MONASH UNIVERSITY FACULTY HANDBOOKS

Education Handbook 1996

Published by Monash University
Clayton, Victoria 3168, Australia

Caution Copyright © Monash University 1996
ISBN 1037-0919

Authorised by Academic Registrar, April 1996

FACULTY INFORMATION

CONTENTS

  1. Introduction
  2. Teacher education and professional accreditation
  3. Responsibility for subject choice
  4. Part-time studies
  5. Assessment
  6. Faculty grievance procedures
  7. Faculty credit policy
  8. Leave of absence
  9. Student advisers
  10. Disability support program (MUDS)
  11. International students
  12. Faculty structure

Introduction

Education is one of the central functions of a university. It is not surprising, therefore, that one of Monash's faculties should be the Faculty of Education. This faculty is concerned with both the professional education of teachers (preservice and inservice) and related professionals and research into the many faceted ways in which education is conducted in society and in which education, society and individuals interact with each other.

The faculty is divided into three schools - the Peninsula School of Education, located on the Peninsula campus, the School of Graduate Studies at Clayton and the Gippsland School of Education, Gippsland.

The courses of study that can be undertaken in the Faculty of Education for a degree or diploma of the university vary depending on the school in which students enrol. The Peninsula School of Education offers postgraduate and undergraduate courses in teaching and education for those intending to work in the early childhood or primary sectors; the Gippsland School of Education provides undergraduate and postgraduate courses leading to teaching qualifications in primary and secondary teaching and school librarianship. Professional development courses designed for training personnel, nurse educators and other education professionals are also offered. Many courses are available by distance education, Australia wide. The School of Graduate Studies offers courses that are essentially postgraduate studies catering for students who have had some years of professional experience. For these students the faculty offers a wide range of subjects, many of which have a flexibility that encourages students to define their own interests and to draw on their considerable professional and life experience. These opportunities reflect a recognition that there is a mutuality and reciprocity in the contributions to learning that are made by both staff and students.

While the majority of students in the faculty are either intending to teach in schools or are teachers already, there is an increasing number of people who wish to study education for other reasons. Education takes place in the community in many ways and institutions, other than through schools, and the faculty's courses are increasingly attractive to educators in the fields of health, business, nursing, social work, industrial training, commerce, the law, public service, professional associations, tertiary institutions and community fields generally.

The faculty's tradition of scholarly research, professional education and community service is substantial, having been built up progressively since the faculty's foundation in 1964 and the faculty is constantly revising its courses and their constituent subjects.

As part of these revisions, the faculty has recently introduced a new degree, the professional doctorate (the Doctor of Education [EdD]) taking three years full-time or up to six years of part-time study. This degree program offers experienced and appropriately qualified educators the opportunity to upgrade their professional qualifications by engaging in study at a level equivalent to that of the PhD but involving a combination of coursework and research culminating in the production of a thesis, the prime purpose of which is to use novel research findings to improve professional practice.

Along with this, the faculty's usual research degrees - the Master of Education and the Doctor of Philosophy - remain open to those who wish to engage in individually supervised courses of research leading to the submission of a thesis, the prime purpose of which is the extension of knowledge for its own sake.

Teacher education and professional accreditation

Professional education for teachers falls conveniently into two categories - initial (preservice) and post initial. In the initial category, the university provides for students aspiring to become primary or secondary school teachers, while, for persons who are already teachers, the university offers a variety of modes suited to their further professional development.

Initial teacher education

For students wishing to become primary or early childhood teachers, the Peninsula School of Education offers three-year undergraduate programs leading to the awards of Bachelor of Teaching (Primary) and Bachelor of Teaching (Early Childhood). To gain professional registration as a primary teacher in Victoria, students will also need to complete a fourth-year Bachelor of Education. A combined degree of Bachelor of Arts and Bachelor of Teaching, taught in collaboration with the Faculty of Arts, was introduced in 1992. The school also offers, for those who are graduates in subjects other than education, a one-year Graduate Diploma in Education (Primary). The Gippsland School of Education offers four-year programs in a Bachelor of Education (Secondary) and Bachelor of Teaching/Bachelor of Education for both primary and secondary teachers. For many students who wish to become secondary school teachers, their professional education will often begin with their undergraduate course. This, at Monash, will usually comprise a degree in the faculty of Arts, Science, Business and Economics, or Law. This first degree will then be followed by a further full-time year in the School of Graduate Studies studying for the Graduate Diploma in Education or by on-campus or part-time distance education studies in the Gippsland School of Education.

Because the GradDipEd courses include specific training in the teaching of particular school subjects, it is important for prospective teachers to include subjects cognate with these `methods' in their undergraduate degree. In this regard, the prerequisites shown for the various methods and practice of teaching subjects described in the GradDipEd sections of this handbook have been set to meet faculty needs and, as far as possible, the requirements of employing bodies, including the Directorate of School Education. In cases of doubt, inquiries should be made to the appropriate school of the faculty.

In addition to ascertaining these prerequisites, undergraduates should seek advice from their own faculties regarding other subjects which may be seen as especially relevant to preparation for teaching.

Post-initial teacher education

The faculty also provides many opportunities for the further professional education of teachers after they have gained their initial qualification, whether the latter was gained at Monash or another university or tertiary institution. The faculty offers a range of graduate diplomas, coursework masters and research-based degrees on each of its three campuses. Information regarding these can be found in this handbook. In addition, the faculty has a long history of involvement with the professional education of teachers through the provision of short courses and other non-award courses, seminars and programs which are constantly revised to maintain relevance and currency for practising professionals. Increasingly the faculty is also shaping programs for professionals in related fields of expertise.

In addition, the Faculty of Arts offers a masters degree in music education.

Responsibility for subject choice

Students are advised that, while the faculty will endeavour to give every possible assistance and advice concerning subject choice, the onus is on the student to ensure that the subjects selected meet the course regulations and requirements. This is not the faculty's responsibility and the faculty does not take any responsibility for error in subject selection.

Part-time studies

Evening classes are available for part-time students enrolled in most courses within the School of Graduate Studies at the Clayton campus. These classes commence at 4.30 pm and usually conclude at 7.30 pm. At the Peninsula campus, most courses are offered only during the day, with the exception of those students undertaking the Bachelor of Education degree on a part-time basis. Classes for these students are conducted in the evening, commencing at 5 pm. Part-time students in undergraduate degrees are required to attend examinations at the same time as full-time students. There are very few formal examinations conducted for graduate programs.

Assessment

Students should note carefully the general information on assessment of students contained in the student information handbook. In addition, students enrolled in the Bachelor of Teaching (Primary) and Bachelor of Teaching (Early Childhood) degree programs offered at the Peninsula campus will receive, at the commencement of each academic year, a booklet entitled Assessment policy, which will set out the faculty's policy on a range of matters regarding assessment in these programs.

The faculty uses a variety of methods for assessing the performance of enrolled students, including assignments and other prepared work, practical work, examinations, presentations and performance. The specific means of assessment for each subject is generally included within the outlines of subjects contained in this handbook. Further information, including prerequisites, corequisites and reading lists may also be found there or will be distributed at the initial class for each subject.

In terms of examination grades, the faculty applies the following grades and symbols to its subjects:

+ High distinction - HD

+ Distinction - D

+ Credit - C

+ Pass - P

+ Fail - NN

The faculty does not allocate marks.

The three schools of the faculty each have their own boards of examiners which meet at the end of each semester to approve results for all courses. Results are then forwarded from each school through the faculty registrar to the examinations office of the university for official publication

Students who believe their performance in a subject has been adversely affected may apply for special consideration which may include the sitting of supplementary or deferred examinations. Students are advised to consult in the first instance with the lecturer in charge of the relevant subject.

Plagiarism

Plagiarism occurs when students do not acknowledge that the ideas they are using in an essay, report, assignment, project or thesis are not their own but have been borrowed from someone else. The following are examples of plagiarism:

+ phrases, passages or materials copied verbatim without quotation marks and without a reference to the author;

+ paraphrasing an author's ideas, arguments or work without reference to the author;

+ submitting as individual work, joint projects which have not been approved for submission as joint projects by the lecturer-in-charge of the subject;

+ submitting a piece of work which has already been submitted for assessment in another subject.

Plagiarism is regarded as a serious misconduct. Students suspected of plagiarism will be given the opportunity to explain their plagiarism to the lecturer and head of school.

If it is agreed that plagiarism has occurred, students will normally receive no marks for the piece of work concerned. Cases of deliberate plagiarism will be dealt with in accordance with the university's disciplinary regulations as outlined in the Monash University Calendar, volume 2, 1994, page 134.

Avoiding plagiarism

(1) Take careful notes. Distinguish between your own ideas and the ideas of the author whose work you are summarising.

(2) In your initial notes, as well as in your essays and assignments, place quotation marks around all material that is copied directly from a text. Provide full reference details including page numbers.

(3) Acknowledge any idea or argument which is not your own by citing the author and including full reference details in your reference list and/or bibliography.

Unsatisfactory progress

A student is generally considered to have made satisfactory academic progress when he or she has successfully completed all subject requirements in a given year. The definition of unsatisfactory progress is more complex, however, and each school uses different criteria to assess it.

Peninsula School of Education

In the Peninsula School of Education, the academic performance of a student is deemed to be unsatisfactory if:

+ the student fails for the second time to pass a subject;

+ the student fails in the two most recent semesters during which the student was enrolled to pass subjects amounting to one-half or more of the student's workload;

+ the student fails to meet the requirements of two successive teaching rounds;

+ the Unsatisfactory Progress Committee or the Academic Appeals Committee has imposed a condition upon the enrolment or re-enrolment of the student and the student fails to comply with the condition.

School of Graduate Studies

In the School of Graduate Studies, the following criteria are used for all coursework-based programs except the Graduate Diploma in Education (Secondary):

+ failure in half or more than half of the year's work;

+ failure to attend classes regularly;

+ failure to submit assignments of adequate standard on time;

+ failure in a subject after two attempts;

+ failure to comply with relevant regulations (for instance, on time limits of the period of candidature).

The criterion for unsatisfactory progress in the Graduate Diploma in Education (Secondary) is failure in two out of the three subjects in a normal full-time load.

Gippsland School of Education

In the Gippsland School of Education, the following criteria apply:

+ the student fails the same subject twice;

+ the student fails more than half the subjects attempted in his or her last two years of study;

+ the student fails all subjects attempted in one semester of study.

At the end of each semester the faculty's boards of examiners will consider the results of all students enrolled in courses of the faculty and may require students whose progress is deemed to be unsatisfactory to provide information as to why they should be allowed to continue in their program of study. Students are referred to the university Statute 6.2 (Exclusion for Unsatisfactory Progress) for further information.

Faculty grievance procedures

Introduction

These procedures are designed to facilitate confidential resolution of grievances with a minimum of delay and formality for any student who believes that he or she has a grievance against the faculty, where procedures for the resolution of that grievance are not provided for by other means.

Such grievances may include, but are not limited to, equal opportunity complaints, complaints related to access and conditions, and complaints related to teaching or support services, or provision of faculty facilities.

Application of procedures

Any student (as defined by Statute 1.1) or any student enrolled in a non-award course, who believes that he or she has been unfairly treated by an academic or administrative decision has the right to seek redress through these procedures. A grievance may relate to any matter other than:

+ matters covered in Statute 2.6 - The Discipline Committee

+ matters which relate to staff discipline procedures as prescribed in the Monash University staff handbook.

+ matters that relate to sexual harassment grievances which are to be dealt with under the provisions of the university's Sexual harassment grievances procedures.

In these procedures the term `the parties' means the aggrieved student (and any person who represents the aggrieved student) who constitutes the aggrieved party, and any member of staff or any school of the faculty (and any person who represents that member of staff or department), being the other party.

Confidentiality

Members of the Student Grievance Committee and parties to the proceedings or their witnesses must not divulge any information relating to a matter which is, or has been, before either committee to any person who is not a member of the committee or party to the proceedings.

Proceedings will be conducted in camera. Statements, claims and other matters put forward in these proceedings must not be used or made available for consideration in other areas.

Lodging of grievances

Complainants must be given the opportunity to settle any matter within the jurisdiction of the university.

It is expected that in the first instance students will attempt to resolve complaints by discussing the matter confidentially with any of the following personnel: (i) head of school; (ii) supervisor; (ii) the faculty registrar (Education); (iii) a member of the University Counselling Service; (iv) an officer of the Monash Association of Students or an officer of Monash University Student Union Inc., or (v) the equal opportunity manager, who may assist with equal opportunity matters.

Where a complaint is not resolved informally, it may be referred by the student in writing to the dean through the faculty registrar (Education), who must either (i) inquire into the complaint and attempt to negotiate a resolution, or (ii) convene a student grievance committee;

A grievance is deemed to have been resolved when: (i) the aggrieved party lodges a written withdrawal of the grievance with the faculty registrar, with the consent of the other party, or (ii) a settlement has been agreed to in writing by the parties and lodged with the faculty registrar.

Student Grievance Committee

Composition

Membership of the Student Grievance Committee will normally be (i) a member of the faculty as chairperson appointed by the dean, (ii) a nominee of the Monash Association of Students or of Monash Student Union Inc., depending on the campus of the complainant; and (iii) a nominee of the branch of the staff association to which the respondent belongs, or is a nominee of the Monash Association of Students or of Monash University Student Union Inc., depending on the campus of the complainant, and (iii) a nominee of the branch of the staff association to which the respondent belongs, or is eligible to belong and who is acceptable to the respondent.

An additional member may be coopted from the relevant professional body where professional matters are involved. Both genders should normally be represented on the committee. A secretary to the Student Grievance Committee will be appointed by the faculty registrar.

Procedures

(1) The Student Grievance Committee will commence its proceedings within ten working days of its establishment and referral to it of a matter for deliberation.

(2) The Student Grievance Committee will inquire into the complaint, calling for submissions and evidence which it deems relevant.

(3) The parties to a grievance are to have access to all information relevant to `the grievance'.

(4) The Student Grievance Committee must give the parties to a grievance reasonable opportunity to be heard and to present such materials and evidence in support of their submissions as the committee may deem relevant.

(5) Each party to the grievance has the right to be accompanied and/or represented by one other person from the university, and that person has the right to be heard.

(6) The Student Grievance Committee must hear the grievance to completion with a minimum of formality within twenty working days from the date of commencement of its deliberation.

(7) After considering the matter the Student Grievance Committee must make a confidential written report to the dean with a statement that (i) the grievance has been settled, or (ii) the parties are to undertake certain agreed courses of action, or (iii) where the grievance remains unresolved a recommendation that the dean attempt a resolution or take other action as appropriate.

(8) Following receipt of the advice from the Student Grievance Committee the dean must advise the parties involved in writing of the outcome within five working days.

(9) The chairperson must monitor the settlement for up to six months after resolution to ascertain whether the desired effect has been achieved and may recommend to the dean that further steps be taken.

(10) The secretary of the Student Grievance Committee shall keep the only record of proceedings which will not identify the parties involved. The record of the Student Grievance Committee must include (i) the date of the hearing, (ii) the membership of the Student Grievance Committee, (iii) the general nature of the grievance, (iv) a brief outline of proceedings, (v) the general nature of evidence, and (vi) the findings and recommendations of the Student Grievance Committee.

Records must be kept for a period of twelve months and at the end of this period they shall be destroyed.

(11) The faculty registrar will report annually to the faculty board on the operation of the student grievance procedures, including the number and general nature of grievances received.

(12) Subject to the foregoing, the Student Grievance Committee is to regulate its own proceedings.

(13) The procedures will be reviewed by the faculty board after their first year of operation and thereafter from time to time as and when required.

Faculty mediator of complaints

The faculty mediator appointed to receive and mediate complaints is the associate dean (teaching), Associate Professor Margaret Gill.

Faculty credit policy

Transferring students who receive an offer from the faculty will be sent a letter asking if they wish to apply for credit for previous studies. Students who intend to accept the offer of a place must advise the faculty at once whether or not they wish to apply for credit. Credit will then be worked out on the basis of documentation provided with the student's VTAC application or, for internal transfers, lodged with the relevant school office. It is the student's responsibility to send to the faculty any additional information which would be useful, for example, syllabus details for subjects studied at an overseas institution. The School will prepare a letter which shows how much credit has been given and how many subjects must still be passed in order to complete the degree. Credit does not have to be taken. The principal criteria used in determining credit are the standard and content of previous studies, the results achieved, and the period elapsed since their completion.

For masters students, a maximum of one half of the total requirements for the award may be granted, provided that the work for which credit is granted has been completed at credit level or above, or at a standard deemed equivalent. For graduate diploma students, credit not exceeding one-third of the total requirements for the award may be granted for work undertaken and completed.

In terms of undergraduate courses offered by the faculty, the minimum proportion of work to be completed must be at least the equivalent of one year full-time study. As long as requirements for the minimum proportion of work to be undertaken have been satisfied, no distinction will be made in credit determination on whether or not the previous study had earned the student a qualification. Appeals procedures will be available for the hearing of complaints related to the granting of credit. Appeals should be forwarded to the faculty registrar.

Leave of absence

Students who wish to take a year off from study for any reason may apply for leave of absence. When granting such leave the faculty reserves a place in the course the following year and the period of leave will not be counted in the time limits for completion of the course. Leave is normally granted for one year only.

Those students intending to apply for leave of absence should write to the:

+ graduate students officer, School of Graduate Studies (Clayton)

or

+ senior administrative officer, Peninsula School of Education

or

+ student administration office, Gippsland School of Education

Applications should include the reasons for requesting the proposed leave of absence on the appropriate form, which is available from the office of each of the schools.

Student advisers

The following staff within the faculty are available to assist students with advice on a wide range of student related administrative matters.

Faculty registrar

Telephone 9905 2796 or extn 52796

School of Graduate Studies (Clayton)

Graduate studies adviser

Dr Ann Shorten

Telephone 9905 2827 or extn 52827

Graduate students officer

Ms Mary Kirk

Telephone 9905 2821 or extn 52821

Peninsula School Education

Senior administrative officer

Ms Margrette Fairbanks

Telephone 9904 4224 or extn 44224

Academic course leader

Dr Brian Parton

Telephone 9904 4288 or extn 44288

Gippsland School of Education

Executive assistant

Ms Pam Odgers

Telephone 9902 6373 or extn 26373

All students in the faculty are encouraged to see their tutors or lecturers about any problems they may have. Academic staff may be approached at any time.

Disability support program (MUDS)

Students with disabilities

The Monash University Disability Support program (MUDS) provides comprehensive support services, equipment and facilities to students with temporary or permanent disabilities or medical conditions. The services are varied and include provision of pre-application advice, assistance with enrolment and orientation, course and research materials in alternative formats (eg braille, audio), notetaking services, alternative arrangements for assessment (exams), advocacy (representation, grievance procedures), provision of specialised equipment (eg hearing loops, furniture, specialised software), and many others as listed in `The green guide: A resource guide for people with disabilities'. For more information on the MUDS program, a confidential appointment or a copy of this guide, contact the disability liaison officer on 9905 5704 or TTY 9905 5391 (metropolitan campuses) or on 9902 6794 (Gippsland campus and distance education students).

International students

International students in the School of Graduate Studies have access to the same services provided for local students. In addition, pastoral care is available in the Education building. Local students are also able to participate in activities organised for international students. The following services and activities are provided without charge to students:

Orientation

Orientation sessions are held at the beginning of each semester for all new students. Orientation handbooks provide information about the services in the School of Graduate Studies. A mentor system is available for new students if desired. This is especially important for those students doing research degrees.

Further orientation sessions focusing on the demands of the local educational culture are held for students from overseas.

The international student support officer provides ongoing orientation as needed.

English language and learning support

Writing workshops that focus on the various types of writing required in the School of Graduate Studies (essays, theses, etc) are provided throughout the year and advertised in the faculty newsletter, Link Ed.

Individual consultations on study strategies, writing, oral presentations, cultural and language issues arising during coursework or research are available throughout the year.

Weekly sessions are held for students who need to enhance their oral presentation skills .

English enrichment courses (five hours per week) are offered during semester breaks.

Social events

Afternoon teas each month, occasional picnics and short outings provide opportunities for staff and international and local students to interact socially.

Each semester a day trip to country Victoria is organised for international students, and luncheons with staff in the School of Graduate Studies are held each semester.

Faculty structure

The Faculty of Education has, since its inception, taken pride in the collegiate nature of the relationship between its staff and students. This special relationship has meant that only rarely do academic problems arise that cannot be handled at the source, between the individual student and the academic member of staff. Furthermore, the strong representation of students on most of the key boards and committees that operate within the structural organisation of the faculty also serves to enrich the bonds between staff and student.

As mentioned previously in this section of the handbook, the faculty is divided into four distinct groupings:

+ The Dean's Establishment (Clayton)

+ The School of Graduate Studies (Clayton)

+ The Peninsula School of Education (Peninsula)

+ The Gippsland School of Education (Gippsland)

The faculty office (Dean's Establishment) is located on the second floor, building 6, on the Clayton campus. The school office for the School of Graduate Studies is located on the ground floor, building 6, on the Clayton campus. The school office of the Peninsula School of Education is located on the second level of A block on the Peninsula campus. The school office of the Gippsland School of Education is located on the ground floor, building 2S on the Gippsland campus.

While the major business of the faculty is discussed by the faculty board, students can gain representation on a number of faculty and school level committees. The board consists of thirty-nine members, including the dean as chair; professors of the faculty; four academic staff representatives from each school of the faculty; representatives from the external community, other faculties and the Education Alumni; and a student representative from each school of the faculty. The board meets on five occasions throughout the year and receives recommendations from faculty level committees for the board's approval and referral to the university's Education Committee, Academic Board and Council.

Faculty level committees on which students are elected to represent the relevant student body include:

+ Research Degrees Committee, which considers a range of matters relating to masters by research and doctoral programs offered by the faculty and provides advice and recommendations to the university's PhD and Scholarships Committee;

+ Research Committee, which distributes funds for student research projects;

+ Ethics Committee, which considers applications from students whose research involves the use of human subjects, assisting students to move smoothly through the university's Standing Committee on Ethics on Research on Human Subjects, which is the formal approving body.

Students are also elected to represent the relevant student body on the various program committees which give advice to the following faculty level committees:

+ Undergraduate and Preservice Committee, which advises the board on the undergraduate degrees of the faculty, especially new course and subject proposals, assessment procedures and policy and the selection of undergraduate students;

+ Postgraduate Coursework Committee, which advises the board on the graduate programs of the faculty (principally masters and postgraduate diplomas) with particular reference to new graduate courses and subjects, assessment procedures and policy at the graduate level and selection of students.

This committee structure reflects the collegiate manner in which decisions are made throughout the Faculty of Education.

The principal officers of the faculty are the dean, located at the Clayton campus; the associate dean, located at the Gippsland campus; and the faculty registrar, associate dean (research) and associate dean (teaching), who are all located at Clayton. Students wishing to make appointments with any of these staff are able to do so at short notice, and inquiries should be directed to their offices.

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