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Course Planning and Design Procedure

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Section 1 - Preamble

(1) This Procedure was approved by Academic Boardon 13 July 2010 and incorporates all amendments to 05 April 2016.

(2) This Procedure is pursuant to the Higher Education Courses Policy.

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Section 2 - Purpose

(3) To set out the procedures that apply to course planning and design with respect to Higher Education award courses offered by the University, with the exception of higher degrees by research.

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Section 3 - Scope

(4) This Procedure applies to Higher Education award courses offered by the University, with the exception of higher degrees by research.

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Section 4 - Policy

(5) Refer to the Higher Education Courses Policy.

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Section 5 - Procedure

(6) Course Directors provide leadership to course teams to ensure compliance with the requirements for course planning and design set out in this procedure.

(7) Course teams ensure that courses meet the requirements identified in the Higher Education Courses Approval and Review Procedure.

(8) Course teams ensure that the principles specified in the Teaching and Learning (Higher Education Courses) Policy and the Assessment (Higher Education Courses) Policy and the Assessment (Higher Education Courses) Procedure are considered and addressed, as appropriate, during course design.

(9) Course teams ensure that courses are designed to be structurally coherent and academically rigorous and the following principles are considered and addressed, as appropriate, during course design:

  1. course-level learning outcomes are specified for each course and determine the units which comprise the course
  2. there is a coherent rationale for the inclusion of major sequence(s) and/or core units in a course, the relationship among units and their contribution to achieving the overall course learning outcomes
  3. courses provide a coherent learning experience in at least one field of study or discipline
  4. courses provide clear sequences of learning that embed the scaffolded development and application of academic and professional skills and knowledge, and where appropriate, courses provide foundation units to support the transition of students into higher education and the discipline
  5. courses are underpinned by current research and scholarship in the relevant field of study or discipline.

(10) Course teams design courses to ensure that all students learn, practise and are assessed on the Deakin Graduate Learning Outcomes (Schedule A of the Higher Education Courses Policy).

(11) Course teams ensure, that courses are designed to provide authentic learning experiences, as appropriate, to students by:

  1. providing discipline-related practice opportunities for students such as work- and community-based placements, applied projects, internships and research projects to maximise student learning outcomes and the achievement of academic and professional skills and graduate attributes
  2. incorporating into courses a capstone learning experience which provides the opportunity for students to synthesise, integrate and apply the knowledge and skills they have developed during the course
  3. ensuring undergraduate courses, where appropriate, provide students with the opportunity to incorporate study outside their Faculty through nominated interdisciplinary multi-disciplinary or inter-professional studies.

(12) Course teams ensure that issues of access and successful participation are addressed in course entry criteria and delivery modes, and where possible, courses incorporate entry, exit and progression pathways to increase access, enhance employability and support life-long learning.

(13) Course teams ensure that courses are designed to make use of the trimester system to enhance student flexibility in relation to study load and study duration. To shorten the duration of particular courses, study in all three trimesters may be required.

(14) Course teams ensure that courses make optimal use of cloud (online) and/or campus mode to provide students with learning experiences that support their achievement of learning outcomes. Where a unit is classified as campus mode, more than half of the scheduled learning experiences should be conducted face-to-face at a physical site. For this purpose, learning experiences include classes, seminars, regular consultations and supervised activities at a physical site (including placements, field trips, study tours and research activities).

(15) For each unit, the following are identified:

  1. teaching aims and learning outcomes
  2. assessment tasks, and how these are linked to learning outcomes
  3. content overview
  4. teaching and learning materials and resources
  5. the relevant Deakin Graduate Learning Outcomes (Schedule A of the Higher Education Course Policy), and how they are linked to the teaching and learning activities and the assessment.

(16) For each unit, resources and assessment are commensurate with the level of offer.

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Section 6 - Definitions

(17) For the purposes of this Procedure:

  1. Combined Course: as defined in Regulation 5.2(2) - Higher Education Award Courses - General.
  2. Campus mode (course level): the dominant mode of delivery is through face-to-face learning experiences at a Deakin campus or other physical site. Students will also have access to online learning resources and experiences.
  3. Cloud (online) mode (course level): the dominant mode of delivery is online. There may be some scheduled learning experiences and students may be required to attend a designated physical site for some assessment and learning tasks.
  4. Campus mode (unit level): the dominant mode of delivery of the unit entails face-to-face learning experiences at a Deakin campus or other physical site; access to online learning resources and experiences may also be provided.
  5. Cloud (online) mode (unit level): the dominant mode of delivery of the unit entails online learning resources and experiences; there may be some compulsory contact hours and students may be required to attend a designated physical site for some assessment and learning tasks.
  6. Course Director: the leading member of a course team responsible to the Faculty Executive Dean for the academic leadership of a course or group of courses.
  7. Course Team: a group of at least four continuing or fixed-term (term of three years or greater) academic staff members, including representatives from each campus on which the course is offered and at least one active researcher, appointed by the Faculty Board to coordinate the design, ongoing development and review of a course.
  8. Exit Point: an early point of exit for students who choose not to complete the whole course in which they enrolled, and which provides an opportunity for students to exit with an award of a lower level if the student has met the requirements for that alternative award.
  9. Higher Education Award Course: as defined in the Higher Education Courses Policy.
  10. Joint Course: as defined in Regulation 5.2(2) - Higher Education Courses - General.
  11. Major Sequence: a group of related units approved by the Faculty Board and listed in the University Handbook amounting to a minimum of 6 credit points, with at least 2 credit points in each of levels 2 and 3 of the course.
  12. Unit: as defined in Regulation 5.2(2) - Higher Education Award Courses - General.