The Deputy Vice-Chancellor and Vice-President (Teaching, Learning and Equity) is Professor Shirley Alexander. Her responsibilities include:
- overseeing the University's course planning and course review processes
- planning, reviewing and enhancing the quality of the University's teaching and educational delivery
- developing and implementing strategies for the technological support of learning
- directing the University's priorities for community engagement
- ensuring effective learning support for students
Professor Alexander is assisted in her work by staff of the Institute for Interactive Media and Learning who work with academic staff members to enhance the quality of students' learning, the ELSSA Centre who provide academic language and literacy support to students and staff, and the University Library who assist students to develop information literacy. The Planning and Quality Unit develops and implements the UTS quality framework.
Each Faculty has an Associate Dean (Teaching and Learning) and implements UTS' and its own processes to ensure quality teaching and learning.
A well defined course planning and approval process guides the inception, development, implementation, review and improvement of the University's programs of study. Proposals are considered by the Course Planning Committee and the Courses Accreditation Committee which makes recommendations to Academic Board on the accreditation or approval of UTS coursework award. The Course Review Advisory Group considers data from the Course Performance Report to inform re-accreditation.
The University's Teaching and Learning Committee has responsibility for advising Academic Board and the Deputy Vice-Chancellor and Vice-President (Teaching, Learning and Equity) on the University's strategic directions, priorities and quality assurance processes for teaching and learning, and in regard to policies and guidelines related to teaching and learning in coursework programs. The Committee has developed a Statement of Values for teaching and learning at UTS.
UTS Teaching and Learning Statement of Values
UTS aims to produce graduates with an appreciation of the practical, social and ethical dimensions of their chosen professions and with the skills and knowledge to operate effectively in culturally diverse workplaces within changing global and social contexts.
To achieve this, UTS has developed an educational model built on a broad and holistic concept of learning. It productively combines the intellectual rigour of disciplinary knowledge and the outcomes of scholarly research with professional and personal skills, ideas and approaches developed through engagement with professional practice and the community.
UTS supports and enhances teaching and learning through a flexible and dynamic approach which is expressed through stimulating teaching, the effective use of technology and an information rich environment.
In addition to the more traditional curriculum practices, many UTS students experience a range of opportunities to engage in extra-curricular learning in the community, workplace and professional organisations. This enables the development of graduate skills and attributes of relevance and value to their chosen professions and to Australian society.
UTS demonstrates its commitment to improving quality teaching and learning through recognition and reward for good teaching practice, academic staff development initiatives and other improvement initiatives informed by regular student feedback surveys and an annual review of course performance.
