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1.0 Purpose and Scope

1.1 Purpose

The purpose of these Guidelines is to describe and identify the responsibilities of a range of roles that may be performed by academic staff in coursework teaching and learning at The University of Queensland.

These Guidelines supplement PPL 3.30.01a Teaching and Learning Roles and Responsibilities – Policy.

These Guidelines may be used, within a School or Faculty, as a checklist to help ensure:

(i) That all significant responsibilities in the teaching and learning space are formally allocated to a specific role;

(ii) That the holder of that role is aware of the responsibilities they have been allocated; and

(iii) That the holder of the role has discharged their responsibilities as allocated.

1.2 Scope

The Guidelines may apply to incumbents in the position of academic leadership and coordinative roles as outlined in Section 4 below.

 

2.0 Process and Key Controls

It is acknowledged that the way in which particular responsibilities are incorporated into roles at the School, Program and Course levels is not uniform across the Schools and Faculties. For example, a responsibility allocated to a Program Convenor in one setting may be allocated to a Major Convenor in another setting. It is also acknowledged that the nomenclature used below is not universally applied across the Schools and Faculties.

 

3.0 Key Requirements

In order to accommodate and validate the cross-University differences between roles, Section 4 below outlines the responsibilities that may be assigned to a role in order to ensure academic leadership in promoting excellence in teaching and learning in a School or Faculty.

It is recognised that some of these roles require specialist knowledge and skills and that appropriate professional development opportunities should be considered for staff new to these roles.

 

4.0 Roles, Responsibilities and Accountabilities

4.1 School

4.1.1 Chair of School Teaching and Learning Committee

Responsibilities of the Chair of School Teaching and Learning Committee may include but are not limited to:

  • Leading activities relating to all aspects of the Committee’s role.
  • Liaising with and providing advice to the Faculty Associate Dean (Academic), the Head of School, Chief Examiner, Major Convenors, and Program Convenors around issues related to teaching and learning.
  • Participating in the Faculty Teaching and Learning Committee and the School Executive or Management Committee.
  • Overseeing the preparation of teaching and learning-related documentation for quality assurance or review purposes.
  • Seeking information, input and advice beyond the Committee and the School to facilitate decision making and initiatives on teaching and learning issues.

These responsibilities should be read in conjunction with the guidelines around the role of the School Teaching and Learning Committee (refer to Appendix A in section 6.1 below). The guidelines were developed to provide a suggested description of activities undertaken by the Committee and as a guide for discussion at the School level.

4.1.2 Chief Examiner

PPL 3.10.02b Assessment – Procedures outlines the role and responsibilities of the Chief Examiner.

 

4.2 Programs and Majors

4.2.1 Program Convenor

The Program Convenor’s responsibilities may include but are not limited to:

Leadership and Management

  • Management and administration of the program, including liaison with Course Coordinators, the Head(s) of School(s), the Chair(s) of Teaching and Learning Committees and the Major Convenors where appropriate; this may include chairing a program management committee.
  • Aligning the program and its constituent courses with Faculty and University policies and strategic objectives.
  • Providing oversight of course offerings and timetabling to ensure student progression.
  • Promoting the program accurately and effectively in University materials (e.g. websites) and at relevant University events (e.g. Orientation and Open Day).

Quality Assurance

  • Reporting on the program to relevant Boards of Studies and/or Teaching and Learning Committees, including oversight of course and program changes associated with the program and strategic planning for the program.
  • Refining the program’s coherence, academic standards, and graduate outcomes through oversight of contemporary curriculum, assessment, and pedagogy.
  • Liaising with external stakeholders, including professional associations, potential employers of graduates, graduates and alumni, secondary schools, and accreditation and registration authorities where appropriate.
  • Participating as appropriate in the periodic review, under the PPL 3.30.05 Academic Program Review, of the program.
  • Monitoring the student experience and graduate outcomes through internal and external quality assurance data sets and measures.

Student Engagement

  • Working with students as partners in the planning and provision of curricula and co-curricular experiences.
  • Providing course and program planning advice for enrolled and prospective students including advice on pathways to Honours and postgraduate study where appropriate.
  • Providing employability advice associated with the program and its potential graduate outcomes.

4.2.2 Major Convenor

The Major Convenor’s responsibilities may include but are not limited to:

Leadership and Management

  • Management and administration of the major, including liaison with Course Coordinators, the Head(s) of School(s), the Chair(s) of Teaching and Learning Committees and the Convenor(s) of the program(s) in which the major is offered.
  • Aligning the major and its constituent courses with Faculty and University policies and strategic objectives.
  • Providing oversight of course offerings and timetabling to ensure student progression.
  • Promoting the major accurately and effectively in University materials (e.g. websites) and at relevant University events (e.g. Orientation and Open Day).

Quality Assurance

  • Reporting on the major to relevant Boards of Studies and/or Teaching and Learning Committees, including oversight of course and program changes associated with the major and strategic planning for the major.
  • Refining the program’s coherence, academic standards, and graduate outcomes through oversight of contemporary curriculum, assessment, and pedagogy.
  • Liaising with external stakeholders, including professional associations, potential employers of graduates, graduates and alumni, secondary schools, and accreditation and registration authorities where appropriate.
  • Participating as appropriate in the periodic review, under the PPL 3.30.05 Academic Program Review of the major and its contribution to the program(s) in which it is offered.
  • Monitoring the student experience and graduate outcomes through SECaTs and other internal and external quality assurance data sets/measures.

Student Engagement

  • Working with students as partners in the planning and provision of curricula and co-curricular experiences.
  • Providing course, program and careers planning advice for enrolled and prospective students including advice on pathways to Honours and postgraduate study where appropriate.
  • Providing employability advice associated with the major and its potential graduate outcomes.

4.2.3 Year Coordinator

The Year Coordinator’s responsibilities may include but are not limited to:

Leadership and Management

  • Management and administration of the curriculum for a particular year-level in a program or major, including liaison with Course Coordinators, the Head(s) of School(s), the Chair(s) of Teaching and Learning Committee and the Convenors(s) of the program(s) in which the major is offered.
  • Aligning the particular year-level in a program or major and its constituent courses with Faculty and University policies and strategic objectives.
  • Providing oversight of course offerings and timetabling to ensure student progression.

Quality Assurance

  • Reporting on the particular year-level in a program or major to relevant Boards of Studies and/or Teaching and Learning Committees, including oversight of course and program changes associated with the major and strategic planning for the major.
  • Refining the program’s coherence, academic standards, and graduate outcomes through oversight of contemporary curriculum, assessment, and pedagogy.
  • Liaising with external stakeholders, including professional associations, potential employers of graduates, graduates and alumni, secondary schools, and accreditation and registration authorities where appropriate.
  • Participation as appropriate in the periodic review, under the PPL 3.30.05 Academic Program Review of the major or the program(s).
  • Monitoring the student experience and graduate outcomes through SECaTs and other internal and external quality assurance data sets/measures.

Student Engagement

  • Working with students as partners in the planning and provision of curricula and co-curricular experiences.
  • Providing course, program and careers planning advice for enrolled and prospective students including advice on pathways to Honours and postgraduate study where appropriate.
  • Providing employability advice associated with the major or program and its potential graduate outcomes.

 

4.3 Course

4.3.1 Course Coordinator

Course Coordinators are assigned by a Faculty or School and have primary responsibility to oversee the design, planning and delivery of a course (refer also to PPL 3.10.03 The Course Profile – Procedures).

Course Coordinators need to be familiar with key University policies on teaching and learning. In team- taught courses, the Course Coordinator has an important role in ensuring integration of teaching and assessment across different sections of and different contributors to the course.

Responsibilities may include but are not limited to:

  • Providing leadership in course and curriculum development and implementation, quality assurance and improvement and professional accreditation where required.
  • Negotiating, with a range of stakeholders, the goals and academic content of the course, the course assessment, and the mix of teaching methods that will be used.
  • Managing course quality and continuous improvement processes.
  • Monitoring the student experience and graduate outcomes through SECaTs and other internal and external quality assurance data sets/measures.
  • Ensuring processes are implemented, reviewed and maintained to provide appropriate information on the course to students and other staff as appropriate.
  • Course-specific training of tutors, markers, and other sessional staff associated with the course.
  • Teaching into the course.
  • Devising, providing, and managing the assessment of the course materials.
  • The Course Coordinator has primary responsibility for ensuring that consistent, accurate and timely information is provided to students on all aspects of the course.

To ensure the course is appropriately aligned to the goals of the course, a key function of the Coordinator role is the liaison with stakeholders including:

  • Students in the course.
  • All contributors to teaching in the course.
  • Program Convenors, Major Convenors, and Year Coordinators relevant to the course.
  • Chair of the relevant School Teaching and Learning Committee.
  • The Chief Examiner in the School.
  • School professional staff (e.g. staff supporting laboratory, field or computer teaching).

These responsibilities should be read in conjunction with the Checklist of Specific Responsibilities for Course Coordinators (refer to Appendix B in section 6.2 below).

4.3.2 Course Contributor

Course Contributor responsibilities may include but are not limited to:

  • Assisting in the preparation, delivery and assessment of courses.
  • Supporting and leading student learning to the agreed expectations of the Course Coordinator.
  • Monitoring and supporting academic standards and academic integrity.
  • Where there is more than one Course Contributor, participating as part of the teaching team to support the Course Coordinator in their role and responsibilities.
  • Monitoring the student experience and graduate outcomes through SECaTs and other internal and external quality assurance data sets/measures.

 

4.4 Support Roles

4.4.1 Academic Advisor

Academic Advisors are assigned by a Faculty or a School and may be responsible for providing academic progress support for students.

Responsibilities may include but are not limited to:

  • Providing students with advice on:
    • program and study options;
    • enrolment options;
    • academic progress;
  • Making appropriate referrals for students to University services;
  • Making recommendations to other decision makers in relation to a student’s academic progress;
  • Participation in relevant discipline-based activities;
  • Responding to general student queries about academic programs.

These responsibilities should be read in conjunction with the Checklist of Specific Responsibilities for Academic Advisors (refer to Appendix C in section 6.3 below).

 

5.0 Monitoring, Review and Assurance

These Guidelines are monitored by the Academic Board through the Teaching and Learning Committee.

 

6.0 Appendices

6.1 Appendix A – Roles and Responsibilities of School Teaching and Learning Committees

The Chair of the School Teaching & Learning Committee is responsible for providing leadership to the Committee and to the School in promoting excellence in teaching and enhancing and assuring the quality of teaching and learning.

The Chair is responsible for:

  • Leading activities relating to all aspects of the Committee’s role.
  • Liaising with and providing advice to the Faculty Associate Dean (Academic), the Head of School, Chief Examiner and Program Convenors around issues related to teaching and learning.
  • Reporting to the Associate Dean (Academic) regarding the roles and responsibilities of academic staff.
  • Participating in the Faculty Teaching and Learning Committee and the School Executive or Management Committee.
  • Overseeing the preparation of teaching and learning-related documentation for quality assurance, accreditation or review purposes.
  • Seeking information, input and advice beyond the Committee and the School to facilitate decision making and initiatives on teaching and learning issues.

School Teaching and Learning Committees are responsible for promoting excellence in teaching and enhancing and assuring the quality of teaching and learning in Schools. This includes:

1. Leadership

  • Providing leadership and support to staff to improve teaching effectiveness and student learning in the context of University policy and strategic direction.
  • Leading, supporting and promoting the adoption of best practice and innovation in curriculum design, teaching and assessment.
  • Identifying emerging teaching and learning issues and opportunities of relevance to the School.
  • Developing and implementing the School’s teaching and learning strategic objectives in accordance with Faculty and University planning in this area.
  • Encouraging, recognising and rewarding high quality teaching and learning.
  • Promoting and publicising teaching and learning achievements, awards, fellowships, initiatives and developments within the School, University and wider communities.

2. Quality Assurance

  • Ensuring teaching and learning practices accord with University policy and University, Faculty and School procedures.
  • Monitoring all aspects of assessment including assessment design, compliance with examination processes, moderation of results, and finalisation of grades.
  • Overseeing the checking of course profiles.
  • Preparing for program, course, School reviews, and accreditation where appropriate.
  • Assisting with Curriculum and Teaching Quality Risk Assessment (CTQRA) and Academic Program Review (APR) processes.
  • Implementing initiatives for students to provide input and feedback.

3. Management

  • Overseeing all major changes to the School’s courses, majors, fields of study and programs.
  • Providing the School with analysis and advice on pedagogical issues including teaching, curriculum design, assessment and evaluation.
  • Identifying and coordinating staff development to enhance the quality of teaching, learning and assessment, academic guidance and learner support.
  • Advising the Head of School where appropriate on resources required for teaching and learning, including the School’s teaching and learning budget and allocation of teaching loads.
  • Ensuring effective communication between academic and professional staff in the area of teaching and learning.
  • Ensuring effective communication between School, Faculty and central committees/offices around teaching and learning.

 

6.2 Appendix B – Checklist of Specific Responsibilities for Course Coordinators

Before the commencement of the teaching semester, Course Coordinators are responsible for:

  • Liaising with the Program Convenor and School T and L Chair as appropriate regarding course objectives.
  • Liaising with Course Coordinators of prerequisite courses to establish expected prior knowledge of students.
  • Developing a coherent schedule/timetable for all learning activities and assessment in the course in collaboration with other contributors and in collaboration with Year Coordinators and Program Convenors, where appropriate.
  • Liaising with professional staff to ensure that appropriate locally controlled space is booked as required – e.g. tutorial rooms, computer laboratories as necessary.
  • Ordering textbooks and other learning resources at least 8 weeks prior to the commencement of a course.
  • Liaising with Librarians for course resource list at least 8 weeks prior to the commencement of a course.
  • Developing and submitting the Electronic Course Profile (ECP) for the course by the due date, in accordance with UQ PPL.
  • Ensuring that appropriate tutorial staff are appointed and briefed on duties and expectations.
  • Developing the Blackboard site for the course.
  • Checking on SI-net at the start of semester for any changes to the timetable and venues and for class lists.
  • Communicating in a timely fashion with all contributors (lecturers, tutors etc.) so that they are clear about the expectations of them in the course (including times, dates, places, deadlines).
  • Understanding the resources available to support the course to ensure their appropriate management.

During the semester:

  • Ensuring all items of assessment (including central exams and deferred exams) are prepared in a timely manner, and checked carefully for accuracy and clarity.
  • Preparing a sample examination if exemption is sought from release of examination papers.
  • Ensuring that all submitted assessment items are consistent with advice given in the ECP and consistent with the stated goals of the course.
  • Managing the Blackboard site for the course.
  • Training sessional staff in course-specific elements of their teaching and learning work.
  • Ensuring that there are adequate opportunities throughout the course for students to evaluate their understanding through appropriate and timely formative feedback on work in progress, on progressive assessment tasks and other means.
  • Ensuring that assessment is marked and returned in a timely fashion with appropriate feedback.
  • Ensure examiners have arranged to provide the Examinations Section with their contact telephone number, or the contact telephone number of a delegate, to answer questions in relation to possible errors or ambiguity in the question paper.
  • Taking overall responsibility for the quality of marking of exam papers, assignments and other summative assessment items and to give reliable final grades and ensuring that marks are appropriately moderated.
  • Ensuring marks and recommended grades are submitted by the due date.
  • Acknowledging notification of student Disability Action Plans.
  • Responding to student feedback in accordance with UQ PPL.
  • Referring incidents of suspected misconduct to an Integrity Officer or the Academic Registrar according to the Academic Integrity and Misconduct policy.
  • Responding to requests from Faculty and Central Administration with regard to student progress and participation to inform decisions on withdrawal without academic and/or financial penalty.

After the semester:

  • Providing students access to examination scripts and papers.
  • Marking deferred exams.
  • Setting and marking supplementary assessment.
  • Managing the process of approved re-marking items of assessment in a fair and equitable manner.
  • Finalising incomplete results within the required timeframes.
  • Responding to student feedback from SECaTs and other tools in the development of the next offering of the course.
  • Reviewing the course description for the following year.

Other tasks may be required in some courses, for example:

  • Ensuring that the Risk Assessments and other compliance requirements for the course are current.
  • Recognising possible ethical issues likely to be raised in the course and being prepared to address student concerns in this area.

 

6.3 Appendix C – Checklist of Specific Responsibilities for Academic Advisers

Study Planning

Advise students on

More information

The current program structure and rules of the program/major for which you are advising as well as previous structures and transition arrangements which may apply to continuing students

www.uq.edu.au/study

Issues related to course prerequisites, co-requisites, incompatibles (note: published in electronic course profile)

www.uq.edu.au/study

Requirements and issues around admission to dual programs

Dual degree programs

Overseas exchange partners and study plans

UQ Abroad

Make recommendations to relevant decision makers on

More information

Possible credit for previous study

Credit for previous study

Overseas exchange study plans and mobility scholarships

UQ Abroad Study Plan

Student Exchange Costs and Funding

Cross-institutional enrolments if appropriate

Cross-institutional enrolment

Participate in 

 

Relevant orientation and discipline based activities

 

Enrolment related activities

When advising students be aware of a​nd account for

More information

Important enrolment dates

Enrolment and Class Sign-On

Dates and processes for withdrawal from courses

PPL 3.50.02 Academic Withdrawal from Courses

Processes and contacts for applications for fee remission

Student Centre

Privacy

PPL 1.60.02 Privacy Management

Assessment and student progress

When advising students be aware of and account for

More information

Examinations procedures

PPL 3.10.11 Examinations

Special/supplementary assessment eligibility and application requirements and timelines

Eligibility is strictly in accordance with the criteria in PPL 3.10.09 Supplementary Assessment.

Refer queries to Student Administration, School & Faculty

Labels for approved calculators for use in examinations

Approved Calculators

Policy and procedures for feedback on Assessment

Querying a Result

Policy and procedures for remark of Assessment

PPL 3.10.02 - Assessment

Policy and procedure (including show cause) for managing academic progression and at risk students

Academic warnings and showing cause

Refer students including at risk students as appropriate to

More information

my.UQ

my.uq.edu.au

Advice on University procedures, processes, critical dates, forms

 

Academic integrity

Academic integrity and student conduct

Student Services

Personal, career, learning, disability advisers

Chaplaincy, University Health Service

Accommodation services

Student Services

Faculty – Associate Dean (Academic)

 

School Administration team

 

UQ Union

www.uqu.com.au

Record keeping

Activity

Contact

Record outcomes of student interviews and recommendations to students in SI-net or copy emails to Records Management Services

SI-net Training (see training manuals) or e-mail recordsmanagement@uq.edu.au

 

Attend relevant information sessions and ensure currency of knowledge of programs, policy and the operational environment


 

Custodians
Academic Registrar Mr Mark Erickson