subject convenor and member of my school’s assessment committee (SAC) I’ve just been through my first end of session using the Moderation and Grades form in the Quality and Assurance and Reflection (QUASAR) Sure there are some bugs to iron out but I’ve got to say that it’s a big improvement on system we had before. Thanks to Mike Kemp, Deb Murdoch, and the development team, another university initiative to improve learning and teaching quality being lead by our Faculty! It is absolutely vital that we take the process, including requirements on moderating marking (as outlined in the BJBS minimum standards on subject delivery, seriously and document accordingly. A reminder that you can access the system via https://teach.csu.edu.au/quasar/subjects/201960.
and a help page here.
Training on the all-important Reflection and Planning form, which gives key data to evaluate a subject and allows the creation of action items to inform schools and associated divisions of work that is required, is on this week (I sent out calendar invites) so make sure you attend one of the sessions.
Contract cheating alert
A new resource in the fight against contract cheating is an alert put together by one of our new analysts, Angelo Bellas. This includes: websites that sell essays, custom essay production, social media platforms, sites that host Charles Sturt materials and many others. Click here for the current list.
If your discipline appears in this list, please take a few minutes to check out the website and see if you can identify any of your course materials. Remember to stay safe online, and never share your details with any of these websites. If you identify any Charles Sturt materials (such as course materials, logos) on these websites, please forward those details to firstname.lastname@example.org.
- Many thanks to all who provided feedback on the proposed Scholarship of Teaching and Learning Framework and the accompanying Scholarly Environment Model outlined in this draft report put together by Jude Gullifer. The Faculty, the University and indeed the entire sector are still wrestling with how we meet TEQSA’s expectations in this regard so nothing has been locked in. The key message for now is that as you head into the EDRS process talk to your supervisor about how you will demonstrate your efforts over the next 12 months to maintain currency in the discipline(s) you teach and how you teach it.
- I’ve now run workshops with all 3 business schools, as well as AGSPS and Psychology to help us detect incidences of contract cheating in the work of our students, You can find the resource from this section of the wiki. Don’t forget about the resources we’ve put together to try and prevent students from engaging in contract cheating in the first place.
It’s about time! L&T Symposium feedback
Carole Hunter reported a while ago on the key takeaway messages from the UnSymposium component of the 2019 L&T Symposium, whereas I’ve been much slower off the mark, apologies. Thank you to the 71 attendees who took a few minutes to answer the brief survey I distributed. I’m pleased to report that 72% of respondees thought that overall the symposium was ‘excellent’ or ‘very good’, a further 24% rated it as ‘good’, and the final 4% as ‘fair’, with many positive comments about how well organised it was, the excellent opportunity to network with colleagues, and the stimulating sessions – there were even some positive comments about the BBQ, which was a great relief!
Respondees were more positive about Geoff Scott’s keynote address on Learning leaders in times of change than the symposium overall, with 84% rating it as extremely or very engaging. You can access Geoff’s presentation and summary of key points on this page of the symposium website. Given the time slot, the parallel 8:30 am Friday morning sessions covering on-campus and online learning were surprisingly well attended. The on-campus session, featuring a student and staff panel on graduate readiness, was particularly well-regarded with an average attendee rating of 4.2/5 (better than very helpful), and I’m sure it wasn’t just the presence of probationary constables in uniform! Some were disappointed that there wasn’t more time to wrestle with the big issues around work-ready graduates, so Jude Gullifer (who chaired the session) and I are looking at running a Faculty wide session to continue the conversation in the new year, so stay tuned.
The hands-on elective workshops were also generally well-received – all bar one workshop rated an average above 4/5 for their first (9:35 am) offering but most dropped into the mid to high 3s for their repeat session at 11:20 am – perhaps people were keen to hit the road home! The prize for the highest rating was Jason Howarth’s 1st session on ASSIST but the most consistent performer was Sam Parker’s sessions on NORFOLK/Turnitin with scores well above 4 in both sessions.
We’re currently wrestling with when the next Faculty wide L&T Symposium will be – do we go back to the 12month cycle (= late August 2020) or stick with the 18-month cycle i.e. April 2021? Stay tuned but make sure you lock in the 18-20 November 2020 for the first university-wide L&T conference (now known as Charles Sturt Ed) in quite some time. Thanks once again to the fantastic Julie Brouggy and Jane Talbot in the Faculty Operations team for their organisational skills and special thanks to attendees to School of Policing attendees who provided their own brief reflections on the symposium to me. In the meantime, there actions/suggestions from various symposium sessions that I still need to follow up on!