Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Mitch Parsell
Contact via mitch.parsell@mq.edu.au
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
24cp
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
This unit aims to provide students who want to explore aspects of learning and teaching within their discipline with the knowledge and skills to enable them to be effective peer assisted learning leaders at undergraduate level. Each student is placed in a teaching and learning role during their study of this unit, so that they will be in a position to apply what they are learning (and reflect on their experiences). Where possible, the teaching and learning support role involves interaction with students within their substantive discipline area. The unit develops students' personal and professional skills in line with the University's graduate capabilities.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Name | Weighting | Due |
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Reflective Journal | 30% | Thursday week 4 & 12 |
Short Essay | 30% | Thursday Week 9 |
Practical Task | 40% | Thursday week 13 |
Due: Thursday week 4 & 12
Weighting: 30%
Reflection (worth 30%).
Word Limit: 200 words per entry (maximum 2 entries).
The Reflective Journal provides you with an opportunity to assess your successes and ongoing professional development needs. It tests content knowledge and the ability to critically apply this to practical challenges. At least one entry is required in week 4. The week 12 entry is optional for students desiring to improve their grade for this task.
Due: Thursday Week 9
Weighting: 30%
One Short Essay (worth 30%).
Word Limit: 1000 words.
Essay topics to be negotiated.
Due: Thursday week 13
Weighting: 40%
Practical Task (worth 40%)
Word Limit: 1500 words
This task integrates the entire unit content into a practical exercise that allows you to demonstrate your mastery of content knowledge and discipline specific issues. This task will build on the short essay.
The specific unit content is partially negotiated with students, but will cover three board areas:
In this section of the unit we will explore a range of theoretical issues that ground PAL. This will include discussions and exploration of Communities of Practice, Communities of Enquiry, Constructivist Learning principles and the notion of student-centred learning. Further, we will examine the empirical literature for results relevant to the efficacy, efficiency and generalizability of PAL. These discussions will inform the practical skills we will explore and develop in section two.
In this section we will explore, develop and practice a range of practical skills relevant to PAL leadership. These practical skills will be related back to the Theoretical Issues explored earlier and will act as a catalyst for self-reflection and identification of ongoing professional development needs.
In this section we will examine if and how PAL leadership need to be adapted to different discipline contexts. Each student will explore the literature from their home discipline(s) and develop any discipline-specific skills required to be an effective PAL Leader. Refection on discipline-specific skills, issues and problems will allow us to develop a more robust and generalizable notion of PAL Leadership. Further, this section will enable us to refocus on the underlying theoretical basis of PAL.
All required readings and supporting material will be provided in seminars.
To pass this unit you must complete all assessment tasks and receive a total mark of 50% or more.
Attendance: Attendance is compulsory. If do not attend 90% of the unit workshops you will be failed for non-attendance.
Assignment to be submitted electronically through iLearn.
Late Submission: Extension must be requested in writing prior to the assessment due date. Requests for extensions must be accompanied by appropriate documentation. Assessments received late will incur a 10% mark reduction per day late (including weekends). No late assessment can be accepted after that task has been returned to students.
Dr Mitch Parsell
Associate Dean Learning and Teaching
Faculty of Human Sciences
Phone: 9850 1040
Email: mitch.parsell@mq.edu.au
Alternative: mparsell@gmail.com
Room: Student Centre (C3A)
Consultation: By negotiation
In response to student feedback 2016 the assessment requirements have been simplified.
The unit is taught via two-hour intensive workshops led by both teaching staff and students. The format is used to encourage active participation and enable students to drive their own learning. In addition to workshops students are required to reflection on their own practices and professional development needs. In line with the central theme of learning communities (or Communities of Practice) students must engage with their peers by providing targeted feedback.
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
New Assessment Policy in effect from Session 2 2016 http://mq.edu.au/policy/docs/assessment/policy_2016.html. For more information visit http://students.mq.edu.au/events/2016/07/19/new_assessment_policy_in_place_from_session_2/
Assessment Policy prior to Session 2 2016 http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy prior to Session 2 2016 http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Complaint Management Procedure for Students and Members of the Public http://www.mq.edu.au/policy/docs/complaint_management/procedure.html
Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
This graduate capability is supported by:
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
This graduate capability is supported by:
We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.
This graduate capability is supported by:
The assessment tasks have been reduced and simplified over the past 2 years.