010062 Evidencing Academic Practice

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Subject handbook information prior to 2024 is available in the Archives.

UTS: Education
Credit points: 3 cp

Subject level:

Postgraduate

Result type: Pass fail, no marks

Requisite(s): 010060 Teaching for Learning AND 010058 Advancing Academic Practice AND 15 credit points of completed study in spk(s): CBK92155 15cp Electives
There are course requisites for this subject. See access conditions.

Description

In this capstone subject, participants theorise about and reflect on their learning goals in relation to the learning experiences completed for each subject in the course. Participants curate a course portfolio in which they demonstrate their development of capabilities against a set of criteria (e.g. the graduate certificate course-intended learning outcomes, relevant promotion application criteria, award criteria) and then demonstrate growth in their understanding of, and impact on, the higher education working environment. At the end of the subject, participants renew their learning goals as they relate to their academic career, their future ambitions as an academic and their potential for engaging in a lifetime of learning.

Subject learning objectives (SLOs)

a).	Apply relevant knowledge to justify curriculum, learning, assessment and evaluation choices in the higher education context
b).	Reflexively assess complex issues related to curriculum, assessment and pedagogy, and generate effective scholarly and creative solutions
c).	Demonstrate support and facilitation of inclusive practices that foster respectful engagement with diverse learners and perspectives at a local and global level
d).	Engage respectfully with Aboriginal and Torres Strait Islander peoples’ cultures, knowledges, histories, policies, and priorities, and discuss the implications for Higher Education
e).	Articulate one’s contribution to the culture and climate of the University, and to the sector/discipline more broadly on matters of concern for higher education teaching and learning
f).	Produce a coherent narrative on teaching and learning impact to a selected audience in a chosen mode

Course intended learning outcomes (CILOs)

This subject engages with the following Course Intended Learning Outcomes (CILOs), which are tailored to the Graduate Attributes set for all graduates of the Faculty of Arts and Social Sciences.

Apply relevant knowledge to make theory-informed judgements about curriculum, learning, assessment and evaluation in the higher education context (1.1)
Reflexively assess complex issues related to curriculum, assessment and pedagogy, and generate effective scholarly and creative solutions (2.1)
Support and facilitate inclusive practices that foster respectful engagement with diverse learners and perspectives at a local and global level (3.1)
Design learning activities that teach Indigenous Australians in a culturally safe manner and enable non-Indigenous students to develop their capacity to work respectfully with Indigenous Australians (4.1)
Articulate one�s contribution to the culture and climate of the University, and to the sector/discipline more broadly on matters of concern for higher education teaching and learning. (5.1)
Express ideas on teaching and learning to different audiences in a variety of modes (6.1)

Contribution to the development of graduate attributes

This subject addresses the following Course Intended Learning Outcomes:

1. Professional Readiness
1.1 Apply relevant knowledge to make theory-informed judgements about curriculum, learning, assessment and evaluation in the higher education context

2. Critical and Creative Inquiry
2.1 Reflexively assess complex issues related to curriculum, assessment and pedagogy, and generate effective scholarly and creative solutions

3. International and Intercultural Engagement
3.1 Support and facilitate inclusive practices that foster respectful engagement with diverse learners and perspectives at a local and global level

4. Indigenous Competencies
4.1 Design learning activities that teach Indigenous Australians in a culturally safe manner and enable non-Indigenous students to develop their capacity to work respectfully with Indigenous Australians

5. Active Citizenship
5.1 Articulate one's contribution to the culture and climate of the University, and to the sector/discipline more broadly on matters of concern for higher education teaching and learning.

6. Effective Communication
6.1 Express ideas on teaching and learning to different audiences in a variety of modes

Teaching and learning strategies

This final capstone subject brings participants back to reconsider their personal learning plan, their teacher identity and teaching philosophy. A relational frame is used to facilitate dialogue, create and evidence reflexivity and practice impact within a portfolio profile and curated portfolio project.

An integrative, collegial learning approach connects relevant experiences and academic knowledge, alongside relevant pedagogies and strategies, expanding participants’ sense of self as a listener, a learner, a teacher and an influencer within higher education.

Learning is self-paced but there will be weekly classes (online/F2F with online options) in weeks 1-5, which we recommend that you attend. Shared and individual online creative spaces encourage a collaborative environment for synchronous and asynchronous examination of personal learning journeys.

Content (topics)

The subject consists of three key topics taught over six weeks:

Reflexive practice
Practice evidence
Practice impact

Participants reflect on and renew their academic learning goals created in their learning plan during Advancing Academic Practice subject (core subject 2). They reflect on their learning journey so far as they revisit the portfolio artefacts and reflections that they submitted to Portfolium across the whole course. This final, deeper, individual and collegial reflexive contemplation on practice generates a portfolio profile and project shared via Portfolium with peers (and potentially a wider audience) to exhibit their professional profile, personal learning story and teaching philosophy.

Assessment

Assessment task 1: Create a Portfolio Profile and a Portfolio Capstone Project

Intent:

Create a Portfolio Profile and finalise the Portfolio Capstone Project:

A Portfolio Profile statement (or equivalent) in Portfolium (or equivalent) that summarises a revised teaching philosophy/approach and provides evidence of the personal learning journey.
- You can revise or rewrite your profile statement created in Portfolium during Core 2 subject (Advancing Academic Practice) earlier in the course,
Review and add to your Portfolio Capstone Projects that curate evidence of your learning, teaching identity and philosophy.
- Reuse. review and reflect on your Portfolium teaching profile (or equivalent) and related learning goal projects created in Core 2 Advancing Academic Practice subject.
- Peers and teachers provide targeted feedback using your personal evaluative framework created in Week 2 workshop.
Include a revised personal learning plan that details next steps for professional development, including plans to share these graduate certificate learning journey experiences and/or take on further learning.

Objective(s):

a), b), c), d), e) and f)

Weight:

100%

Length:

Equivalent of 1500 words

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Application of relevant knowledge in the justification of personal learning, assessment and evaluation choices in the higher education context	20	a)	1.1
Reflexive assessment of complex issues related to curriculum, assessment and pedagogy, and generation of effective scholarly and creative solutions	25	b)	2.1
Support and facilitation of inclusive practices that foster respectful engagement with diverse learners and perspectives at a local and global level	10	c)	3.1
Respectful engagement with Aboriginal and Torres Strait Islander peoples� cultures, knowledges, histories, policies, and priorities and discuss the implications for Higher Education	10	d)	4.1
Articulation of self and contribution within and towards the culture and climate of the University, and to the sector/discipline more broadly on matters of concern for higher education teaching and learning	10	e)	5.1
Coherence of portfolio profile, project and narrative) evaluating teaching and learning impact to peers and a wider audience	25	f)	6.1

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Required texts

There are no required texts for this subject. Recommended readings will be available via UTS Library and through the subject site.

References

Bates, A. (2014). Reflections from a tarnished mirror: An application of Alvesson and Sköldberg's ‘reflexive interpretation’ to a study of curriculum design in higher education. International Journal of Research & Method in Education, 37, 3, 227-241. DOI: 10.1080/1743727X.2013.822858 https://doi.org/10.1080/1743727X.2013.822858

Carless, D. & Boud, D. (2018). The development of student feedback literacy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43,8,1315-1325, DOI: 10.1080/02602938.2018.1463354 https://doi.org/10.1080/02602938.2018.1463354

Cunliffe, A.L. & Eriksen, M. (2020). Educating caring leaders: A paradox of collective uniqueness. In Paradox and Power in Caring Leadership (pp. 163–174). Edward Elgar Publishing. DOI: 10.4337/9781788975506.00025. Accessed 20.10.21: https://search.lib.uts.edu.au/permalink/61UTS_INST/1ibc883/cdi_edwardelgar_ebooks_9781788975506_7_1

Devine, J. L., Bourgault, K. S., & Schwartz, R. N. (2020). Using the Online Capstone Experience to Support Authentic Learning. TechTrends, 64(4), 606–615. https://doi.org/10.1007/s11528-020-00516-1

Harvey, M., Lloyd, K., McLachlan, K, Semple, A-L. and Walkerden, G. (2020). Reflection for learning: A scholarly practice guide for educators. Advance HE, UK. Accessed 24.09.21: https://www.advance-he.ac.uk/knowledge-hub/reflection-learning-scholarly-practice-guide-educators

Reynolds, C., Patton, J., & Rhodes, T. L. (2014). Leveraging the EPortfolio for Integrative Learning: A Faculty Guide to Classroom Practices for Transforming Student Learning. Stylus Publishing, LLC.

Ryan, J., Goldingay, S., Macfarlane, S., & Hitch, D. (2020). Promoting equity by illuminating academic roles and identities in teaching students from diverse backgrounds. Teaching in Higher Education, 1–18. https://doi.org/10.1080/13562517.2020.1852203

Sellheim, D & Weddle, M. (2015). Using a collaborative course reflection process to enhance faculty and curriculum development. College Teaching, 63,2, 52-61, DOI: 10.1080/87567555.2015.1005039 https://doi.org/10.1080/87567555.2015.1005039

Trede, F., & McEwen, C. (2016). Educating the deliberate professional preparing for future practices. (1st ed. 2016.). Springer International Publishing. https://doi.org/10.1007/978-3-319-32958-1

Wenger, E., Trayner, B., and de Laat, M. (2011.) Promoting and assessing value creation in communities and networks: A conceptual framework. Rapport 18, Ruud de Moor Centrum, Open University of the Netherlands. https://wenger-trayner.com/resources/publications/evaluation-framework/

Wenger-Trayner, E., Fenton-O’Creevy, M., Hutchinson, S., Kubiak, C., & Wenger-Trayner, B. (2015). Learning in Landscapes of Practice: Boundaries, identity, and knowledgeability in practice-based learning (1st ed.). Routledge. https://doi.org/10.4324/9781315777122

Yunkaporta, T. & Shillingsworth, D. (2020). Relationally responsive standpoint. Journal of Indigenous Research, 8, 1-14. DOI: 10.26077/ky71-qt27. Accessed 24.09.21: https://doi.org/10.26077/ky71-qt27