Academic Senate 13 July 2012
2012
MACQUARIE UNIVERSITY
A meeting of the Academic Senate will be held at 9.30am Friday 13 July 2012 in the Senate Room, Level 3, Lincoln Building.
Members are requested to notify the Chair of Academic Senate, Professor Julie Fitness, of any additional items which they wish to have starred, and the reason for seeking discussion of those items.
Ë This symbol indicates items that have been starred for discussion at the meeting.
Members who are unable to attend the meeting are requested to send their apologies to Ms Rajee Grewal (Telephone: 9850 7320 or e-mail [email protected]).
A G E N D A
Page Numbers Ë 1. APOLOGIES / WELCOME
2. ARRANGEMENT OF AGENDA
Ë 2.1 Starring of Items
Ë 2.2 Adoption of Unstarred Items
Pages 3 - 23 Ë 3. MINUTES OF PREVIOUS MEETING Meeting held on 7 June 2012
4. BUSINESS ARISING FROM THE MINUTES (not dealt with elsewhere in the Agenda)
5. CONSIDERATION OF CONFIDENTIAL ITEMS Nil
6. 2012 - SESSION 1 UNIT RESULTS
Pages 24 – 32 6.1 Consideration of Schedule of Results, Session 1, 2012 Exam registers Examination Reports of the Faculties will be considered under this item. available from “P” drive (AMIS)
To be collected 6.2 Candidates who have now satisfied requirements for Undergraduate by Members from Degrees/Diplomas/Certificates APS
To be collected 6.3 Undergraduate Candidates who may Qualify once I/F grades are from APS resolved/amended
1 Page 1
Academic Senate 13 July 2012
To be collected 6.4 Candidates who have now Satisfied Requirements for Postgraduate from the APS Coursework Certificates/Diplomas/Degrees
To be collected 6.5 List of Prizewinners from APS Ë 6.6 Approval for the Communication of Results
Pages 33 - 126 7. OTHER RESULTS FOR NOTING
7.1 ICMS Study Period 3, 2011
7.2 OUA Term 3, 2011
7.3 OUA Term 4, 2011
7.4 Macquarie City Campus IBT 2, 2011
7.5 Macquarie City Campus IBT 3, 2011
7.6 Macquarie City Campus Study Period 3, 2011
7.7 Session 3, 2012
7.8 Vacation 2012
8. REPORTS FROM STANDING COMMITTEES
Pages 127 - 159 8.1 Coursework Admissions Committee Reports of Meetings of 2 February and 7 June 2012
9. GENERAL BUSINESS
Pages 160 - 166 9.1 Savings Clause Faculty of Science 10. OTHER BUSINESS
2 Page 2 Minutes
MACQUARIE UNIVERSITY ACADEMIC SENATE MINUTES OF MEETING OF 7 JUNE 2012
Minutes of a meeting of Academic Senate held on 7 June 2012 at 9.30am in the Senate Room, Level 3, Lincoln Building. Present: Professor J Fitness (in the Chair) Ms D Anderson Dr M Arrow Dr W Bradford Dr J De Meyrick A/Professor M Evans Professor M Gabbott A/Professor S George Professor J Greeley Professor J Hedberg Mr T Hendry Mr O Luck Mr H Moraes A/Professor S Page Professor P Radan Professor S Schwartz Professor J Simons Ms L Simpson Dr J Tent Professor S Thurgate Professor B Thompson A/Professor J Torr Professor G Town Professor D Verity Professor G Whiteford Professor R Widing Dr R Yager In Attendance: Ms S Chinneck (observer) Mr C Cosgrove (observer) Ms S Kelly Ms B Kosman Ms E Lawler Ms B Mclean Ms A Leeson (observer) Ms E MacLoud Mr J Wylie Apologies: Ms M Brodie Professor J Croucher Mr A Dahdal Professor N Mansfield Professor M Mollering Ms C O’Sullivan Professor J Piper Mr N Pchynok Professor J Sachs A/Professor I Solomonides Dr X Zhou 1 Page 3 Minutes
1. APOLOGIES /WELCOME * Academic Senate noted that apologies were received from: Ms M Brodie, Professor J Croucher, Mr A Dahdal, Professor N Mansfield, Professor M Mollering, Ms C O’Sullivan, Professor J Piper, Mr N Pchynok and Professor J Sachs.
The Chair noted that student elections had recently been held and Academic Senate now has new student representatives. The Chair thanked Mr Bradshaw, Mr Coote, Ms Fernandez, Mr Hambrett and Ms MacLoud for their contributions to Academic Senate during their term and wished them all the best for their future.
The Chair welcomed the new student members of Academic Senate: Mr Luck, Ms Simpson, Ms O’Sullivan, Mr Pchynok, Mr Hendry and Mr Moraes.
Ms MacLoud left the meeting at 9.35am. * 2. MINUTES OF MEETING HELD ON 3 APRIL 2012
Resolution 12/116 That the minutes of the meeting held on 3 April 2012 be signed as a true and correct record.
* 3. IDENTIFICATION OF ITEMS FOR DISCUSSION
The following items were starred for discussion: 6 Chair Verbal Update 7. Vice-Chancellor Verbal Update 8. Questions on Notice 9.1 Higher Degree Research Committee 9.2 Senate Learning & Teaching Committee 9.3 Academic Standards and Quality Committee 10.1 Final Examinations Policy 10.2 Probation Appeals Committee – membership nomination
* 4. CONSIDERATION OF UNSTARRED ITEMS
Resolution 12/117
That the items not starred for discussion be noted and, where appropriate, be adopted as recommended.
(The adopted items are recorded in these minutes according to the sequence of the agenda).
5. CONSIDERATION OF CONFIDENTIAL ITEMS 5.1 Report of the Discipline Committee
The report of the Discipline Committee meetings of 27 February 2012, 28 February 2012 and 12 March 2012 were laid on the table.
2 Page 4 Minutes
6. CHAIR VERBAL UPDATE * The Chair advised that she had attended and delivered a speech at a Quality in Higher Education conference. The Chair advised her speech was on the role of Academic Senates in University strategic planning.
The Chair updated the meeting on progress with the Australian Qualifications Framework and TEQSA.
The Chair advised the September 2012 reserve Academic Senate meeting would focus on governance and a guest speaker regarding the Australian Qualifications Framework would attend the meeting.
Academic Senate noted the update.
Mr Tim Hendry joined the meeting at 9.50am. 7. VICE-CHANCELLOR VERBAL UPDATE * The Vice-Chancellor updated the meeting on:
• Recently released University rankings and Macquarie University’s improved position; • Communications from TEQSA and requests for detailed information regarding individual students and admissions; • Implications of potential fee deregulation under a new Government
Academic Senate noted the update.
Mr C Cosgrove joined the meeting at 9.50am.
8. QUESTIONS ON NOTICE * Discontinuance of Museum Studies
The Chair advised she had received a question on notice from an academic staff member and from the President of the Museums Appreciation Society, expressing concern about the discontinuance of the major and Masters in Museum Studies for new enrolments. They requested further information about the reasons for the discontinuance. The Chair noted that ASQC had reviewed the case for the discontinuance of the major and Masters in Museum Studies and had recommended it for Academic Senate approval at Item 9.3 on this agenda. The Chair also noted a letter had been sent by an interested student to all Academic Senate members.
Professor Thurgate provided information regarding the history of Museum Studies and the background to the decision to recommend that the major and Masters program be discontinued. Professor Thurgate advised that a letter was submitted to ASQC detailing the issues leading to the recommendation to discontinue, and he reiterated the content of the letter in the meeting to explain the strategic reasons for the discontinuance. He then responded to questions from the meeting.
Professor Thurgate noted there may be an opportunity to offer the units through Open Universities Australia and alternate delivery possibilities will be further examined.
Professor Simons advised the Faculty of Arts had investigated the possibility of taking on Museum Studies but had decided this was not a viable proposition. Their assessment was in line with that completed by the Faculty of Science.
Professor G Whiteford joined the meeting at 10.05am
3 Page 5 Minutes
Professor Thurgate and the Chair noted that communication about the recommendation had not been optimal. The Chair advised that communication at every level of the University needs to be improved, especially between Departments, Faculties, and Senate subcommittees, This is an explicit objective following a recent review of governance processes at MQ.
Academic Senate noted the discussion.
9. REPORTS FROM STANDING COMMITTEES
9.1 Higher Degree Research Committee * The Chair commended all involved with the significant work undertaken on new units for the Master of Research.
Academic Senate noted the report of the meeting of 1 June 2012 and resolved as recommended:
COMPLETION OF REQUIREMENTS
Resolution 12/118
That the students included in the Report of the Higher Degree Research Committee of 1 June 2012 have satisfied the requirements for the awards stated.
NOMINATIONS FOR VICE-CHANCELLOR’S COMMENDATION
Resolution 12/119
That Tara Georgina Bautista’s PhD thesis entitled “An investigation into the tonic and reflex control of laryngeal motoneurons” be awarded a Vice-Chancellor’s Commendation.
Resolution 12/120
That Sandey Fitzgerald’s PhD thesis entitled “Just watching? Spectators, politics and the theatre of metaphor” be awarded a Vice-Chancellor’s Commendation.
Resolution 12/121
That Daniel Bernard Zurek’s PhD thesis entitled “The function of the anterior lateral eyes in the modular visual system of jumping spiders (Araneae, Salticidae)” be awarded a Vice- Chancellor’s Commendation.
Andrew Dahdal left the meeting at 10.00am.
9.2 Senate Learning and Teaching Committee (SLTC) * Report of Meeting of 2 May 2012
Academic Senate noted the report of the meeting of 2 May 2012.
Session 3
Professor Verity spoke to the paper as recommended by SLTC and responded to questions from the meeting.
4 Page 6 Minutes
Academic Senate discussed:
• the comments made by SLTC members regarding resourcing; and • the timeline as proposed and the practical difficulties of processing appeals in the timeframe allowed.
Resolution 12/122
That the recommendations as detailed in the Report of the First Session 3 and detailed below are approved, subject to activities and dates being finetuned, particularly regarding appeal processes:
1. That Session3 be mainstreamed into the University’s Academic Calendar
2. That faculties be encouraged to continue to increase their unit offerings in Session3
3. That the mode of teaching Session3 units should reflect the compressed nature of the Session and be known early to facilitate timetabling and students’ personal planning
4. That the Principle that Session3 enrolment not be accessible to commencing students be waived for the following classes of students:
• Summer Institute for students from disadvantaged backgrounds;
• Gifted and Talented HSC students that have already successfully completed Macquarie units;
• Graduate entry LLB students undertaking a Foundation unit
4A. That Session3 be available for all commencing students in 2013/14.
5. That Session3 remain a compressed timeframe and the following Timeline be adopted:
Activity Date MQ reports to DIISR units offered in 2013 Tues 2 October 2012 Session3 fees associated June 2012 eStudent opens for Session3 enrolment Mon 30 July 2012 Session2 exams commence Mon 12 November 2012 Last day of Session2 Fri 30 November 2012 Session3 application closing date (non-MQ Mon 3 December 2012 students) Deadline for Session3 tuition fees payment Fri 7 December 2012 Session3 classes commence Mon 10 December 2012 Academic Senate Exam Meeting Thurs 13 December 2012 Session2 exam results released Fri 14 December 2012 Session2 Review and Appeal process Mon 17 December 2012 combined – student submit by 5:00pm Academic advice of Session2 Review and Wed 19 Dec 2012 Appeal Last day to enrol in Session3 Wed 19 Dec 2012 Session3 Census Day & Fri 21 Dec 20121 Last day to withdraw without financial penalty Session3 recess Sat 22 December 2012 – Sun 6 January 2013 Last day to withdraw without academic penalty Thurs 27 Dec 2012 Session3 classes re-commence Mon 7 Jan 2013 Last day of classes Session3 Fri 25 Jan 2013
5 Page 7 Minutes
Session3 Exam Week Mon 28 Jan – Fri 1 Feb 2013 Last date for Session3 Results entry Wed 13 Feb 2013 Confirmation of Session3 results Thurs 14 Feb 2013 Session3 results released Fri 15 Feb 2013 Deadline for Session3 Grade Appeals Fri 22 Feb 2013 Session1 classes commence Mon 25 Feb 2013 1 Census date may have to be moved into 2013 to align with the move to 69 credit points. 2012/13 Session3 students will still be charged the 2012 fees.
* 9.3 Academic Standards and Quality Committee (ASQC)
Academic Senate considered the report of the 17 April 2012 meeting of ASQC and resolved to approve each of recommendations as detailed below.
Academic Program 2012
Resolution 12/123 That the Emergency Change request to add a Commerce designation to LEX300 Social Innovation, Governance and Professional Leadership is approved effective immediately.
Resolution 12/124 That the Emergency Change request to add LING210 and LING217 as NCCW units to LING398 Phonetics: Transcription & Theory is approved effective immediately.
2013 Academic Program
Resolution 12/125 That the introduction of the Major in Public Policy, Law and Governance is approved with effect from 1 January 2013.
Resolution 12/126 That the requested amendments to the Bachelor of Teaching (Early Childhood Services), are approved with effect from 1 January 2013.
Resolution 12/127 That the introduction of LEX202 Crime, Policy and Governance and MAS329 Critical Games Studies is approved with effect from 1 January 2013.
Resolution 12/128 That the introduction of ECH350 Diversity in Schools and ECH455 Literacy and Numeracy Across the Primary Curriculum (Stage 2 and 3) is approved with effect from 1 January 2013.
Resolution 12/129 That the introduction of GEO112 The Planet Earth (OUA) and GEO251 Minerals Energy and the Environment (OUA) is approved with effect from 1 January 2013.
Resolution 12/130 That the addition ofECHP424 Early Childhood Reflective Practice 6 to the Schedule of Participation Units is approved with effect from 1 January 2013.
Resolution 12/131 That ABEP330 Program Planning in ATSI Contexts as a Capstone unit is approved with effect from 1 January 2013.
6 Page 8 Minutes
Resolution 12/132 That the deletion of the units listed below is approved with effect from 31 December 2012. ABEC112 The Social Context of Early Childhood ABEC320 Language, Literature and Literacy in ATSI Contexts ABEC335 Young ATSI Children and Mathematics, Science and Technology ABEC212 Difference and Disability in Early Childhood ABEC340 Management in Early Childhood Contexts
Resolution 12/133 That the unit recodes listed below are approved with effect from 1 January 2013. Old Code: ABEC350 ATSI Children and Health: Education and Social Implications (4 cp) New Code: ABEC314 ATSI Children and Health: Education and Social Implications (3 cp)
Old Code: ABEC312 Early Childhood Development 1 (4 cp) New Code: ABEC313 Early Childhood Development 1 (3 cp)
2013 Academic Program
Resolution 12/134 RECOMMEND TO COUNCIL that the introduction of the award and program of study for the Doctor of Advanced Surgery is approved with effect from 1 January 2013.
Resolution 12/135 That the retention and renewal of the awards and programs of study listed below is approved with effect from 1 January 2013. Master of Business Administration Master of Management Postgraduate Diploma of Management Postgraduate Certificate of Management MBA Extension Postgraduate Certificate
Resolution 12/136 That the revised program of study for the Master of Management is approved with effect from 1 January 2014.
Resolution 12/137 That the discontinuance of the Master of Recording Arts is approved with effect from 31 December 2012.
Resolution 12/138 That the deletion of the units listed below is approved with effect from 31 December 2012.
AMED891 Basic Concepts in Medical Education AMED892 Critical Appraisal of the Medical Literature PSYO934 Professional Practice 1 PSYO935 Professional Practice 2
Resolution 12/139 That Faculties be advised to review all HDR Pathways such as stand-alone awards, embedded specialisations and/or units, as they may need to be discontinued from 31 December 2013.
7 Page 9 Minutes
Resolution 12/140 That the Certificate of Ancient Languages and Certificate of Languages only exist as exit awards from the Diploma of Ancient Languages and Diploma of Languages respectively is approved with effect from 1 January 2012.
Resolution 12/141 That the introduction of the units listed below is approved with effect from 1 January 2013.
Faculty of Arts CWPG701 Creative Writing Seminar I CWPG702 Creative Writing Seminar II CWPG703 Writing: Text and Context CWPG704 Poetry Seminar: Reading and Writing Poetry CWPG705 Writing Young Adult (YA) Fiction CWPG706 Writing for Emerging Readers (6-12 yrs) FOAR700 Research Frontiers 1 PICT704 Specialised Research Topic in Security 1 PICT705 Specialised Research Topic in Security 2 PICT706 Specialised Research Topic in Security 3 PICT707 Specialised Research Topic in Security 4 PICT708 Specialised Research Topic in Security 5 PICT709 Specialised Research Topic in Security 6
Faculty of Human Sciences FOHS700 Research Frontiers in Human Sciences
Resolution 12/142 That the discontinuance of the award Postgraduate Certificate in International Communication is approved with effect from 1 January 2012.
Resolution 12/143 That the proposed 2013 listing of approved Undergraduate, Postgraduate and Graduate awards, majors and specialisations is approved.
Emergency Changes
Resolution 12/144 That the 2012 Emergency Changes to Postgraduate Units as presented in the summary tables in Attachment 1 to the ASQC Report, are approved effective immediately.
Resolution 12/145 That the 2012 Emergency Changes to Postgraduate programs as presented in the summary tables in Attachment 2 to the ASQC Report are approved effective immediately.
Prerequisites and corequisites for 300 level units
Resolution 12/146
That the following principle be amended as follows:
“3. If individual units are specified without a maturity prerequisite as prerequisites the prerequisite should normally include a minimum of 6 credit points at 200 level.”
8 Page 10 Minutes
Academic Senate considered the report of the 15 May 2012 meeting of ASQC and resolved to approve each of recommendations as detailed below.
2012 Academic Program
Resolution 12/147 That the Emergency Change request for GEOS375 Environmental Geology, to add GEOS377 as an NCCW and remove GEOS415 and GEOS420 as NCCWs is approved effective immediately.
2013 Academic Program
Resolution 12/148 That the introduction of the Major in Political Economy and Social Policy, as a qualifying major for the Bachelor of Arts and Bachelor of Social Science is approved with effect from 1 January 2013.
Resolution 12/149 That the inclusion of the Statistics Major (STA01) as a qualifying Major for the Bachelor of Social Science is approved with effect from 1 January 2013.
Resolution 12/150 That the deletion of the units listed below is approved with effect from 31 December 2012.
Faculty of Arts ABSP100 Introduction to Indigenous Studies ABSP300 Indigenous Voices and Perspectives AHMG202 The Olympic Games: Ancient and Modern CUL222 Gender, Sexuality, Culture: Queer Theory CUL224 Working Cultures: Representations, Identities and Resistances CUL320 Post 9/11: The Cultural Politics of Terror CUL324 Fat Studies: Panic, Politics and Embodiment CUL326 Criminal Bodies CUL340 Genre Writing CUL341 Performance, Environments and Material Culture DANC300 Movement and the Screen DANC315 Choreography 1 EUL308 European Language Internship INTS200 Study Abroad Program (for Bachelor of International Studies Program) INTS203 International Studies Internship JPS315 Japanese Mass Media Workshop
Faculty of Business and Economics ECON312 Health Economics
Faculty of Human Sciences ABEP331 Program and Planning in ATSI Contexts
Faculty of Science BBE307 Behavioral Ecology BIOL357 Physiology 1 BIOL358 Physiology 2 CHIR302 Chiropractic Principles and Skills IIIB ENVE380 Dynamic Coastal Environments 9 Page 11 Minutes
HLTH303 Differential Diagnosis HLTH307 Clinical Anatomy 3 HLTH308 Clinical Anatomy 4 STAT371 Statistical Theory
Resolution 12/151 That the addition of the units listed below to the Schedule of Participation Units is approved with effect from 1 January 2013.
Faculty of Business and Economics HRM207 Learning and Development BUS303 International Business Project DEM255 Australian Population: Past, Present and Future
Faculty of Human Sciences TEP401 Professional Experience in the Secondary School I TEP402 Professional Experience in the Secondary School II TEP403 Professional Experience in the Primary School I TEP404 Professional Experience in the Primary School II
Faculty of Science ASTR310 Frontiers of Astronomy and Astrophysics BIOL392 Green Steps COMP355 Information Technology Project ENV301 Environmental Management Project ENVE304 Integrated Climate Science ENVE339 Fluvial Geomorphology and River Management ISYS355 Information System Project ISYS358 Business Information Systems Project
Resolution 12/152 That the unit recodes listed below are approved with effect from 1 January 2013.
Faculty of Arts Old Code: POL307 Australian Governments and Public Policy New Code: POL207 Australian Governments and Public Policy
Old Code: CUL232 Rehearsing Lives New Code: MMCS132 Performing Lives
Old Code: CUL330 Performance and Digital Culture New Code: MMCS330 Movement, Screen and Digital Culture
Old Code: SOC351 Social Change Placement New Code: SOC352 Social Change Placement
Old Code: AHIS279 Egyptian Hieroglyphs B New Code: AHIS378 Egyptian Hieroglyphs B
Old Code: INTS302 International Studies Internship New Code: INTS305 International Studies Internship
Old Code: DANC100 Dance History and Aesthetics New Code: DANC101 Movement and Dance in the 21st Century
10 Page 12 Minutes
Faculty of Business and Economics Old Code:ECON314 Labour Economics New Code: ECON244 Labour Economics
Faculty of Science Old Code: INFO111 Computer Games New Code: COMP111 Introduction to Video Games
Resolution 12/153 That the introduction of the units listed below is approved with effect from 1 January 2013, subject to minor clarifications.
Faculty of Arts ENGL370 Reason, Imagination, Revolution: Literature and Culture from Pope to Austen ENGL371 Doll to Cyborg
Faculty of Science COMP352 Videogames Project ENE214 Climate Change (OUA) ENE237 Natural Hazards (OUA) PHYS106 Thermodynamics, relativity and fields (originally submitted as PHYS1060) PHYS107 Particles and Waves (originally submitted as PHYS1063) PHYS108 So you want to Build a Time Machine: The Physics of the Impossible
Resolution 12/154 That the introduction of the OUA units listed below is approved with effect from 1 January 2013. Faculty of Arts PHI250 Freedom and Alienation (OUA)
Faculty of Human Sciences FOHS201 Disorders and Delusions of Mind (OUA) FOHS202 Brain and Language (OUA)
Faculty of Science BIO260 Science of Sex (OUA)
Resolution 12/155 That the discontinuance of the awards listed below is approved with effect from 31 December 2012.
Faculty of Human Sciences Graduate Diploma of Advanced Psychology Graduate Diploma of Teaching (5 to 12 years)
Faculty of Science Bachelor of Engineering with the degree of Bachelor of Business Administration
Resolution 12/156 That the discontinuance of the program ‘Bachelor of Education (TESOL)’ is approved with effect from 31 December 2012, but not the award as further agreements may be developed in the future.
Resolution 12/157
11 Page 13 Minutes
That the discontinuance of the majors listed below is approved with effect from 31 December 2012.
Faculty of Human Sciences Graduate Diploma of Arts – Major in Coptic Studies
Faculty of Science Bachelor of Arts, Bachelor of Science - Major in Museum Studies
Resolution 12/158 That the creation of a new category of ‘general credit in a range of prefixes’, to allow undergraduate students to be granted exemptions with general credit in a specific prefix area is approved.
Resolution 12/159 That the retention and renewal of the awards and programs of study listed below is approved with effect from 1 January 2013.
Master of Policing, Intelligence and Counter Terrorism with the Master of International Security Studies [06/991]
Postgraduate Certificate of Intelligence [07/74]
Resolution 12/160 That the discontinuance of the awards listed below is approved with effect from 31 December 2012.
Faculty of Arts Postgraduate Diploma of Research Preparation (Arts) Postgraduate Certificate of Research Preparation (Arts) Master of Computer Forensics [11/459] Postgraduate Diploma of Computer Forensics [07/75] Postgraduate Certificate of Computer Forensics [07/76]
Faculty of Business and Finance Postgraduate Diploma of Research Preparation (Business and Economics) [11/489] Postgraduate Certificate of Research Preparation (Business and Economics) [07/513]
Faculty of Human Sciences Master of Communication Disorders [A89/275]
Faculty of Science Master of Information Technology Consulting [02/1669] Master of Museum Studies [03/125] Postgraduate Diploma of Museum Studies [03/126]
Resolution 12/161 That the discontinuance of the Specialisations listed below is approved with effect from 31 December 2012. Faculty of Arts Specialisation in Legal History within the Master of Laws
12 Page 14 Minutes
Faculty of Science Specialisation in Research and Development within the Master of Information Technology
Resolution 12/162 That the introduction of the Specialisations listed below for the Postgraduate Diploma of Science and the Postgraduate Certificate of Science is approved with effect from 1 January 2013. Faculty of Science Specialisation in Environmental Health Specialisation in Remote Sensing and GIS
Resolution 12/163 That the deletion of the units listed below is approved with effect from 31 December 2012.
Faculty of Arts CRSI800 Towards an Inclusive Australia (4) LAW 880 History of Law in Australia (4) LAW 881 History of the Legal Profession (4) LAW 882 Legal History in Context (4) LAW 883 Comparative Legal History (4) LAW 884 Legal History Dissertation (8) LAW 886 Advanced Torts (4) MUS 801 Studio Technique and Practice (8) MUS 802 The Art of Recording: Sound and Society (8) MUS 804 Music Production Seminar (8) MUS 854 West African Drumming (4) MUS 858 Ensemble Practice 2 (4)
Faculty of Human Sciences LING846 Developmental Language Disorders (4) LING847 Psycholinguistics and Aphasia (4) LING848 Linguistics Description of Disordered Language (4)
Faculty of Science ENVE808 Research Preparation – Environmental Science (8) GEOS906 Environments of the Lithosphere (4)
Resolution 12/164 That the introduction of the units listed below is approved with effect from 1 January 2013.
Faculty of Arts MMCS830 Entrepreneurship and Collaboration for Creative Media (4) MMCS832 Writing for Screens (4) MMCS836 Creative Audio Techniques (4) MMCS840 Arts Criticism (4) PICT848 Cyber Security (4) PICT850 Security I (4) PICT851 Security II (4)
13 Page 15 Minutes
Faculty of Human Sciences PSY982 Special Studies in Advanced Professional Psychology (2)
Faculty of Science CHIR904 Clinical Chiropractic 4 (4) CHIR921 Topics in Chiropractic 1 (4) CHIR922 Topics in Chiropractic 2 (4) ENGG801 Engineering Management Thesis (4)
Resolution 12/165 That the retention of the units listed below to be taught out in 2013 and discontinued is approved with effect from 31 December 2013.
Faculty of Business and Economics ACCG851 Business Law (3) ACCG854 Company Law (3) ACCG861 Principles of Accounting (3)
Faculty of Human Sciences LING930 Research Methods for Communication Disorders Part A (1) LING931 Special Project in Communication Disorders Part A (3) LING932 Special Project in Communication Disorders Part A (3) LING934 Research Methods for Communication Disorders Part B (1)
Resolution 12/166 That the amendment listed below to Master by coursework rule 3. (d) with a communication strategy to Faculties and students is approved to be implemented.
(iii)To qualify with two specialisations a candidate must: o Complete all the requirements for each of the specialisations and, in doing so, o For each specialisation, complete a number of distinct credit points from that specialisation equal to the credit point size of the specialisation, where ‘distinct credit points’ means, from units which are not counted towards qualifying for the other specialisation, for the purpose of this subclause.
Resolution 12/167 RECOMMEND TO COUNCIL the introduction of the Bachelor of Philosophy as an exit award from the Master of Research, with effect from 1 January 2013.
Resolution 12/168 That the discontinuance of the Bachelor of Ancient History (Honours) is approved with effect from 31 December 2012.
Resolution 12/169 That the inclusion of Participation as a general requirement of the Bachelor of Arts – Media, to come into effect for new students commencing in 2013 is approved.
Resolution 12/170 That the 2013 Schedules listed below and detailed in the applicable attachments to the minutes of the ASQC meeting of 15 May are approved.
Postgraduate Schedule of Programs and Specialisations (Attachment 1) Schedule of Units (Attachment 2)
14 Page 16 Minutes
Undergraduate Schedule of Programs (Attachment 3) Schedule of Majors (Attachment 4) Schedule of Units (Attachment 5) Schedule of People Units and Planet Units (Attachment 6) Schedule of Participation Units (Attachment 7)
Graduate Schedule of Programs and Majors (Attachment 8) Schedule of Units (Attachment 9)
Resolution 12/171 That the schedule of 700 level units (Attachment 10 to the ASQC minutes of 15 May 2012) that only includes unit names, codes, credit points and offerings is approved. It is noted that faculties will be required to provide the full details of each unit and that a full recommendation of the schedule will be presented to Academic Senate for approval following review at the 26 June (and 17 July if necessary) ASQC meeting.
10. GENERAL BUSINESS
10.1 FINAL EXAMINATIONS POLICY
Professor Verity spoke to the paper and recommendation from SLTC. Academic Senate discussed the draft policy and proposed amendment.
Professor Schwartz and Professor Widing left the meeting at 10.55am.
Ms S Chinneck and Ms A Leeson left the meeting at 11.00am.
Resolution 12/172
That the Final Examinations Policy as attached to the papers be approved for implementation from 30 July 2012, subject to the wording on Exceptions being amended to read:
“Exceptions to this policy will only be considered when supported by a case made on the basis of sound pedagogical or administrative argument.
Cases for exception will be submitted for consideration to the Academic Standards and Quality Committee and will require the approval of Academic Senate.”
Ms D Anderson left the meeting at 11.05am.
10.2 PROBATION APPEALS COMMITTEE – MEMBERSHIP NOMINATION
Resolution 12/173
That Professor Peter Radan, with Professor Dominic Verity as alternate, be the nominated staff members for the pool for the Probation Appeals Committee.
10.3 SAVINGS CLAUSES
Resolution 12/174
That in accordance with Rule 20 of the Bachelor Degree Rules, the Saving Clause be invoked to change the requirement that CPS can only be given up to 200 level and allow CPS to be altered to 20 credit points at 100 level, 21 credit points at 200 level and 3 credit
15 Page 17 Minutes points at 300 level to enable Susanna Matters to satisfy degree requirements for the BADipEd, provided all other degree requirements are met.
Resolution 12/175
That in accordance with Rule 20 of the Bachelor Degree Rules, the Saving Clause be invoked to allow Judy Nai-Tzu to satisfy the degree requirements for the BA-Psych component of her BA-PsychLLB degree, with a minimum of 9 credit points from 300 level PSY units instead of the 12 required, provided all other degree requirements are met.
Resolution 12/176
That in accordance with Rule 20 of the Bachelor Degree Rules, the Saving Clause be invoked to allow Jacqueline Wright to satisfy the degree requirements for the PC-EDIT, with a minimum of 11 credit points rather than the required 12 credit points, provided all other degree requirements are met.
Resolution 12/177
That in accordance with Rule 20 of the Bachelor Degree Rules, the Saving Clause be invoked to allow Juliet Norris to satisfy the degree requirements for the BPsyLLB, with 9 credit points at 300 level PSY, provided all other degree requirements are met.
Resolution 12/178
That in accordance with Rule 20 of the Bachelor Degree Rules, the Saving Clause be invoked to allow Alice Ngo to satisfy the degree requirements for the BPsyLLB, with 9 credit points at 300 level PSY, provided all other degree requirements are met.
Resolution 12/179
That in accordance with Rule 20 of the Bachelor Degree Rules, the Saving Clause be invoked to allow Joanna Mackenzie to satisfy the degree requirements for the BPsyLLB, with 9 credit points at PSY300 level, provided all other degree requirements are met.
Resolution 12/180
That in accordance with Rule 20 of the Bachelor Degree Rules, the Saving Clause be invoked to allow Samantha McCormack to satisfy the degree requirements for the BPsyLLB, with 9 credit points at PSY300 level, provided all other degree requirements are met.
Resolution 12/181
That in accordance with Rule 20 of the Bachelor Degree Rules, the Saving Clause be invoked to allow Michael Cope to satisfy the degree requirements for the BAPsychBHealth, with 9 credit points at PSY300 level, provided all other degree requirements are met.
Resolution 12/182
That in accordance with Rule 20 of the Bachelor Degree Rules, the Saving Clause be invoked to allow Ashleigh Standen to satisfy degree requirements for BALLB pre-2010 without completing post-2010 degree requirements, provided all other degree requirements are met.
16 Page 18 Minutes
Resolution 12/183
That in accordance with Rule 20 of the Bachelor Degree Rules, the Saving Clause be invoked to allow Lucas Good to satisfy the degree requirements for the MA in Ancient History (coursework) counting two 300 level units, provided all other requirements are met.
Resolution 12/184
That in accordance with Rule 20 of the Bachelor Degree Rules, the Saving Clause be invoked to allow Jordan Livesey to satisfy degree requirements for BA counting MAS214 as her People unit in spite of being from within her Faculty of enrolment, provided all other degree requirements are met.
Resolution 12/185
Noted that, following an appeal against the FSQC decision, ASQC approved the request to deem PSY328_Psychology and the Law as a Social Structure unit for the purpose of enabling Ernest Bucher to qualify for the Bachelor of Social Science.
10.4 PRIZES AWARDS
Resolution 12/186 That prizes be awarded to the students nominated and attached to these minutes as Attachment 1.
10.5 UNDERGRADUATE AND POSTGRADUATE STUDENTS QUALIFIED FOR AN AWARD
Resolution 12/187 That the candidates in the report have satisfied requirements for the awards stated in the submission.
10.6 CHANGE OF AWARD NAME REPORT
Academic Senate noted the Change of Award Name report.
There being no further business the meeting was declared closed at 11.10am.
Professor J Fitness Chair
17 Page 19 Minutes
Attachment 1
Prize Awards
1. MACQUARIE GRADUATE SCHOOL OF MANAGEMENT
Prize Awarded for Nomination Last Name First Name Hong Kong for highest overall grade point average in So Kai On Management the Master of Management program Association Director’s conducted in Hong Kong Award Hong Kong for highest overall grade point average in So Kai On Management the Master of Management in Financial Association for Best Management program conducted in Hong Overall Performance Kong Hong Kong for highest overall grade point average in Poon Choi Fung Management the Master of Management in People and Association Award Performance program conducted in for Best Overall Hong Kong Performance Hong Kong for highest overall grade point average in Wan Ching Han Pamela Management the Master of Management in Association Award International Management program for Best Overall conducted in Hong Kong Performance Hong Kong for highest overall grade point average in Lai Winnie Management the Master of Management (General) Association Award Management program conducted in Hong for Best Overall Kong Performance Hong Kong for highest overall grade point average in Kwong Ming Wai Management the Master of Management in Marketing Association Award Management program conducted in Hong for Best Overall Kong Performance Hong Kong for highest overall grade point average in Law Cynthia Management the Master of Business Administration Association Award program conducted in Hong Kong for Best Overall Performance Hong Kong for proficiency in the unit MGSM800 Chan Sin Yee Cindy Management Human Resource Management Lee Hiu Wing Doris Association Award Hong Kong for proficiency in the unit MGSM806 Cheng Wai Kam Kennex Management Managerial Self-Development Association Award Hong Kong for proficiency in the unit MGSM818 Beverly Michael Paul Management Advertising and Promotions Management Association Award Hong Kong for proficiency in the unit MGSM819 Law Cynthia Management Consumer Behaviour Association Award Hong Kong for proficiency in the unit MGSM820 Ki Wing Yee Winnie Management Marketing Management (Shared) Li Siu Ying Association Award Hong Kong for proficiency in the unit MGSM822 Lam Joyce Wan Si Management Services Marketing Association Award
18 Page 20 Minutes
Prize Awarded for Nomination Last Name First Name Hong Kong for proficiency in the unit MGSM835 Lai Yin Ping Management Financial Management Association Award Hong Kong for proficiency in the unit MGSM836 Cockburn Alan Paul Management Investment Management Association Award Hong Kong for proficiency in the unit MGSM840 Chung Yu Kiu Management Accounting for Management Association Award Hong Kong for proficiency in the unit MGSM845 Cockburn Alan Paul Management Economic Context of Management Association Award Hong Kong for proficiency in the unit MGSM860 Terry Douglas Gordon Management Strategic Management Association Award Hong Kong for proficiency in the unit MGSM870 Ben Rafael Amit Management Organisational Behaviour Association Award
Hong Kong for proficiency in the unit MGSM871 Kan Wei Yee Management Managerial Psychology Association Award Hong Kong for proficiency in the unit MGSM890 Carter Jamie Stewart Management Operations Management Association Award Hong Kong for proficiency in the unit MGSM960 So Kai On Management Information and Decision Analysis Association Award
2. FACULTY OF SCIENCE
Prize Awarded for Nomination Last Name First Name
Luggage Professionals for proficiency in the Unit Kwa Kah-Hoe Prize COMP344 E-Commerce Technology Jan Hext Prize for proficiency in the Unit Seal Nathan COMP125 Fundamentals of Computer Science Jan Hext Prize for proficiency in the Unit Yin Yvonne COMP229 Object-Oriented Programming Practices Jan Hext Prize for proficiency in the Unit Cheng Kai-Yuan COMP332 Programming Languages
19 Page 21 Minutes
The following prizes have been approved by Professor Judyth Sachs on behalf of Academic Senate
1. ALUMNI PRIZES
The Alumni Faculty prizes are awarded to the top two commencing undergraduate students in each Faculty based on ATAR or equivalent.
Award Student ATAR Alumni Prize, Faculty of Arts Emma Squires 99.7 Alumni Prize, Faculty of Arts Belinda Slack 99.65 Alumni Prize, Faculty of Human Courtney Lollback 99.5 Sciences Alumni Prize, Faculty of Human Sheree Hansen 98.6 Sciences Zoe Powell 98.6 (shared) Alumni Prize, Faculty of Apollo Kim 99.85 Business & Economics Alumni Prize, Faculty of Cameron Atkinson 99.8 Business & Economics Alumni Prize, Faculty of Dean Southwood 99.6 Science Alumni Prize, Faculty of Rochelle Martin 99.5 Science
Prize Awarded for Nomination Last Name First Name
Alumni Higher Degree Research two top ranked Alumni Jewell Evan Excellence Prize scholarship applicants in the Varney Deepa Ruth APA and IPRS scholarship rounds
2. BERNARD CURRAN MEMORIAL PRIZE FOR GENERAL PROFICIENCY
Award Awarded for Nomination ATAR Student name Bernard Curran Memorial for the most meritorious pass in the Apollo Kim 99.85 Prize New South Wales Higher School Certificate Examination in the year Enrolled: immediately preceding entry to BACSTBSC Macquarie University.
3. FACULTY OF ARTS
Prize Awarded for Nomination Last Name First Name
Dean’s Award for for First Class Honours in LAW Greentree Catherine Outstanding Academic Khouw Angela Achievement in LAW Preston Amy Freehills John Peden for proficiency in the unit LAW471 Amon Roderick Memorial Prize Foundations of Commercial Law Wilson Luke John Peden Memorial for the best mark in a 500 level Carter Rachel Prize Legal Research Project
20 Page 22 Academic Senate 7 June 2012 Minutes
4. FACULTY OF BUSINESS AND ECONOMICS
Prize Awarded for Nomination Last Name First Name
Department of Accounting For academic excellence in the unit Dai Xiang and Corporate Governance ACCG903 CPA – Global Strategy Yamaguchi Yasuhiro Prize and Leadership Alf and Pearl Pollard for the most outstanding student Zhang Shunquan Memorial Prize completing the fourth and final year of undergraduate studies in the Faculty of Business & Economics Macquarie University for academic merit in 300 level units Shang Xinxin Alumni Kathryn Murphy taken in the Faculty of Business and Memorial Prize Economics Percy Ip Prize for For proficiency in the unit ECON844 Yamamoto Atsushi Postgraduate Coursework Monetary and Financial Policies in Economics
5. FACULTY OF SCIENCE
Prize Awarded for Nomination Last Name First Name
Australian Society for for proficiency in the unit BIOL341 Clothier Nicole Parasitology Parasitology
Deidre Anderson REGISTRAR
21 Page 23
ITEM 6.1
Attached are Examination Reports of the Faculties
For Consideration
That Academic Senate: • consider Examination Reports submitted: - Faculty of Arts - Faculty of Business and Economics - Faculty of Human Sciences - Faculty of Science
1 Page 24 Faculty of Arts
Examination Report July 2012
The Examination period passed smoothly and no major disruptions were reported. All marks were available on time for the marks meeting except for two sets from colleagues who have consistently found it difficult to meet the very sharp deadlines at this time of year. The relevant Heads of Department will be addressing this issue with them. Academic and general staff are to be thanked for the efficiency with which a very large bulk of material is handled in a very short time. Every department produced a full report. The examination meeting took place on 4th July and the confirmation meeting on 11th.
There has not been time to do a full analysis of relative performance year on year but, as in previous years, the main reason for failure is not academic insufficiency but failure to hand in all assessments, especially the final assessment. This appears to be a growing phenomenon. There was also evidence of students who had in fact withdrawn from the unit being registered as fails because they had not completed formal withdrawal. Again, this has been a pattern repeated over several years as is the existence of ghost students who have registered for but not withdrawn from units which they had no intention of taking. As for the last session there was no evidence that the deletion of the PC grade has caused a higher failure rate. Several departments reported significant drop off in lecture attendance in favour of ilecture but some were sceptical that students were in fact listening to ilecture. One department has incorporated tasks into the ilecture programme and this appears to have had a positive impact on results in the relevant units. Other are considering more imaginative ways to use ilecture.
One feature that was reported in most departmental accounts was the increasing use of low risk or diagnostic early assessment (commonly as a method for the early identification of students at risk). This was, on the whole, seen as improving results although there were also anxieties about grade inflation. Similarly, increasing use of quizzes and in class tests was in evidence and this was reported in some areas as causing minor grade inflation, in others as providing a useful tool to ensure that students kept up with the reading and preparation (with the result that the numbers of HDs and Ds fell in some units ‐ which suggests that students can achieve these grades without doing the reading). The whole question of grade inflation is an interesting one in that it goes to the heart of the standards debate as it is not uncommon in this and other universities for the phenomenon by which students do better when given a certain kind of assessment to be referred to as grade inflation. It may be, of course, that the assessment does not test the students at the required standard. But I doubt
Page 25 if that is the case here. We should work towards a culture where assessments are designed to enable students to get the very best marks they can by testing their strengths rather than their weaknesses. If marks improve as a result that is not grade inflation but good assessment. Consistently high grades can be a sign of high standards not lack of rigour.
There is a wide range of assessments across the Faculty. Formal examinations feature in a number of units. In English they are seen as a helpful thing which will be used more at level one, in Philosophy one unit is reviewing its use of the formal examination as it returns an anomalous profile with otherwise high performing students doing less well. Various moderation techniques are in use across the Faculty and every department has some form of cross‐marking to ensure consistency between assessors and between units. Some departments did report stress in trying to deliver programmes to very high numbers of students with a confined resource base.
All departments now have extensive online offerings both via large OUA offerings and via distance learning versions of their face to face programmes. All departments make use of a range of technologies. Overall the evidence seems to be that these work well and that students like them but there is no room for complacency. Technical support continues to be good but the sheer volume of need has at times placed stress on the systems. Similarly in Modern Languages the complexity of the online offering (which involves very large sound files and highly interactive architectures) seems, for a short time, to have overwhelmed the capability of the current system. This needs urgent address as there is no doubt that the model created in language teaching is likely to be a model that will be adopted more widely as the university responds to the increasingly rapid pace of change and the changing competitive environment in the online sphere. The level of non‐attendance at face to face lectures is also leading International Studies to consider a wholesale move to ilecture only. My opinion is that is only a matter of time before the whole university moves this way and our main task is to improve and enhance to quality of the ilecture platform by including more visual content and more interactivity.
Very high level performance across the board was noted in both ancient and modern languages. In the former some candidates scored very high marks in several advanced language units simultaneously. In the latter there were high marks especially in some Russian and Chinese units. The former case is probably best explained by the existence of a self‐selecting group of very gifted students. In the latter case, such a group also exists but there is also the phenomenon of students who have background or heritage knowledge of the language which is insufficient to enable them to go straight into the advanced groups but good enough to enable them to excel at the introductory level. This issue has been ameliorated somewhat in the case of Chinese by the introduction of a heritage speakers’ stream (which also includes native speakers) but it is unlikely that it will ever be fully resolved – if indeed it is a problem.
Page 26 In Warawara the teach out of the BCM programme is now in hand and the complex of health, community and work pressures which disproportionately affect students on that programme and create very high attrition rates continue to be managed effectively by a range of agencies within the university. It was pleasing to see the first cohort of the MA in Indigenous education coming through with excellent results and in good numbers. In Law an experiment was conducted with a Pass/Fail only progression in one of the very large level one units. Interestingly this did not have the expected positive effect on the pass rate as some students did not complete all the tasks but it did have a major impact on the attrition rate which improved from 10% to 4%. This is a very important experiment for the Faculty and University as a whole and we will see if it is possible to run other units in this mode. My own view is that pass/fail backed up by careful tutorial advice and support is the right way to go for level one and if the attrition rates are consistently moved upwards by this approach then there is clearly a major benefit both to the student experience and the university’s finances. A very virtuous circle indeed!
Action required:
Senate is asked to note and accept this report.
Professor John Simons
Executive Dean of Arts
10 July, 2012
Page 27 FBE Examination Results for Semester 1 2012
Report to Senate
I herewith present the report to senate of the examination results for the Faculty of Business and Economics. I would like to state again that the workload associated with the marking, collation and moderating of large enrolment units within the timelines stipulated places an enormous burden upon academic and professional staff.
All marks are collated by the unit coordinators and presented to Departmental Examination meetings. Once reviewed and approved they are forwarded to the FBE FSQC for review and approval and finally considered by Faculty Board before being submitted to Senate.
There are only modest changes to the distribution of results from previous years. Exceptions are noted below.
Comments on Individual Departments
Accounting and Corporate Governance
The Department reported on a number of measures taken since the previous exam meeting:
• The QA committee chair held focus group meetings with students who had failed ACCG101 in Semester 2, 2011. The majority of students who failed the unit indicated that they were not attending lectures and the PAL sessions provided. Some students indicated that they did not attend classes due to work commitments. Some students indicated that they were uncertain as to their degree and/or choice of major. • ACCG100 implemented a new teaching structure moving from a one hour tutorial and two hour lecture to a one hour lecture and two hour workshop. This resulted in a reduction in the fail rate for this unit of 8%. The Department believes that ACCG101 may benefit from a similar restructure. • It is suggested that the intake of students and entry requirements for courses be reviewed to ensure suitable and able students are undertaking courses. This is an ongoing issue with the percentage of ATARs less than 75% increasing. • Many students are not utilising the resources made available to assist and support them. The Department continues with detailed monitoring processes of at risk students. In BUSL250 a special program (StAR Program) has been implemented to support students in need of special tutoring throughout the session, on a voluntary basis. Of the 60 students attending the StAR program 59 students passed. CME were engaged to develop students’ language skills within ACCG100, 101, and 224.
Failure rates were notable in a number of units:
• ACCG100 – The 28% failure rate represents an improvement on the failure rate of 36% reported in Session 2, 2011. This improvement is attributed to the introduction of the two hour workshop based delivery model instead of one hour tutorials. This unit also involved CME who assisted students in the development of writing skills. • ACCG101 – The 56% failure rate on this unit is high and consistent with the high failure rate reported on this unit over the last 3 sessions (54% in Session 2, 2011). The department attempted to address the high failure rate by redesigning the course so that more complex topics (eg. Cashflow statements) were moved into the second year unit, ACCG224. CME were also involved in the unit, assisting students in approaches to answering questions. Students performed poorly in the final exam both on theoretical and practical questions with the average mark for every question on the paper being less than 50% of the marks available.
The high failure rate may be attributed to the poor cohort of students, with 45% of the students having a GPA of less than 2. The average GPA of students was 1.75 compared to the average GPA of 2.2 in Session 2, 2011. However, given the repeated high failure rate in this unit, moving to a two Page 28 hour workshop based tutorial could help to reduce the failure rate in future sessions. The Department will also review the content of the unit again to make further improvements. • ACCG200 – This result represents a significant improvement on the Session 2, 2012 results where 48% of students failed. The failure rate of 34% is attributable to the cohort of students with 44% of students having a GPA of less than 2 with 38% of these students failing. Of note, 30% of students attended less than 10 out of 12 tutorials which could also be a contributory factor to the failure rate.
Other matters
• Extra effort has been made in addressing the alignment of learning outcomes with assessments, and in the progression of knowledge between levels. Efforts were also made to align with Macquarie City College and SIBT so that there are common platforms to implement University policies. • ACCG 101 remains as an issue with a high fail rate. Changes to the content of the unit have been made this session but a further review with the new Unit Convenor in session 2, will be undertaken by the Department. A review of the sequencing of topics and types of assessments will be undertaken again. As this is the crucial unit in professional accounting for progression to the second year of the degree, standards need to be maintained and the teaching structure adopted in ACCG100 will be implemented. • ACCG399 has, for the first time, introduced an innovative approach of using reflective learning, and with topics that relate accounting to accountants. There was an overwhelming support from students and feedback in the reflective essays indicates a perception by students of the knowledge and graduate capabilities required to be a professional accountant.
Applied Finance & Actuarial Studies
The exam submission process ran very smoothly with all units and reports submitted on time, thanks to a huge effort from academic staff, markers and professional staff. AFAS processed 42 units with a total of 6363 students assessed.
A number of units had pass rates of greater than 95% and it was noted that most of these units had high quality students. Two units were online, which made independent assessment challenging.
AFIN252 with 877 students had a failure rate of 30% (F), 4% (FA) and 1% (FW). This failure rate is relatively high but not unusual. This will be looked at as part of the BAppFin review taking place this year.
ACST358 with 110 students had a pass rate of 96%. This was a high quality class. A new non-invigilated assessment task resulted in some high marks.
Other matters • There is a general observation that the quality of postgraduate students in the Actuarial Studies area has improved. This is particularly pleasing given the international strategy in this area. • The use of 2 hour tutorials taught by the Unit Convenor for postgraduate ACST units that count for professional exemption has lifted the quality of outcomes in most of these units (e.g. ACST816, ACST818, ACST 851, ACST861) • There are challenges in ensuring independent assessment in online courses (FOBE301, FOBE302) and is a topic to be considered in increasing online presence. • Considerable work is being done in the capstone unit AFIN310 in transitioning this unit to a different format, with increased use of assignments from external lecturers, marked by those lecturers and the use of group assignments. • There was large drop in numbers in AFIN253 (1117 in S1, 2011 to 498 in S1, 2012), partly caused by the credit point requirement issue between this and AFIN252. • The use of group assignments is becoming more prevalent and has produced some very good quality outcomes (e.g. AFIN310, AFIN 838). The Department is exploring enhancing the way in which the assessment of individual contributions is undertaken. Discussion at the FBE Learning & Teaching Committee would be helpful.
Page 29
Economics
In almost all cases the grade distributions were similar to previous years. Two units are notable:
ECON131 Quantitative Methods in Business, Economics and Finance (291 students). The last offering of ECON131 was in S2 of 2011 and the issue raised was the high proportion of HD’s (33%) and D’s (23%) that were awarded. This was attributed to the fact that the data showed there were more students with higher UAI/ATAR scores than in the previous offering. The proportion of HD’s has decreased from 33% to 13%, D’s similar to previous offering and CR’s up from 14% to 26%. Among the student cohort for this unit, 60% of students had existing GPA, with 70% of these better than 2.0. Part of final exam was made more challenging to push the better students.
ECON361 – Economic and Business Forecasting (76 students). There was a 6% reduction in HD’s, and a 12% reduction in D’s from last year. 14% of students received an F grade compared to 4% last year. The class size increased from 54 to 77 and the proportion of students with a GPA>=3 fell from 21% to 12%. There is a higher number of weaker students, GPAs of =<1.5 went up from 19% to 28%. These considerations, and the fact that the unit coordinator introduced an assignment to identify the best students, accounts for the changed grade distribution.
Marketing & Management
The Department's meeting of July 3, 2012 considered the examination results of all units delivered during Session 1, 2012. A total of 64 units were considered. Of these 41 were undergraduate units and 23 were postgraduate. The personnel responsible for each unit provided overviews of the conduct of the unit and the unit's results. All units were moderated by continuing academic staff, including each of the 28 units taken by adjunct staff.
Grade distributions were generally in line with previous semesters although some units experienced notable changes: BBA310, BUS301 and MKTG306 saw grades depressed from the last offering with the number of CR reduced and the proportion of Ps increased.
Specific efforts to "stretch" the grade distribution in HRM207 were successful. HDs increased modestly from 5 to 6%, and Ds from 14 to 26% compared to the previous session 1 offering. Similarly, HRM201 achieved a modest increase in the proportion of HDs to 2% (previously around 1%) and the proportion of Ds to 17% (previously around 7%) compared to its last offering in 2011 S2.
FBE General Comments
The following overall issues were noted:
The high fail rate in ACCG 101 was a significant disappointment given the investment in this unit and the changes made. The Department will be making more radical changes to content, delivery method and assessment for next semester.
There was an overall higher number of FA results with students not withdrawing but not completing assessment. This might be an issue common with other faculties.
Departments were concerned about the high number of students in units with ATARs less than 75. It was not clear where these students came from given the FBE ATAR cut-offs but appeared to be associated with raised fail rates.
Page 30 Faculty of Human Sciences
Report on Examination Results
Semester 1 2012
The Faculty of Human Sciences held its Semester 1 Examiners’ Meeting on 4 July 2012. It was a joint meeting of Faculty Board and Faculty Standards and Quality Committee. The meeting was chaired by the Executive Dean. Heads of Departments or their representatives presented their Summary Examination Reports (copies attached) which included:
1) a brief description of the conduct of the Departmental Examiners’ Meeting, and
2) comments on
a. marked changes in grade distributions from that seen in previous unit offerings,
b. moderation practices
c. unexpected outcomes
d. activities to support students at risk
Unit conveners were also asked to comment on how their units contributed to
e. promoting research
f. how the removal of the PC grade affected grading
Committee members were given the opportunity to question Departmental Reports and to raise other matters regarding the grading process. Comments will be discussed below.
Report on Examination Procedures
All Departments held formal Examination Meetings. Matters discussed in Departmental and Faculty Examiners Meetings included:
1. Comments on the distribution of grades, with reference to earlier years, where appropriate. 2. What moderation took place in the Assessment Tasks (including exams): (eg., sample double marking, sample student work circulated, comparison of marking distributions, external marker, etc.) and what moderation took place of the final grades in the unit? 3. Were any student results or experiences unexpected? Comment on any changes you might make in light of this matter. 4. What strategies do you have in place to identify and assist students at academic risk? 5. What techniques do you use to engage students?
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Page 31 The Departmental Reports included tabled listings of each unit with commentary on each and discussion of units identified as having significant variations in grade distributions from previous offerings or other unexpected outcomes. Committee members were given the opportunity to question Departments on any unit.
Department No. of UG units No. of PG units Comments
ASAM n/a 13 13 PG units .had fewer than 20 enrolments and 12 had fewer than 10
IEC 29 9 7 UG and 2 PG units had fewer than 20 enrolments; 6 UG units had fewer than 10 enrolments
Education 35 20 8 UG and 16 PG units had fewer than 20 enrolments; 10 PG units and 6 UG units had fewer than 10 enrolments
Linguistics 20 70 6 UG and 45 PG units had fewer than 20 enrolments; 4 UG and 22 PG units had fewer than 10 enrolments
Psychology 21 36 4 level 400 units had fewer than 20 enrolments and 2 had fewer than 10; 13 PG units had fewer than 20 enrolments; 4 had fewer than 10
Special Education n/a 6 2 units with fewer than 10 enrolments (IHCBS)
Faculty (FOHS) 2 n/a 2 units with fewer than 10 enrolments
Total 107 154 25 UG units and 91 PG had fewer than 20 enrolments; 20 UG and 50 PG units had fewer than 10 enrolments
Anomalies in Grade Distributions, Unexpected Outcomes, and other points of interest
It should be noted that approximately 46% of all units had fewer than 20 students enrolled. The majority of small UG units were Honours units; speciality units required for accreditation; or units being taught out of programs soon to be deleted. A small proportion of the low enrolments in PG units were due to teaching out of old programs that will be deleted in 2012 or 2013. The proportion of low enrolment units will decrease further in 2013.
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Page 32 There was some variation in grade distributions relative to prior offerings of units and explanations for changes were provided. Explanations included changes in assessment; change in mean GPA of cohort; new unit convener; change in mode of delivery. The explanations given and proposed modifications for future offerings were accepted. Details are provided in the Departmental Reports. General points of interest and discussion included:
1. It was noted that staff in seem to have adjusted to the removal of the PC grade and the observation of slightly higher fail rates in some disciplines seen in 2011 has not recurred in 2012.
2. It was noted that a number of students achieved SNGs of 100 in several courses across the Faculty. It was noted that in each case the student was an experienced practitioner in the field they were studying and should have been given RPL had a proper policy been in place. This is a matter the Faculty will take up with FSQC and ASQC in 2012.
3. Several units have trialed new modes of delivery this year. One adopted videotaped lectures followed by face‐to‐face tutorials. Examination results are similar to previous years but there was some upward adjustment at the HD level. Informal reports from students indicated that some found navigation through the unit difficult. We await the LEUs for the unit to better understand the overall satisfaction levels.
4. Several UG units in psychology reported higher than usual numbers of incompletes due to ill health of students. There were few incompletes in the PG units which was a positive result compared with previous years.
5. There were relatively low numbers of incomplete grades in most departments, except for Education due to late practicum placements. The situation with late placements has improved significantly from 2011 but there are still some issues. Most departments reported that the majority of incompletes would be resolved before the grades are released. In SPED802 students have completed placements but are awaiting reports from placement mentors. In several units in SPH grades were not resolved because marking was being carried out by casual staff who had not completed their marking. We anticipate these grades will be finalised by next week. However, this practice will need to be monitored in future.
6. Poor attendance at lectures was noted for many of the large classes in psychology (see attached).
7. Several departments reported poor engagement by first year students this year. Concerns over student work ethic and ability were raised. There were increased Fs and FAs in several 100 level units. Concerns were expressed about students being enrolled with lower ATARs. An analysis is needed of the relationship between ATAR entry and performance (pass/retention).
8. Timetabling of lectures and exams was a problem for IEC in first year. Will need to resolve this for 2013.
9. There were concerns reported by some staff that students were finding it more difficult to engage with iLearn. There seems to be greater difficulty tracking announcements. This may be a transient problem due to teething problems with the introduction of a new LMS. We will monitor.
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Page 33 10. While staff reported some positive impacts on student engagement with social networking, there was also a cautionary note. Some students set up their own site and gave each other inaccurate information about the assessment. Students need to be alerted to check the source of these sites.
11. The PG Cert TESOL program is working on recalibrating its assessment as many of the students are experienced teachers who can undertake more challenging work.
12. There seems to have been an increase in academic dishonesty cases this year which will be investigated further. Concern was expressed about the delays in processing Academic Honesty cases at the University level.
13. All departments have put in place strategies to identify and support students at risk. Likewise, staff have reported strategies used to increase student engagement. Some of these include use of social networking, more interaction in lectures, formative assessment and more online support.
14. Managing enrolments in the FOHS 1 and 2 cp shell units continues to be challenging. Moderation is important in these units as they are offered by a wide range of academic staff with differing understandings of the assessment expectations. Enrolment numbers are reducing suggesting that the need for these units is declining. It should be noted that 2 students failed these units this semester. Their grades were checked by members of the relevant discipline with expertise in the assessment topic.
15. Moderation of grades is being carried out in the majority of UG units but further work is needed to increase moderation in PG units.
The Faculty of Human Sciences confirms that the examination of students within the Faculty was conducted in accordance with university policy and that the final grades have been considered at Department and Faculty level, as required, and I hereby recommend the results to Senate for approval.
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Faculty of Science Exam Report July 2012 Process All grades were reviewed at Department level and at the Faculty Standards and Quality Committee. The FSQC looked at each Department report and at individual unit convenor reports. Unit convenors and/or Heads of Department were contacted where necessary to explain any anomalies. Results were then taken to the Faculty Board for discussion and ratification.
Other matters raised by FSQC included: • Many convenors commented about poorly motivated and disengaged students. Students were missing out on “easy marks”, for example handing in weekly tutorials, doing online quizzes. There appears to be a decrease in motivation from previous years. • Concerns were raised about the consistency of marking across postgraduate units in the Department of Environment and Geography. For example some units gave no HD grades, while other units had a high number of such grades. However these tend to be units with lower enrolments (10‐20 students) and the grades are not inconsistent with previous years. • The convenor’s reports from the Departments of Engineering and Environment and Geography note an apparent lack of moderation of grades. Moderation is in fact taking place but there is a lack of understanding of what is meant by moderation. This will be addressed by reworking our exam report form to add some examples and by talking individually with departments about moderation of exam marks. • Consideration will be given to a review of the assessment procedures in the Department of Chemistry and Biomolecular Sciences. The emphasis on tests may be contributing to the lack of engagement of students noted by some convenors. The unit guides will be checked for compliance and more engaging methods of assessment will be considered. • Some convenors are not providing a great deal of information on their convenor’s report. This will be addressed by adjusting the exam report form to require more detailed responses. In particular where a unit has higher fail rates than in previous years, the unit convenor should comment on the reasons for this. • The convenor of HGEO802 noted problems with the English competency of some international students. This is particularly worrying in a postgraduate unit. Heads of Department noted that this was across postgraduate units in the Faculty. We plan to address this by introducing additional ways for students to practice English such as the Conversation Groups run by FBE. • High fail rates in MATH units need to be addressed. More needs to be done to understand the maths levels of students entering these units. A working group will be convened to try to understand these issues and find ways to address the high fail rates.
6 July 2012 Page 35 Page 36 Page 37 Page 38 Page 39 Page 40 Page 41 Page 42 Page 43 Page 44 Page 45 Page 46 Page 47 Page 48 Page 49 Page 50 Page 51 Page 52 Page 53 Page 54 Page 55 Page 56 Page 57 Page 58 Page 59 Page 60 Page 61 Page 62 Page 63 Page 64 Page 65 Page 66 Page 67 Page 68 Page 69 Page 70 Page 71 Page 72 Page 73 Page 74 Page 75 Page 76 Page 77 Page 78 Page 79 Page 80 Page 81 Page 82 Page 83 Page 84 Page 85 Page 86 Page 87 Page 88 Page 89 Page 90 Page 91 Page 92 Page 93 Page 94 Page 95 Page 96 Page 97 Page 98 Page 99 Page 100 Page 101 Page 102 Page 103 Page 104 Page 105 Page 106 Page 107 Page 108 Page 109 Page 110 Page 111 Page 112 Page 113 Page 114 Page 115 Page 116 Page 117 Page 118 Page 119 Page 120 Page 121 Page 122 Page 123 Page 124 Page 125 Page 126 Page 127 Page 128 Page 129 Academic Senate 13 July 2012
ITEM 8.1
COURSEWORK ADMISSIONS COMMITTEE
Attached are the minutes of the meetings held on 2 February and 7 June 2012.
Recommendation
That Academic Senate:
1. Note the minutes of the Coursework Admissions Committee meetings held on 2 February and 7 June 2012; and 2. Approve, as recommended by the Coursework Admissions Committee, that the successful completion (Pass) of four Macquarie University OUA units be required for students seeking to transfer from the OUA BA to an internal or external undergraduate place in the BA at Macquarie University with effect from 1 January 2012.
1 Page 130
Coursework Admissions Committee MINUTES: 01/12 Minutes of the 01/12 meeting of the Coursework Admissions Committee held at 10:00am on Thursday 2 February 2012 in Function Room, E11A. Present: Prof Gail Whiteford (Chair), Ms Tanya Kysa, Prof Judyth Sachs, Prof Anne Ross-Smith, Dr Niloufer Selvadurai, Ms Alison Taylor In attendance: Mr Eliud Carrera, Dr Justin Dutch, Ms Kathlyn Smart, Mr Edwin Wong
1. APOLOGIES Apologies were received from Ms Deidre Anderson, Mr Andrew Burrell (Ms Tanya Kysa attended on his behalf), Dr Felicity Cox, Prof Peter Radan, Ms Kathy Vozella and Dr Rod Yager.
2. MINUTES OF THE MEETING OF 15 December 2011 The Minutes of the meeting of 15 December 2011 were accepted with the following amendment: Item 7.2 English Language Pathway Providers Ms Taylor clarified that this paper was prepared and submitted by Ms Williams.
3. BUSINESS ARISING FROM MINUTES Matters arising relevant to **standing agenda items ** are reported under that category
4. ANALYSIS and REVIEW - Pathways and Admission Schemes ** 4.1 Analysis of Bonus Points Actions from the 15 December 2011 meeting were: - Analytics to develop a more intuitive Datamart model test data on Bonus Points - Mr Elias to provide information on Bonus Points policies of other Australian Universities A paper provided by Mr Elias evidenced that an allocation of five bonus points is common across universities (refer Attachment 1). In addressing the concerns that the data provided on Datamart was not intuitive, Mr Carrera indicated that this initial stage of the model development was to collate available data, and then seek feedback on what and how members required this to be presented. Members were asked to clarify ‘what questions’ the information is to therefore address, such that the model can be further developed and structured. Based on this, members discussed the following: a) Analysis of support services that student may access as a way to analyse services required, demographic analysis, and analysis of service and support costs b) Retention analysis is required, tracking what academic rank a student may enter with and their academic progress through to course completion. o What impact does the allocation of bonus points have on an individual student’s progression and retention e.g. were students able to complete their first year of study, did they complete their course, and did they change their course?
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o How many bonus points did an individual student receive in order to gain entry, to what course, and what impact did the number of points have on retention and progression? c) What is the optimum number of bonus points to grant an applicant without placing them at academic risk? d) Identify and track students who entered from another institution, who had received bonus points as part of their initial admission. Action: Analytics to structure the model to support information needs on each of the four key questions above. Action: Analytics to provide analysis of several sample courses, to identify applicant entry rank plus the number and type of bonus points they received in order to gain an offer. - Need further information on why a student may commence elsewhere, before seeking admission to Macquarie. Is there a demographic profile that can be further analysed for market development? Action: Dr Dutch and/or Marketing Unit to provide the relevant data and information. - One of the potential actions identified earlier for this Committee was to conduct a review of the UAC algorithm with an aim of determining if Macquarie can identify and optimise potential offers. Action: Analytics and CSS to dissect the Macquarie UAC algorithm to determine what is being calculated specifically and how it is affects applicant’s rank to Macquarie course preferences. Ms Kysa advised that there has been a substantial decrease in the number of applications for Non-Award program’s with 309 applications received to date compared with over 600 for the same period last year. This observation is contrasted with the gradual increase in applications over the last three years. Several factors may have affected this including, the reduction in course cut-offs for a coursework offer, the use of bonus points, and or additional Pathways schemes of both Macquarie and other institutions. Prof Sachs clarified that Macquarie needs to effectively position itself in the market, and not offer places to applicants that may be considered at academic risk of success.
5. MARKET INFORMATION ** No agenda items were submitted.
6. POLICIES & PROCEDURES ** 6.1 Recognition of Prior Learning An online WIKI has been established (refer: https://wiki.mq.edu.au/x/6YAPB) to facilitate feedback on the draft Policy from both the working party members, and from stakeholders via this Committee membership. Members suggested that there should be a structured methodology in which feedback be collected to ensure the process is not unduly prolonged. It was suggested that the feedback process include having the item presented with some guiding questions at each FSQC. The Committee also noted that the policies for CPS and Exemptions will now need to be amended to accommodate the RPL activity, with RPL being the framework in which CPS and Exemptions will operate under. The expected timeline for the completion of the draft RPL policy is June 2012. Action: Ms Smart to draft introduction to advise FSQC of the draft policy
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7. OTHER BUSINESS ** 7.1 English Proficiency requirements – International Qualifications (South East Asia) Ms Taylor presented a paper (Attachment 2) with the following proposals, noting that there has been a marked growth in some of Macquarie’s key markets of year 12 students studying in English. This presents an anomaly with current practice. 7.1.1 International High Schools offering International High School equivalent programs Top international high schools in Thailand are offering students the option of completing the International Baccalaureate, Advanced Placement or SAT with the medium of instruction being English. These high schools have become very prominent and provide a direct entry pathway to Ivy League schools in the US and the Russell Group Institutions in the UK. RECOMMENDATION That the additional English proficiency requirements for students completing qualifications at recognised international high schools in South East Asia be waived and acknowledge completion of the program with English language as the medium of instruction as an equivalent entry requirement. The Committee supported the recommendation but it was clarified that it did not have the authority to provide final approval on this matter and that a submission would need to be made to the DVC Provost. Approval of this recommendation will streamline the English Proficiency review process by UAC; in that UAC will no longer need to separately refer applicants from these recognised international schools to Macquarie. Action: Ms Smart to make submission to DVC Provost and on approval, advise UAC. 7.1.2 Universities in Thailand Many of the top Universities in Bangkok offer 4 year Bachelor degree programs that are fully instructed in English. According to UniAdvice (a Macquarie University appointed agent), many Go8 Universities have recognised these International programs and are waiving the evidencing of English Proficiency as a requirement for students who have completed these programs. Macquarie International have requested further information and evidence from UniAdvice to verify this with a full case expected to be presented at the next Committee meeting. Action: Ms Taylor or Ms Williams to present a full case to the next Committee meeting Members suggested that the University’s English Proficiency policy be reviewed to accommodate these identified anomalies. Action: Ms Smart
8.0 NEXT MEETING The next meeting of Coursework Admissions Committee will be held on Thursday, 15 March 2012 at 10.00 am. Venue: Function Room, E11A Agenda items for this meeting are due by Wednesday, 7 March 2012. There was no further business and the meeting closed at 10.55 am.
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ATTACHMENT 1 University Bonus Point Schemes - Competitor Summary The following table is a summary of bonus point programs and key enrolment initiatives offered by competitor universities. Some universities offer faculty specific programs which may not be identified in the table and could not be easily identified. Some universities also have additional social inclusion initiatives and bonus point entry schemes which are not included. The table includes primary NSW metropolitan competitors and some additional Group of Eight universities located interstate.
University Scheme Structure of Scheme Degree programs ATAR Points Relevant Websites Name Available Rewarding by means of a bonus points system, performance All UNSW degree programs except for: Five points http://www.unsw.edu.a HSC Plus in Australian Senior Secondary Certificate [Year 12] courses B Commerce (Co-op) maximum u/domestic- relevant to UNSW undergraduate programs. IB students are Commerce (International) undergraduate/hsc-plus also eligible to apply. Dip in Science, Engineering & Technology The HSC Plus scheme does not require a separate application. Combined Law http://www.iaro.unsw.e If a student puts a UNSW course that awards bonus points as Medicine/Surgery du.au/pls/non/hsc_bon
UNSW one of their preferences on their UAC application, after the us_points.main Optometry/Science ATAR results are released, UNSW will automatically apply bonus points to the application. Psychology *Applicants who completed above in 2010 and took a gap Psychological Science year in 2011 are also eligible for HSC Plus for 2012 admission. ADFA Chief of Defence Force Special Programs (CDFSP) For current HSC applicants whose ATAR may fall up to five Degree programs in Faculties - Five points Flexible points below the normal cut-off for entry into certain Agriculture http://sydney.edu.au/fu Entry courses. Applicants approved for admission under this Architecture ture_students/domestic scheme must have demonstrated aptitude for the course of Scheme Arts & Social Sciences _undergraduate/admissi their choice. Engineering ons/special_entry_sche Faculties which offer admission into their courses under this mes/flexible.shtml Information Technology scheme prescribe certain ways in which applicants can demonstrate this aptitude, eg, performance in relevant HSC Health Science
subjects, Science Olympiads, or written submission. Nursing The criteria for consideration vary between faculties and Science courses, and not all courses offer flexible entry. UAC University of Sydney Education and Social work applicants may also be required to make an additional Veterinary Sciences (some degrees) application direct to the faculty to be considered for certain Sydney Conservatorium of Music (some courses, but may be considered automatically for other degrees) courses.
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The HSC Bonus Scheme awards bonus points to Australian Following degree programs are included: Five points http://datasearch.uts.ed high school applicants based on their performance in HSC or Engineering - except combined with Law Six points for u.au/study/hscbonus.cf IB subjects that are relevant to the course they have applied m Science - except combined with Law engineering for. Year 12 Design courses the HSC bonus points scheme does not require a Bonus BBusiness Scheme separate application. If a student puts a UTS course that awards bonus points as one of their preferences on their BScience in Info Technology UAC application, after the ATAR results are released, UTS BScience in Info Technology will automatically apply bonus points to the application. BBusiness B Science in Info Technology BArts in International Studies
High performing students completing a NSW HSC (or an Courses included in this scheme can be n/a http://www.undergradu Guarantee Australian interstate Year 12) in 2011 can secure Guaranteed accessed here: ate.uts.edu.au/school/le d Entry Entry by achieving the corresponding 2011 ATAR and avers/entry/ges.html carefully manage your preferences. Scheme http://www.undergraduate.uts.edu.au/school/l * If they achieve the ATAR listed AND the course is their eavers/entry/ges.html UTS first preference then UTS will guarantee entry * If they achieve the ATAR listed AND the course is your second preference (or lower) AND they don’t receive an offer based on their first preference UTS will guarantee your entry * If they achieve the ATAR listed AND the course is their second preference (or lower) BUT they receive an offer based on their first (or a higher) preference UTS can’t guarantee entry inpUTS Minimum ATAR requirements at UTS • Most undergraduate courses at UTS provide 10 points http://www.equity.ut • UTS has a minimum matriculation requirement of 69 ATAR places for inpUTS applicants. s.edu.au/admission/i • Your application for the inpUTS Scheme will not be nputs/how.html considered unless you achieve an ATAR of 69. This means you have to score a minimum of 69 before any bonus or concession points are applied. What is inpUTS? • inpUTS is the UTS Educational Access Scheme
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How does inpUTS work? • UTS reserves 10% of undergraduate places for eligible inpUTS applicants. • If you are eligible for inpUTS you will receive a ten point concession on the standard ATAR cutoff of your course; this means that you are eligible for a course that has a cut off of no more than ten points above your ATAR. • You will compete with other eligible inpUTS applicants for the inpUTS places. Places reserved for inpUTS applicants are allocated on the basis of academic merit. • If you are eligible but don't receive an offer for a UTS course, it is because other inpUTS-eligible applicants with a higher ATAR have taken the available inpUTS places.
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UWS Triple Three entry advantages: http://www.uws.ed Advantage 1. UWS Regional Bonus Scheme – greater western Sydney Some programs are excluded from the subject u.au/informationab region bonus scheme, but not from the other schemes out/tripleadvantage 2. Conditional early offer – before ATAR results. UWS listed in top three preferences 3. Subject bonus point scheme The Subject Bonus Scheme rewards excellent performance in All UWS Degree Programs except: http://staff.uws.edu.au/ Subject HSC or IB subjects. If you have a UWS preference for the B Arts (Dean's Scholars) students/stuadmin/adm Bonus Main Round AND your performance in a Year 12 course or B Arts (Interpreting and Translation) issions/subjectbonussch courses is in a specified band, you will automatically be given eme#14 Scheme B Arts (Interpreting and Translation) the appropriate bonus points for which you are eligible. B Psychology You must achieve band 5 or 6 results in your HSC or IB B Educ (Birth - 5 Years) subjects relevant to the participating UWS course you want to study B Contemporary Art A maximum of 10 bonus points is awarded automatically B Music B Sci (Advanced Science) UWS (no application is required) To be eligible students must have: B Medicine / B of Surgery In 2010 when UWS said a ATAR (or equivalent) of 60.00 B Medicine / B of Surgery / BA or above was required. This could no longer be found on B Computer Science (Advanced) the website or in any promotional materials B Health Science / Master of Physiotherapy completed courses in the NSW HSC or the IB relevant to B Nursing (Advanced) the UWS courses listed in the students preferences in B Engineering (Advanced) the year prior to admission B Business and Commerce (Advanced Business Leadership) B Business and Commerce (Advanced Business Leadership) / B of Laws B Laws (Graduate Entry) B Laws (Non-Graduate Entry) B Natural Science (Advanced)
B Medical Science (Advanced)
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Most Designed to support students from Greater Western Sydney Guaranteed offers cannot be made for the outstandin who demonstrate academic excellence in their Year 11 following: g Year 11 studies and who have also shown leadership qualities within B of Medicine/ B of Surgery, Scholarship their school or community. B of Arts, Available: One award is offered per participating High School B of Music,
within the Greater Western Sydney region. B of Health Science/ Master of
Award Benefits: Physiotherapy,
Each Most Outstanding Year 11 recipient will receive the B of Laws (Graduate Entry) and B of Laws (Non-Graduate Entry),
UWS following: B of Information Communications Conditional Academic Excellence Scholarship valued Technology (Enhanced Pathway), at $20,000 ($5,000 per year) , B of Education (Birth - 5 years) HSC Study Grant valued at $500, B of Contemporary Art. Guaranteed UWS Course Offer. The $500 HSC Study Grant is obligation-free Recipients must successfully receive an ATAR of 90+ as well and recipients are not as an official offer into a UWS UG degree to receive the required to attend UWS. Academic Excellence Scholarship
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Guarantee 4 guaranteed entry programs into an array of Masters This program is offered for the following d Entry programs Undergraduate degrees: n/a http://futurestudents.u Scheme 1. Chancellors Scholars Scheme B of Arts (Chancellor’s Scholars Program) nimelb.edu.au/admissio For students who achieve an ATAR of 99.90 or above and B of Biomedicine ns/entry- have satisfied the course prerequisites. B of Commerce requirements/chancello Students with an ATAR below 99.90 may be considered B of Environments rs-scholars-programs depending on demand. B of Science Students selected into one of these degrees will receive the B of Music
following: Domestic students will receive a Melbourne National Guaranteed entry is available to an array of Scholarship, providing: Masters programs listed on their website.
HECS exempt Commonwealth Supported Place (CSP);
and
Annual allowance of $5000; or For interstate students an annual allowance of $10,000
and one return flight home.
University of Melbourne Students who are offered CSP in UG programs listed will be
guaranteed a CSP in any of the professional entry masters
(coursework) degrees listed Students can enrol into any UG degree and 2. A guarantee for school leavers who achieve an ATAR (or http://futurestudents.u must satisfy the course prerequisites nimelb.edu.au/admissio notional ATAR) between 96.00 and 99.85 ns/entry- 3. Guarantees for school leavers in other ATAR (or notional ATAR) ranges requirements/guarantee d-entry 4. Guarantees based on performance in undergraduate study without an ATAR requirement
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Access More than 20 per cent of the University’s new undergraduate The following courses need to be included in Melbourne CSPs are offered to students from educationally, financially the students preference list to be eligible for or socially disadvantaged backgrounds through the Access guaranteed entry: Melbourne scheme. In some cases, Access Melbourne applicants can receive B of Arts guaranteed entry. They must satisfy the following criteria: B of Biomedicine * They completed Year 12 in 2011. B of Commerce * They have applied for one or both of the Access Melbourne B of Environments categories. B of Science Disadvantaged financial background; and/or Applicants from rural or isolated areas * Their individual circumstances satisfy the Access Melbourne criteria for one or both of these categories. * They achieve the following ATAR or notional ATAR: University of Melbourne 78 or above — guarantees a place in Arts, Environments or Science 88 or above — guarantees a place in Commerce 92 or above — guarantees a place in Biomedicine * They have met the course prerequisites for their chosen course and any other entry requirements.
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Broadway New Scheme 2012. Allows students with ATAR of 75 or above Available for four new undergraduate degrees: UWA from identified WA school (partner type schools) to receive Commerce n/a http://www.studyat.uw Scheme offer into one of four UG degrees (B of Arts / Commerce / Arts a.edu.au/undergraduate Design / Science) subject to their preference order, providing Design /admission/alternative- they have: Science entry/broadway completed the requirements for the WA Certificate of Education
achieved UWA’s English Language Competence
satisfied any prerequisites for entry into a particular
major.
Those schools identified as meeting the criteria established
for participation in scheme will be notified by a letter to the principal. Applicants via WA Tertiary Institutions Service Centre (TISC) for admission will be automatically assessed
Australia against criteria, although we recognise that many will continue to achieve standard admission
Uway Special entry to UG degree course through UWay if their UWay applies to all undergraduate courses that http://www.studyat.uw academic achievements have been adversely affected by you can enter directly from school. a.edu.au/undergraduate certain disadvantages. Criteria: /admission/alternative- 1. attending a school where very few students in Y/11 and entry/uway
University of Western 12 are interested in tertiary education 2. rural isolation, where 'rural' is defined as a distance of 75km+ from nearest CBD 3. lack of a supportive home study environment 4. needing to engage in excessive part-time employment to help supplement family's income 5. excessive family responsibilities 6. disruption of education due to relocation or difficult migrant passage 7. a period of long illness or a medical condition, which is now over or is abating or is being managed effectively 8. bereavement
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Bonus Year 12 students applying through QTAC may receive up to Maximum of 5 http://www.uq.edu.au/s 2 Rank five bonus points towards their entry rank on the following points. tudy/index.html?page=8 Scheme basis: Maximum 6632&pid=13018 2 points for passing an approved language other than LOTE bonus English (LOTE). per student is
2 points for passing the Queensland Studies Authority 2 points; maximum Mathematics C (or equivalent as determined by UQ). enrichment 1 point for successfully completing a university level bonus is 1 enrichment course at university concurrently with the point, senior program (for example, the UQ Enhanced Studies irrespective of Program). UQ-Link how many No extra application process required. Access subjects have
Program This scheme is aimed at assisting current and recent Year 12 been studied. school leavers who have experienced educational http://www.uq.edu.au/s 5 bonus points tudy/index.html?page=7 disadvantage, caused by financial hardship Available for all courses at the Ipswich campus Ipswich for approved 1451 Early offer for students from selected schools in the Ipswich Early Offer applicants area. http://www.uq.edu.au/i Scheme pswich/early-offer- * Need to meet entry rank and program prerequisites University of Queensland n/a scheme * Apply directly to the university, recommendation from school needed Credit for Available for IB students only. May receive credit or n/a http://www.uq.edu.au/s previous exemption for selected courses. Can be awarded up to one tudy/docs/domestic/int- studies semester (8 units) credit towards degree depending on the bacc-credit.pdf structure of their degree program, the IB courses studied and the grades achieved. Minimum grades requirements apply Students apply for credit and/or exemption after they have received an offer and enrol at UQ.
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ATTACHMENT 2
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Page 143 Coursework Admissions Committee MINUTES: 02/12 Minutes of the 02/12 meeting of the Coursework Admissions Committee held at 10:00am on Thursday7 June 2012 in Function Room, E11A. Present: Dr Felicity Cox, Prof Peter Radan (Chair),Prof Anne Ross-Smith, Dr NilouferSelvadurai,Prof Gail Whiteford, In attendance: Dr Justin Dutch, Mr Jason Elias,Prof Julie Fitness, Ms Bronwyn Kosman, Ms Tanya Kysa, Ms Kate Roth, Ms Kathlyn Smart, Associate Prof Dominic Verity, Mr Jonathan Wylie.
1. APOLOGIES Apologies were received from Ms Deidre Anderson (Mr Jonathan Wylie attended on her behalf),Mr Andrew Burrell (Ms Tanya Kysa attended on his behalf), Associate Prof Pamela Coutts, Prof Judyth Sachs, Ms Kathy Vozellaand Dr Rod Yager.
2. MINUTES OF THE MEETING OF 2 February 2012 The Minutes of the meeting of 2 February 2012 were accepted as a true record. The meeting of 15 March 2012 was cancelled and the meeting of 26 April 2012 did not proceed as a quorum was not present.
3. BUSINESS ARISING FROM MINUTES Matters arising relevant to **standing agenda items ** are reported under that category
4. ANALYSIS and REVIEW - Pathways and Admission Schemes ** 4.1 A number of actions were recorded from the 2 February 2012 meeting requiring further input from Analytics: - Further develop the model to support information needs identified from the February meeting. - Provide analysis of sample courses to identify entry rank and impact of bonus points on admission - Dissect the Macquarie UAC algorithm and provide a report on changes that may improve offers. It was suggested that a working party be formed to specifically address the breakdown of information. Representatives from Analytics were not in attendance and the matter is deferred to the next meeting.
5. MARKET INFORMATION ** No agenda items were submitted.
6. POLICIES & PROCEDURES ** 6.1 Recognition of Prior Learning Attachment 1 To broaden the consultation process on the draft RPL policy, a paper was circulated for consideration of Faculty SQC’s with responses requested by the end of May. A report with the consolidated feedback received from this process is attached. An online WIKI has been established to facilitate comment: //wiki.mq.edu.au/display/recogPriorLearning/Draft+Policy.
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Page 144 A summary of member discussion is as follows: - The University Policy must deliver on TESQA requirements - RPL for admission and RPL for exemption/credit, is regardless of whether the learning is from formal or informal means - The feedback from Faculty of Business & Economics was mostly related to procedure as the Faculty was reasonably comfortable with the policy. - There are a broad spread of assessment methods that can be utilised to evidence the required learning outcomes of a unit - A judgment could be made that for unit A, only formal qualifications would be acceptable, whilst for another unit the applicant may have to sit a formal test - Due to accreditation requirements, the Faculty of Business & Economics advised that they intend not to grant exemptions for required units without confirming that all unit learning outcomes have been assessed. This process will include a review of assessed student work and the standards it has been marked to. All published FBE unit learning outcomes must have been assessed at least to the FBE's minimum standards. o There were concerns that this may be out of alignment with TEQSA - As execution is at a Faculty and Department level, a strong governance framework is required o Members noted that FSQC’s terms of reference are varied o Academic Senate needs to be confident that execution of the Policy and Procedures is consistent, transparent and equitable. - Information on RPL for course admissions and RPL on unit exemptions must be published, accessible and self-managed by applicants - It needs to be visible and clear, that for applicants who have undertaking studies elsewhere, ‘what’ they may expect to receive in terms of credit, exemptions, RPL - In order to implement the RPL Policy and Procedures, Faculties/Departments are required to have developed - (a) for each course, details of RPL for admission requirements; and (b) for each unit, details of how RPL for exemption will be assessed. Action: A business process needs to be developed Action: Ms Smart and Ms Kosman – to finalise draft RPL Policy from feedback received. 6.2 RPL and 69 Credit Point Degree - Credit for Previous Studies: calculation With the pending changes to the bachelor degree credit point requirements, from 68 to 69 and other multiples of 3, there is a widening issue with the current Credit for Previous Studies (CPS) algorithm. The credit granted for a student with a TAFE Diploma, for example, is currently 16 cp @100 level and 8 cp@ 200 level. Given that all undergraduate units are now 3 cp, this makes allocating specific credit problematic. The introduction of the new RPL Policy may also have an impact on how the University considers the calculation and granting of CPS, and indeed, consideration of whether the university should continue with a two-step process of CPS and then Exemptions. For noting
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Page 145 6.3 Mature Age Jubilee Scheme This matter was considered via an e-meeting following the scheduled 26 April meeting given that a quorum was not present. RESOLVED: That the Bachelor of Teaching (Birth to 5) be included in the course offerings for entry through the Jubilee Scheme. 6.4 OUA and Course Transfers Academic Senate approved the following resolution at its meeting June 2011. 4.2.7 Undergraduate Transfer Changes: Resolution 11/137 That the GPA requirement of 2.0 be required for students seeking to transfer from the BA program offered through OUA to an internal or external undergraduate place at Macquarie University with effect from 1 January 2012. Further clarification was required in order to implement the resolution, and the following is proposed to remedy that. Transfer is understood to mean: “Applicants who meet these requirements are automatically eligible to be offered a place in the internal or external Bachelor of Arts program.” Following the meeting, it was confirmed that this matter needs to be forwarded to Senate for formalising. RECOMMEND to Academic Senate That the successful completion (Pass) of four Macquarie University OUA units be required for students seeking to transfer from the OUA BA to an internal or external undergraduate place in the BA at Macquarie University with effect from 1 January 2012. 6.5 Recognition of Hong Kong Qualifications - HKDSE With the introduction of the new Hong Kong qualification, HKDSE, Macquarie International requires formal recognition of this award relative to AQF and ATAR Conversion Scales so as to take advantage of the emerging market opportunity effective S2 2012. The following recommendation was forwarded to members by e-meeting 21 May 2012, for urgent consideration. As members sought further information in order to assess the request however, Macquarie International sought interim approval from the Acting Vice Chancellor for S2 2012 intake only. RECOMMENDATION That Macquarie recognizes the new Hong Kong qualification, the HKDSE, with the following ATAR equivalences: HKDSE 13- 15 = ATAR 74-78 HKDSE 16-19 = ATAR 79-84 HKDSE 20-22 = ATAR 85-90 HKDSE 23+ = ATAR 90+
Ms Roth advised members that such matters were previously referred to the Internationalism Committee for consideration and that it had been suggested, that Coursework Admissions Committee should now be the appropriate governance process. Because of recent legislative changes including the introduction of TESQA, all admission strategies and decisions need to be transparent, accessible and considered within a consistent decision framework. The governance requires development oftemplates, submissions to include rationale, and proposals need to have been pre-approved viaan appropriate Faculty process that ensures academic quality. Those considering such proposals need to understand what is being requested and the impact of decisions. Action: Ms Roth to develop template and draft process.
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Page 146 6.6 Vietnam-Selected High Schools Macquarie currently accepts the year 12 equivalent qualificationfrom five schools in Vietnam and the proposal is to expand that number ofschools offering the same qualification. The increased number of schools is in line with the developments atother Australian Universities who are accepting the same qualificationfrom the expanded list of institutions. The current GPA to ATAR conversion scale utilised is as follows: Vietnamese GPA 9.0 - 9.5; ATAR 90.8 - 93.55 Vietnamese GPA 8.6 - 8.9; ATAR 84.5 - 95.25 Vietnamese GPA 8.0 - 8.5; ATAR 75.0 - 83.50 There will be no formal agreements with these institutions, rather, their situation be covered within Policy.The proposal for Vietnam is for direct entry not forcredit or for an articulation. Members noted that the Internationalism Committee previously considered such matters, and that it had been suggested, that Coursework Admissions Committee should now be the appropriate governance process. Ms Roth advised members that this recommendation is toadd more schools to the list that Macquarie current accepts and have been previously approved (via Internationalism Committee), as these students undertake the same test as those currently accepted. Whilst approving the recommendation as an expansion of current practice, members noted that the university needs to be assured that due diligence has been undertaken and is satisfied of academic quality. RESOLVED: That the following Vietnamese schools be included in Macquarie’s program to accept year 12 qualifications for the purpose of admission:
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Page 147 6.7 Unified Examination Certificate (UEL) Attachment 4 Macquarie International proposes that the Malaysian Unified Examination Certificate is adopted by Macquarie for the purpose of direct entry for admission according to the recommended scale. RECOMMENDATION That Macquarie adopts the Malaysian UnifiedExamination Certificate for direct entry of candidates, according to the following conversion scale – UEC 20 = ATAR 74-78 UEC 15 = ATAR 79-84 UEC 14 = ATAR 85-90 UEC+12= ATAR 90+ Members noted that the Internationalism Committee previously considered such matters, and that it had been suggested, that Coursework Admissions Committee should now be the appropriate governance process. In order to consider this further, member’s need to understand the rationale, calculation process and the quality assurance in the process. Action: Ms Roth to provide further information to members. As an early decision is requested to support the growth of international market, members will be asked to consider the Recommendation via e-meeting. 6.8 GCE A Level Schedules - UK With changes to the UK GCE Advanced Level schedules, UAC investigated development of schedules based on percentage uniforms marks (PUMs) to allow for differentiation between students with the same letter grade so as to not disadvantage or advantages students in the current pipeline. Given the lack of a common scale and practice about PUMs, UAC members agreed that institutions would advise their preferred methodology, with some members implementing the GCE A level from 2012, whilst others have advised they will delay acceptance of the new AS levels. UAC also highlighted the need to draft wording for use on A Level schedules purchased by the public and on Qualification Assessment Statements (QASs) explaining that not all participating institutions use this schedule to determine selection ranks for their applicants. Members supported the recommendation. RESOLVED That Macquarie delays the implementation of the revised schedules until 2014 admissions. 6.9 Articulation Agreement: TAFE NSW NSI The Faculty of Science and the Faculty of Arts have requested the development of an Articulation Agreement for TAFE NSW, Northern Sydney Institute students who successfully complete a Diploma In Information Technology (Games Development) to be provided guaranteed admission to either the Bachelor of Information Technology (Games Design And Development) or to the Bachelor of Arts (major: Interactivity And Games), with provision of pre-advisedCredit and Exemptions. With the Agenda, members were provided with copies of the academic schedules including details of unit Credit and Exemptions. Members raised a number of issues in discussing this matter: - There were concerns that guaranteed entry was being offered. Should ‘guaranteed’ entry be for any course included in the Agreement, or, relative to specific courses detailed in the Schedule? o The Agreement currently includes the following statements:
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Page 148 RECITALS: Students who have completed agreed recognisedcourses at NSI, and having met the agreed academic standards and othereligibility criteria, will be granted entry and admission to specified coursesat Macquarie, including with Advanced Standing as set out in the Schedule(s) tothis Agreement. Clause 3.3 (a) Agrees to accept for admission allprospective students from NSI who have applied and met the required entrycriteria and other conditions as established in the relevant Schedule(s); o There are current and past examples of articulation agreements with guaranteed entry offered - There were concerns that offering guaranteed entry was non-compliant with the University’s current Admission Policy: http://www.mq.edu.au/policy/docs/admission/policy.html - There were concerns that if guaranteed entry was offered, the university would have no way of regulating the number of candidates and the ability to manage uncapped. o The Schedule detailing the course-to-course pathway could have a maximum number of students per intake added, as has the case in other Agreements, with criteria published of the selection process. - There were concerns that this was inequitable for applicants who completed the same course at a different TAFE. o There are current and past examples of articulation agreements with guaranteed entry offered to only that organisations cohort. Agreements are developed strategically to build partnerships and alliances. o Applicants who have completed the same course at a different TAFE may apply via the competitive UAC process. o As decisions on exemptions have been assessed on academic quality between Macquarie and provider courses, it is highly likely that other TAFE applicants via UAC will receive the same credits/exemptions as those through the articulation pathway. - Members questioned the governance process for the approval of Articulation Agreements, and what aspects should be considered by what parties, viz, Academic Standards & Quality Committee or Coursework Admissions Committee (both sub- committees of Senate), or by Senate? o It is understood that ASQC considered the same Schedules as presented to this Committee, however members were concerned that the approval of the relationship between the two parties in terms of the Agreement, needs sanction. o In summary, members wished to formally register concerns in respect of (a) guaranteed entry and (b) how that guarantee is non-compliant with University Admission Policy. Action: Ms Smart to address formal concerns 6.10 Admission Scheme: STAT - Special Tertiary Admissions Test 2013 It is timely to review the University's algorithm for STAT, and how it may affect a student’s future academic success. Macquarie first introduced this S1 2010. Applicants sit the test and results are included in their UAC application and overall PRS rank. In establishing this, Macquarie determined: - that it was available for Non-Current school leavers, undergraduate, only - that STAT test results would be weighted equivalent to an HSC (1:1) score - that the STAT score would replace any previous score from tests including HSC if undertaken earlier than the STAT
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Page 149 Fundamentally, the University needs to understand if the STAT 1:1 equivalence to the HSC rank, is correct. Should STAT be ranked higher? Does the cohort academic progress evidence those STAT results replacing HSC may in fact be putting students at risk of failure? Should the University continue to offer STAT? Analytics have been requested to undertake an analysis of candidates who have been made an offer resultant of STAT, and their subsequent academic progress. Preliminary data shows that interest in STAT being used for admission to Macquarie is growing, as are the number of offers being made: 2010 2011 2012 Applications - 2656 2767 2818 Offers - 342 387 486 RESOLVED That the University continue to pilot STAT and that additional analysis from 2012 /2013 intake students will determine academic weighting and use as ongoing admission strategies. 6.11 Admission Scheme: uniTEST 2013 The University has offered uniTEST to HSC applicants for consideration of admission since 2009 as a strategy to identify academic potential that may not have been evidenced through HSC results. Whilst some 1200 registrations were received to sit the initial test, with the introduction of numerous bonus schemes over the past years, test candidates have declined to around 300 for the past two years. Of those candidates that sit the test, the majority will either receive an offer in their own right, or, the gap between their ATAR rank and the course cut-off is such that it would present significant academic risk. For the past 3 years, the selection process based on ATAR has been undertaken manually with Faculty Associate Deans determining offers based on a combination of the following criteria: - Candidates ATAR - HSC subject selection and results - The four areas of uniTEST results, relative to the candidates preferred course - Course cut-off Previous analysis of candidates being provided with an offer based on the uniTEST results, has evidenced general success with GPA’s for this cohort slightly above those who obtained an offer on their own merit. Analytics have been requested to undertake further analysis of candidates who have been made an offer resultant of uniTEST, and their subsequent academic progress. RESOLVED That the University integrate uniTEST into its ongoing admission strategies. 6.12 HSC – University Pathway Programs Macquarie has been participating in the HSC - University initiative, introduced by the Board of Studies 2010. Parties to this recently met to discuss and review the scheme. A report is attached from UAC. Information on Macquarie’s strategy may be found:http://www.mq.edu.au/about_us/offices_and_units/centre_for_open_education/macquarie_h sc_university_pathways/
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Page 150 Ms Kysa briefed members with an update on the ‘Gifted and Talented’ scheme advising that whilst students performed well, the numbers participating was minimal (five at Macquarie and 13 overall). Marketing undertaken by Macquarie has been low key because the initial decision was that no fees would be charged to students. 6.13 Bachelor Degree Rule 5(3) Attachment 8 The Centre for Open Education proposes a change to BDR 5(3) which currently states that: A candidate who wishes to add an internal unit may do so only in the first two weeks of the study period. A candidate who wishes to add an external unit may do so only in the first week of the study period. RECOMMENDED to Academic Senate That a candidate who wishes to add a unit of internal or external study may only do so in the first week of the study period.
The Director COE subsequently requested that this matter be deferred for consideration at a later date.
7. OTHER BUSINESS ** 7.1 OUA and Commonwealth Supported Places (CSP) This matter was considered via an e-meeting following the scheduled 26 April meeting given that a quorum was not present. RESOLVED: That for a student to be eligible for a Commonwealth Supported Place (CSP) in the OUA-BA programthey must have successfully passed a minimum of four Macquarie OUA units. 7.2 Committee Membership With a number of structural and role changes across the University, it is timely to review the Membership of the Coursework Admissions Committee. This matter is deferredfor consideration at a later date.
8.0 NEXT MEETING The next meeting of Coursework Admissions Committee will be held on Thursday, 19 July 2012 at 10.00 am. Venue: Function Room, E11A Agenda items for this meeting are due by Wednesday, 11 July 2012.
There was no further business and the meeting closed at 12.00pm.
Prof Peter Radan Chair
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Page 151 ATTACHMENT 1 Recognition of Prior Learning Policy: Consultation & Feedback
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Page 162 Academic Senate 13 July 2012
ITEM 9.1
SAVINGS CLAUSE (FACULTY OF SCIENCE) Attached is a Savings Clause received from the Faculty of Science
Recommendation That Academic Senate: Consider that in accordance with Rule 20 of the Bachelor Degree Rules, the Saving Clause be invoked to enable Mr Weatherstone to satisfy degree requirements for Master of Geoscience by completing only 31 credit points of the required 32 credit points of study, provided all other requirements have been met.
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