Director, Learning, Teaching & Curriculum, University of Wollongong, Australia
Date: 30 October, 2013 (Wednesday)
Time: 12:30pm – 2:00pm
Venue: Room 321, Run Run Shaw Building
Quality in teaching and learning is a key issue in Higher Education in Australia. Therefore it is important for institutions to be able to make the expectations they have for their students explicit and then assure that these expectations have been achieved. The question is how do we ensure that these attributes get developed during degree programs and how can evidence that can lead to continuous improvement be captured. The initial focus to achieve this has to be reviewing the curriculum and assessment design to make sure a holistic, integrated, collaborative and maintainable approach is being adopted to foster these expectations throughout the program. This approach is a cultural change for some academics and so in conjunction with curriculum design, leadership strategies to support change must also be adopted. This work is funded as part of an Australian Government Office for Learning and Teaching, National Teaching Fellowship.
About the speaker
Romy Lawson is the Director of Learning, Teaching & Curriculum at the University of Wollongong, having previously been the Associate Dean for Teaching & Learning at James Cook University and Teaching & Learning Coordinator at UTS Business School. Associate Professor Lawson has been actively involved in teaching and learning development in higher education for over 18 years in both the UK and Australia. Recently she led a National OLT Strategic Priority Project – Hunters & Gatherers: Strategies for Curriculum Mapping and Data Collection for Assurance of Learning. She has also been a team member for two other ALTC funded projects: Embedding Professionally Relevant Learning in Business Education; and Facilitating staff and student engagement with graduate attribute development, assessment and standards in Business Faculties. Her research has focused on constructive alignment in curriculum design; the effect of different assessment on student learning; curriculum mapping; leadership strategies for curriculum renewal; embedding professional learning in the curriculum; engaging staff and students with graduate attributes; and the impact of professional development on teaching.
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