UTS has a diverse student and staff community which reflects the diversity of Australian society and brings with it valuable understandings of different cultures and perspectives. The UTS mission statement recognises the need to 'improve educational provision for students from a diversity of backgrounds by valuing exemplary teaching and developing flexible study patterns'. This set of Diversity Guidelines is intended to assist in the achievement of this mission by supporting the university's equity plans and the strategic initiatives of internationalisation and flexible learning.
The Diversity Guidelines describe a range of practices for responding to, valuing and encouraging students to learn from diversity in their courses and subjects. The suggested practices are accompanied by examples of good practices which exist in some courses and subjects at UTS and elsewhere. The guidelines acknowledge that Faculties have already responded in different ways to the challenges and opportunities of diversity. They are intended to disseminate and build on existing good practices and offer alternative suggestions which could be adopted or modified by course teams and individual teachers.
The guidelines have been developed on the following principles:
The guidelines are intended to be consistent with and support a range of other UTS documents which focus on courses, teaching and assessment, such as course accreditation guidelines and assessment policies. The guidelines are in two interlinked parts:
Part A focuses on practices which are relevant to courses as a whole, their structures, objectives and the overall patterns of learning, teaching and assessment experienced by students as they progress through their program of study. It is intended mainly for use by course teams and co-ordinators. It is suggested that course teams identify existing good practices, work towards progressive inclusion of items which are not yet addressed, and consider diversity issues in their course dossiers and review processes.
Part B focuses on teaching and assessment in individual
subjects.
It is intended for use by subject co-ordinators and teaching staff.
It is
suggested that teachers identify those items which already apply in
their
subject, then work towards progressive inclusion of one or two more
items
appropriate to their subject each time the subject is presented.
Courses which value diversity are designed to be inclusive of all students and offer all students opportunities to develop their awareness of different cultures and perspectives. These courses enable sufficient flexibility and choice in structure, curriculum, modes of teaching and assessment to acknowledge and value differences in students' backgrounds and experiences, and provide opportunities for all students to develop the attributes expected of course graduates.
1. Course structure, content and objectives
1.1 Course teams consider developing course structures and modes of offering which permit students to complete their courses through a range of attendance patterns and pathways
Example:A range of semester long, block mode, residential or mixed mode patterns of attendance or distance learning options can be offered for all or parts of a course. The Bachelor of Education in Adult Education offers this range of modes and students are able to exit the degree after 96 credit points with an Advanced Diploma.
1.2 Course design and content foster the valuing of diversity and encourage students to develop awareness of international, multicultural, gender, indigenous and other perspectives.
Examples:Students can have opportunities to choose subjects which offer a range of perspectives, for example indigenous, gendered, and multicultural.
Some core subjects within a course can explicitly contribute to students' understanding of diversity issues. The BA Tourism Management program includes course themes on gender and cultural diversity, and identifies the core subjects which make particular contributions to these themes.
Some core subjects in professional programs can explicitly develop students' awareness of issues in working with a diverse range of clients such as clients from different cultures or clients with disabilities.
1.3 Communication and other lifelong learning skills, including oral communication, writing, reading and information technology skills, are explicitly built into the objectives and teaching and learning processes of the course as a whole and integrated into appropriate subjects.
Examples:Courses can integrate lifelong learning skills into a range discipline based subjects. The Bachelor of Business identifies subjects which contribute to students' communication and information technology skills and their understanding of ethical and international perspectives.
Students with specific needs can have opportunities to choose and count for credit subjects which develop their language, communication and information technology skills.
Course teams can use specialist staff from areas such as ELSSA, the Maths Study Centre and Student Services to collaborate in providing specific sessions or support for students in areas outside the teaching staff's areas of expertise.
1.4 Students have explicit opportunities early in the course to learn about the academic language, culture and conventions of their discipline(s), and where possible of interdisciplinary fields. This includes explicit teaching and modelling of higher order academic skills such as critical thinking and analysis, as well as developing students' awareness of disciplinary conventions for writing styles, citation and referencing.
Examples:Courses can develop students' understanding of academic conventions within a range of subjects. Differences between conventions in different cultures and disciplinary areas can be explicitly discussed with students.
Students can be given clear guides to writing and referencing expectations and these can be discussed early in first year classes and when assignments are distributed.
Course teams can develop and maintain a bank of model student essays or reports which can be discussed by and with students in a range of subjects.
1.5 Learning aims and objectives are made clear to students, to enable them to know what is important in the course and how different subjects contribute to the achievement of these aims.
Examples:Course documents such as handbooks and web pages can describe the aims of the course and the ways in which individual subjects contribute to the achievement of these aims. Time can be set aside during course orientations and early class sessions to discuss these issues.
1.6 Students have access to sufficient information about the aims, content, teaching methods and assessment of course options and electives to enable them to make informed choices about major strands and elective subjects.
2. Teaching practices across the course as a whole
2.1 There is a wide variety of teaching practices across the course as a whole, to ensure that all students have opportunities to experience different teaching and learning contexts.
Examples:Problem-based, experiential, case-based, fieldwork, multimedia and other computer-based, and workplace or practice-based approaches can be included in some of the subjects or strands of a course, along with more traditional classroom approaches. The Bachelor of Engineering in Electrical Engineering course has a strand of problem-based professional practice subjects which begin in the first year
Courses as a whole can include multiple opportunities for students to work interactively with each other as well as individually, with possible tasks ranging from small group discussions in class to computer mediated discussions to major group projects.
3. Assessment practices across the course as a whole
3.1 Within the course taken as a whole there is a broad diversity of different types of assessment which together enable students to develop the attributes expected of graduates and allow students to gain appropriate feedback on their progress. Where possible, students have some choice in the type or weighting of assessment tasks.
Example:Students can have opportunities to engage in both group and individual assessment tasks during the course, with appropriate guidance and preparation for any extended group projects.
Students can have opportunities during the course to use self assessment to learn to assess the quality of their own work, and peer assessment to assess the work of others.
4. Student academic and personal support
4.1 Opportunities are provided both inside and outside classes for students to get to know each other and develop peer support networks early in the course.
Examples:Student camps for new first year students can provide opportunities for social interaction and introducing students to course expectations before the course starts. Electrical Engineering and Computing Sciences both organise first year student camps.
Social events and orientations can be provided for all students or for specific groups.
Peer tutor or mentoring schemes can pair first year students with students in later stages of the course. A peer mentoring scheme is operating for Indigenous students in some courses.
Pairing of international and local students can enable students to learn about each others' experiences and cultures and provide mutual support.
4.2 Contact names and phone numbers of student support services are made available to students regularly throughout the course and in a variety of ways, for example at orientations, in subject outlines, at Faculty Information counters, and as links from course web pages.
Examples:Where appropriate, Student Services, ELSSA and Maths Study Centre staff can be invited to student orientations and to class sessions early in first year.
The names, photographs and contact numbers of Academic Liaison Officers and InpUTS contacts can be provided on student noticeboards and linked to course web pages.
5. Course evaluation and review processes
5.1 Course teams regularly collect evaluation materials which enable them to reflect on the extent to which the course responds to and values student diversity and provides opportunities for success for all students. These evaluation materials and reflections are routinely included in course dossiers and review materials .
Examples:Course questionnaires can ask students about their views on the valuing of diversity in the course, and the extent to which the course has increased their understanding of different cultures and perspectives.
Evidence of the satisfaction, success and completion rates of students can be analysed to demonstrate success of any particular diversity groups
Selection processes and criteria can be monitored to ensure that they enable a diversity of students to gain access to the course.
5.2 Course teams identify existing practices which respond to and value diversity and practices which encourage students to learn from diverse cultures and perspectives and work towards continual enhancement of such practices throughout the course.
6. Staff and contextual issues
6.1 Within the Faculty or School as a whole, there is acceptance of and encouragement for student and staff research which focuses on diversity issues and comparative approaches.
6.2 Academic and general staff have access to and are encouraged to participate in staff development activities which focus on responding to and valuing diversity.
6.3 Academic and general staff are aware of the role
of support
services available within the university eg ELSSA, Maths Learning
Centre,
Academic Liaison Officers, Student Association, Student
Services.
Subjects which value diversity are designed to be inclusive of all students and provide opportunities which enable all students to learn effectively and to meet the subject objectives. Some subjects in a course would enable students to develop understandings of diverse cultures and perspectives.
7. Subject design and resources
7.1 Subject outlines clearly indicate what and how students are expected to learn in the subject. They include clear descriptions of the learning objectives, assessment methods and criteria and contact details for teaching staff and student support services.
7.2 Subject objectives include any communication, information technology and other lifelong learning skills which are indicated in course documents and/or are appropriate for the subject. Teaching and assessment practices explicitly encourage students to develop and gain feedback on the development of these skills.
7.3 Where appropriate, cultural and international perspectives are included in subject content.
7.4 The choice of teaching resources illustrates the valuing of diversity and where possible encourages students to develop their understanding of different cultures and perspectives.
Examples:Case studies and examples can be balanced to represent both women and men from a diversity of backgrounds in professional roles and positions of power.
Where possible, readings include some from female and male authors from a range of backgrounds. The subject can include opportunities to critique and discuss alternative perspectives to points of view presented in particular readings.
7.5 As far as possible given the nature of the subject, students have access to reading lists and any compulsory readings before the beginning of semester.
8. Teaching practices
8.1 A diverse range of teaching and learning methods are employed within the subject, with methods varied to reflect the aims of each session and the learning needs of the students.
Examples:Lectures and tutorials can include a variety of opportunities for collaborative group work and individual student work as well as teacher input.
Information technologies such as computer conferencing between students, multimedia programs and email can be used to provide more varied learning opportunities.
8.2 Students are respected as individuals with individual experiences, perspectives, abilities and learning preferences, rather than stereotyped as members of particular groups. Teachers see it as a responsibility to encourage students to challenge prejudices and stereotyping.
Examples:Structured activities can be used to give students opportunities to discuss their own perspectives on questions or issues in smaller groups before reporting back to a larger group.
Students can contribute insights from their own backgrounds, provided any individual student is not expected to speak for all people from her or his background.
8.3 Students are encouraged to get to know and learn from each other to encourage mutual respect, learning from different perspectives and experiences, and reflection on their own experiences in the light of these differences.
Examples:Name tags and introduction activities can be used at the beginning of semester
Students can be allocated to work in diverse groups for some tasks, and allowed to work in self chosen groups (which could also be diverse) for other tasks.
8.4 Staff and students use non-discriminatory language. Teachers deal appropriately with discriminatory language or behaviour in class, rather than ignoring it.
Examples:Guidelines for non discriminatory language can be included in the subject outline and discussed at the beginning of the subject as part of normal academic practice.
Discriminatory language should be corrected in written work
Teachers can discuss examples of racism or sexism when they arise, make it clear that racism and sexism are inappropriate and encourage students to discuss these issues.
8.5 Teachers use clear, simple language wherever possible, and clearly define disciplinary jargon
8.6 Teachers seek formal and informal feedback from students and are open to student concerns.
Examples:One or two open-ended written questions can be used to gain student feedback from time to time during the semester
Students can use email to ask questions or express concerns. Some lecturers have used subject web pages or computer conferences to display students' questions and the lecturer's response.
9. Assessment practices
9.1 Students are given some choice in assessment, within the boundaries of the subject objectives.
Examples:Students can be allowed to give more or less weight to each assessment task within a range of allowable weightings as appropriate for the subject.
Students can choose their own assignment topics, either freely or from a list of options.
Students can use learning contracts to identify their own learning goals within the boundaries of the subject, and identify the ways in which they will meet and demonstrate that they have met these goals
9.2 Assessment criteria are provided in advance and there is explicit mention of any required styles of presentation, expression and referencing of sources. There is explicit discussion to help students to understand the criteria and the reasons why they are important. It is not assumed that students' and teachers' interpretations of the criteria will be the same.
Examples:Subject outlines and/or assignment attachments can specify the assessment criteria in a way that students can understand them, for example by using descriptive marking checklists or paragraphs describing the characteristics of good and poor assignments.
Class time can be allocated for students to discuss the characteristics of a good assignment, and compare their perceptions with the marking criteria.
Students can discuss model answers, including examples of work which illustrate styles of presentation, expression and citation appropriate for the type of assignment.
Students can negotiate their own criteria within boundaries defined by the lecturers.
9.4 Students are given helpful and timely feedback on their work, including suggestions on how to improve.
Examples:Feedback should include a focus on good points and "generic" improvements which would be relevant to future pieces of work on different topics.
Spelling and grammatical errors can be corrected in the first paragraph or two of written work and students encouraged to correct the rest of the assignment.
Structured peer feedback can be used, for example to enable students to gain more frequent feedback, develop their awareness of the process of giving feedback and have opportunities to see examples of other students' work.
Students can be guided in developing skills in self assessment.