parallel teaching - “any form of teaching that involves a significant component of undergraduate content forming part of a postgraduate course, or any form of teaching that involves undergraduate and postgraduate students being located in the same class” (University of Adelaide, 2006) or where the form of teaching addresses two different levels of the AQF.
unit co-ordinator - the Academic Staff member responsible for the day-to-day teaching and assessment in individual units. Where visiting lecturers are invited to teach units or segments of units they are responsible to Unit Coordinators.
course co-ordinator - an academic member of the College who is responsible for the development and management of a course of study in the College, wherever it is undertaken.
academic in charge - the lecturer who has primary responsibility for teaching the classes for a particular unit of study.
This policy is necessary to ensure that:
- The content of units which are intended to be delivered in a parallel teaching format adequately addresses the content needs of different levels of the AQF;
- The teaching and learning arrangements for the post graduate students, in particular, are acknowledged and addressed; and
- The assessment requirements of students studying at different levels of the AQF are in accordance with their relevant AQF levels.
This policy applies to the Academic Board as the overall authority for academic activities in the College, the Course Coordinators, Unit Coordinators and Academics in Charge of classes taught in parallel, the Dean of Faculty, the Faculty Manager, Dean of Academic Administration and the Registrar.
Parallel teaching shall be utilised in the event that the requirements of a subject, or course, share a significant amount of content, resources, or class time with undergraduate and postgraduate students.
The Academic Board shall, through the approval processes of the College, ensure that:
- The learning outcomes of undergraduate students and postgraduate students meet the distinct criteria according to the Australian Qualifications Framework; in particular-
- Diplomas, Level 5
- Associate Degrees, Level 6
- Bachelor Degrees, Level 7
- Postgraduate Certificates and Diplomas, Level 8;
- Master Awards, Level 9;
- The content of subjects or courses undertaken in classes taught in parallel are appropriate to their respective levels; and
- The assessment of students adequately tests and satisfies the learning outcomes of the relevant AQF level. It is expected that the differentiation of the assessment of higher level AQF students would be more difficult relative to the lower AQF level.
In most circumstances, differentiation of course or subject content may occur through tutorials (e.g. for the higher AQF level students), learning material provided, or the assessment tasks.
The Academic Board shall, through student surveys, seek from students attending classes taught in parallel, feedback regarding:
- any experienced negative impacts of the teaching and learning experience;
- any experienced beneficial aspects of the teaching and learning experience; and
- any suggestions which may improve the learning and teaching experience.
The feedback provided by students shall be reviewed and evaluated to improve the design or redesign of future courses or subjects to meet best practice outcomes.
The Academic-in-charge, in consultation with the Course Coordinator and Unit Coordinator shall ensure that the subject outline informs students that the subject will be delivered by parallel teaching. Course materials prepared for such a class must explicitly acknowledge the parallel teaching.
In all instances in which parallel teaching is proposed, and in order to preserve the academic integrity of the respective levels of study:
- Students must be enrolled in different subjects, e.g. BB522.306 (Bachelor Level) or BB822.406 (Graduate Certificate or Graduate Diploma Level)
- Postgraduate students shall be offered additional or separate content delivery; and/or Tutorial or discussion opportunities;
- Postgraduate students shall be offered additional or separate assessment tasks designed to acknowledge the different expectations, learning styles, prior knowledge (or lack of prior knowledge) and life experiences of post graduate students.
It shall be the responsibility of the Academic in Charge to ensure that students enrolled in a class taught in parallel do not devalue the learning experience of the other level.