Meeting 1/97 of the Education Committee will be held on Wednesday 5 February 1997 at 10:00 am in the Sir George Lush Room, University Offices, Clayton Campus.
Apologies: Telephone: 9905 2061; email: Randi.Brooks@adm.monash.edu.au.
28 January1997
Ms ER Brooks
Executive Officer
AGENDA
* 1. CHAIRING OF THE COMMITTEE
The Interim Chair of the Committee, Deputy Vice-Chancellor (Research and Development), Professor P LeP Darvall, will address the Committee. Professor Darvall will Chair the Committee until June 1997, while the University awaits the arrival of the new Deputy Vice-Chancellor (Academic and Planning), Professor A Lindsay.
Recommendation:
That the Committee note the advice of the Interim Chair.
* 2. STARRED ITEMS
The Committee should note that certain items have been starred as requiring discussion. Additional items may be starred at the discretion of the Committee.
Recommendation:
That the Committee nominate any additional items to be starred, and then endorse the recommendations for items other than those starred.
* 3. MINUTES
The Minutes of Meeting 8/96 held on Wednesday 18 December 1996 have been circulated.
Recommendation:
That the Committee approve the Minutes of Meeting 8/96 as circulated.
4. MATTERS ARISING FROM THE MINUTES
4.1 Matters requiring Resolution from Meetings 6/96, 7/96 and 8/96
The Executive Officer will present a report regarding matters requiring resolution from Meeting 6/96, 7/96 and 8/96.
Recommendation:
That the Committee note the advice of the Executive Officer.
* 5. ITEMS OF INTEREST FROM MEETING 1/97 OF THE ACADEMIC BOARD
The Executive Officer will advise the Committee of any items of interest to the Committee from Meeting 1/97 of the Academic Board, held on 29 January 1997.
Recommendation:
That the Committee note the items of interest from Meeting 1/97 of the Academic Board, held on 29 January 1997.
* 6. INFORMATION FROM THE COMMITTEE OF DEANS
The Executive Officer will advise the Committee of any items of interest to the Committee from Meeting 1/97 of the Committee of Deans, held on 28 January 1997.
Recommendation:
That the Committee note the items of interest from Meeting 1/97 of the Committee of Deans, held on 28 January 1997.
* 7. FACULTY PASSES FOR STUDENTS ENROLLED IN "EX-FACULTY" SUBJECTS
Further to the discussion conducted regarding this matter at Meeting 8/96, a discussion paper is attached.
Recommendation:
That the Committee consider the discussion paper regarding the matter of conceded or faculty passes.
* 8. EFTSU WEIGHTING FOR SUBJECTS
At Meeting 8/96, this matter was discussed at some length. Subsequent to the meeting, a recommendation regarding the action to be taken on this matter was made by the former Chair of the Committee. The Committee is invited to consider the suggestion.
A document provided by the Faculty of Business and Economics is attached.
An extract from the unconfirmed Minutes of Meeting 8/96 is reproduced below:
"Subsequent to the Meeting, and after consideration of the practices in effect at the University of Melbourne, where double degree courses are normally five years in length, it was suggested that Monash abide by the following new standard for double degree courses: that they be extended by one semester so that they would become 4.5 or 5.5 years in length, and therefore have an allowable overload for students of one semester or 24 points in total. In this way, EFTSU would once again become equal to the credit point value of a subject, and students would be obliged to pay only 1.0 EFTSU per year. It would also be usual, however, for a student to choose to undertake the program in a more accelerated manner, but they would then be undertaking a voluntary overload, and the EFTSU levied would not be adjusted to equal 1.0."
Recommendation:
That the Committee consider the suggestion for action regarding the weighting allocated to subjects, and make recommendation on the matter to the Academic Board.
* 9. DISCIPLINE STATUTE REVISIONS
The University Solicitor's Office has provided a document regarding the development of revisions to the current University Discipline Statute (Statute 4.1). A number of recommendations are contained therein.
Also attached is a summary of the recommendations made by the Working Party of the Education Committee which considered this matter in August 1996.
Recommendation:
That the Committee receive and note the document prepared by the University Solicitor's Office regarding the drafting of revisions to Statute 4.1 Discipline, and consider the recommendations made by the Solicitor's Office.
* 10. QUALITY ASSURANCE OFF-SHORE
A document is attached regarding Quality Assurance Procedures currently in place for the approval and review of courses taught off-shore. This document may require revision in light of the recommendation to the Academic Board that this Committee, currently a Committee of Council, become a Committee of either the Academic Board or the Education Committee.
Recommendation:
That the Education Committee consider the document "Quality Assurance Off-Shore", taking into account the decision of the Academic Board regarding the place occupied by the Off-Shore Quality Assurance Committee of Council.
11. REPORT OF THE UNIVERSITY LIBRARIAN
The summary of Library Impact Statements submitted to the University Librarian for the period August 1996 to November July 1996.
Recommendation:
That the Education Committee receive and note the summary of Library Impact Statements submitted to the University Librarian for the period August 1996 to November 1996.
12. FACULTY OF ARTS
The Report of Meeting 7/96 of the Board of the Faculty of Arts held on Wednesday 4 December 1996 is attached.
Recommendation:
That the Committee receive the Report of Meeting 7/96 of the Board of the Faculty of Arts and consider each item requiring action separately for submission to the Academic Board.
* 12.1 Bachelor of Arts - Approved Arts Disciplines
Recommendation:
That the Education Committee approve the proposal:
"that for the purposes of defining the structure of the Bachelor of Arts disciplines and subjects referred to as "Arts" be considered to be those taught by departments of the Faculty of Arts in an approved schedule."
In forwarding this recommendation to the Education Committee, the Committee is advised that within the structure of the Bachelor of Arts there is sufficient scope (52 points) for students to complete subjects in disciplines other than those taught by the Faculty of Arts. This scope permits students to complete a 52 point major from another faculty (for example, psychology from the Faculty of Science) along with the minimum Arts requirements of a major, minor and first year sequence.
12.2 New Subject Proposal
The proposal for the subject GES3610 Geographical Information Systems for Geodemographic and Local Government Applications was considered and approved by the Education Committee at Meeting 7/96 (Minute 13.2.1).
Recommendation:
That the Education Committee note that Faculty Board approved the action of the Dean in approving and forwarding to the Education Committee (7/96) the subject proposal for GES 3610 - Geographical Information Systems for Geodemographic and Local Government Applications.
13. FACULTY OF BUSINESS AND ECONOMICS
The Report of Meeting 6/96 of the Board of the Faculty of Business and Economics held on Friday 13 December 1996 is attached.
Recommendation:
That the Committee receive the Report of Meeting 6/96 of the Board of the Faculty of Business and Economics and consider each item requiring action separately for submission to the Academic Board.
* 13.1 New Course Proposals
13.1.1 Bachelor of Pharmacy / Bachelor of Commerce
This course was approved by the Education Committee at Meeting 8/96 (Minute 14.1.1)
Recommendation:
That the Committee note this course proposal was approved at its Meeting 8/96 (Minute 14.1.1).
13.1.2 Bachelor of Commerce / Bachelor of Education
This course is proposed for introduction from Semester One 1998 on the Clayton campus.
A document is attached.
Recommendation:
That the Committee endorse for submission to the Academic Board the proposal of the Faculty of Business and Economics to establish a new course, to be titled Bachelor of Commerce / Bachelor of Education.
* 13.2 Amendments to Existing Courses
13.2.1 Bachelor of Business - amendment to Accounting major
This amendment is proposed for introduction from Semester Two 1997, with appropriate transition arrangements made available for current students.
A document is attached.
Recommendation:
That the Committee endorse for submission to the Academic Board the proposal of the Faculty of Business and Economics to amend the Accounting major of the existing Bachelor of Business available at the Gippsland campus as detailed in the document presented.
13.3 New Subject Proposals
Documentation is available from the Executive Officer regarding these proposals for perusal by members. Handbook entries are attached where available.
13.3.1 Bridging Subject in Mathematics for International Students
13.3.2 GBU2016 Financial Accounting and Reporting
13.3.3 GBU3017 Financial Accounting Issues
Recommendation:
That the Committee endorse for submission to the Academic Board the subject proposals listed in items 13.3.1 to 13.3.3 inclusive.
13.4 Monash University Grading Scale
The Faculty of Business and Economics has requested that a number of additional grades be approved for use within the Faculty. See also Item 7 of this Agenda.
Recommendation:
That the Committee refer this matter to the Examinations and Certifications Branch for information.
* 13.5 Student Grade Rankings
The Faculty of Business and Economics has agreed to recommend that academic transcripts be amended to include a percentile ranking of students in subjects taught by the Faculty.
Advice from the Examinations and Certifications Branch indicates that this would not be feasible. The Faculty also wished the Committee to consider the option of the issuance of a Faculty certificate with this information.
Recommendation:
That the Committee consider the request of the Faculty of Business and Economics to include percentile rankings in its subjects on the academic transcripts of students, and/or the possibility of issuing Faculty certificates with this information.
13.6 Guidelines for Assessment in Undergraduate Subjects and Responsibilities of Examiners
As part of the Proceedings of the meeting of the Board, this paper was forwarded for information.
A document is attached.
Recommendation:
That the Committee note the document entitled "Guidelines for Assessment in Undergraduate Subjects and Responsibilities of Examiners".
13.7 Guidelines for the Conduct and Responsibilities of the Board of Examiners
As part of the Proceedings of the meeting of the Board, this paper was forwarded for information.
A document is attached.
Recommendation:
That the Committee note the document entitled "Guidelines for the Conduct and Responsibilities of the Board of Examiners".
14. FACULTY OF ENGINEERING
The Report of Meeting 5/96 of the Board of the Faculty of Engineering held on 6 November 1996 is attached.
Recommendation:
That the Committee receive the Report of Meeting 5/96 of the Board of the Faculty of Engineering and consider each item requiring action separately for submission to the Academic Board.
14.1 Minor Amendment to Existing Courses
The Faculty of Engineering has agreed to recommend a minor amendment to existing courses as follows:
Recommendation:
That the Committee note the minor amendment to existing courses of the Faculty of Engineering as listed above.
14.2 Disestablishment of Subjects
The Faculty of Engineering has agreed to recommend the disestablishment of the following subjects and/or alternative codes for subjects:
Recommendation:
That the Committee note the disestablishment of the subjects listed above by the Faculty of Engineering.
15. FACULTY OF SCIENCE
The Report of Meeting 6/96 of the Board of the Faculty of Science held on 4 December 1996 is attached.
Recommendation:
That the Committee receive the Report of Meeting 6/96 of the Board of the Faculty of Science and consider each item requiring action separately for submission to the Academic Board.
* 15.1 Amendments to Existing Courses
15.1.1 Bachelor of Applied Science - Amendment to structure and title
The Faculty of Science has recommended the introduction of a new course structure on the Gippsland campus for the existing Bachelor of Applied Science and its associated tagged degrees.
The new course structure would take effect from Semester One 1998 on the Gippsland campus and by Distance Education, and would affect all courses with the current Bachelor of Applied Science as a component of a double degree.
The Bachelor of Applied Science would have no further intake after 1997. There would be no further transfer into the tagged degrees associated with the Bachelor of Applied Science after 1998.
A document is attached.
Recommendation:
That the Committee endorse for submission to the Academic Board the proposal of the Faculty of Science to amend the existing Bachelor of Applied Science as detailed in the document presented, and to amend the title of the course so that it becomes Bachelor of Science. The Committee is asked to note that this amendment affects all double degrees associated with the existing Bachelor of Applied Science.
15.1.2 Bachelor of Applied Science - tagged degrees - amendment to structure and title
The Faculty of Science, as part of the restructure of the existing Bachelor of Applied Science, has recommended that the tagged awards associated with the Bachelor of Applied Science also be revised.
The new streams and titles would be available from 1999, as they are not available for intake at the first year level. The existing streams and titles would have no further transfer available after 1998.
Recommendation:
That the Committee endorse for submission to the Academic Board the following tagged degrees, indicating streams of the Bachelor of Science to be available to students on the Gippsland campus, noting that these tagged degrees are available only for later year intake:
15.1.3 Bachelor of Science - amendment to major/minor structure
The Faculty of Science has recommended that the structure used to define the course requirements for the Bachelor of Science be amended as detailed in the document presented.
The previous course requirements are defined on page 23 of the 1997 Science Faculty Handbook.
A document is attached.
Recommendation:
That the Committee endorse for submission to the Academic Board the proposal of the Faculty of Science to amend the structure of the Bachelor of Science so that the course requirements will be as follows:
"A candidate for the degree must include subjects to the value of at least 144 points, including:
two major sequences
or
a major sequence and a minor sequence
or
a linked-major package."
15.2 Amendments to Existing Subjects
The Faculty of Science has agreed to recommend amendments to existing subjects as follows:
Recommendation:
That the Committee note the amendments to existing subjects of the Faculty of Science as listed above.
16. VICTORIAN COLLEGE OF PHARMACY
The Victorian College of Pharmacy has submitted proposals for a number of individual subjects to be taught within the Master of Computational Chemistry (approved at Meeting 8/96 of the Education Committee.
16.1 New Subject Proposals
Documentation is available from the Executive Officer regarding these proposals for perusal by members. Handbook entries are attached where available.
16.1.1 MCC413 Basic Quantitative Structure-Activity Relationships
16.1.2 MCC414 Ab Initio Quantum Chemistry
16.1.3 MCC415 Molecular Mechanics and Dynamics
16.1.4 MCC526 Advanced Molecular Modelling
16.1.5 MCC527 Advanced Ab Initio Quantum Chemistry
16.1.6 MCC528 Advanced Quantitative Structure-Activity Relationships
16.1.7 MCC539 Research Project
Recommendation:
That the Committee endorse for submission to the Academic Board the subject proposals listed in items 16.1.1 to 16.1.7 inclusive.
17. ANY OTHER BUSINESS
18. NEXT MEETING
The next Meeting of the Education Committee will be held at 10:00am on Wednesday 19 March 1997. Course and subject proposal submissions for that meeting are due on or before 19 February; full reports are due on or before 7 March.
Please note this will be the final meeting at which proposals for courses to be included in the 1998 VTAC Guide may be approved.
It is very important that all final submissions include a report or draft report from the Faculty Board. Submissions should be electronically delivered. Hard copies should also be submitted for our records. Please DO NOT staple or submit double-sided hard copies.
Recommendation:
That the Committee note the information above.
* * * * * * * * * * * * * * * *
Professor P LeP Darvall (Chairman)
Associate Professor R Alfredson, Engineering
Mr M Cabrie, MSA, Clayton
Associate Professor N Cameron, Science
Associate Professor M Evans, Business and Economics
Associate Professor J Hurst, Computing and Information Technology
Professor M King, PhD and Scholarships Committee
Ms K McGillivray, MUGSU, Gippsland
Mr J Poussard, MUSU Inc, Peninsula
Ms B Presutto, MUBSU, Berwick
Professor J Redmond, Art and Design
Professor L Roller, Pharmacy
Associate Professor G Taylor, Medicine
Mr G Tickell, Education
Mr J Welikala, MPA, Masters
Associate Professor N White, Arts
Mr M Williams, MUSU, Inc, Caulfield
Professor R Williams, Law
Professor B Young, Co-Opted
Vacant, MPA, Graduate Diploma
Vacant, MUPSA
Mr R Burnet, Student Services
Professor A Sohal, Business and Economics
Professor T Threadgold, Arts
Vacant, Pharmacy
Faculty Registrar/Manager (in rotation) - Mr D Secomb, Engineering
Ms ER Brooks, Secretariat
Item 7
Education Committee 1/97
5/2/97
DISCUSSION PAPER - FACULTY/CONCEDED PASSES
The plethora of assessment grades and practices presently in use at Monash to deal with students who have achieved a borderline fail mark have evolved over many years and reflect the different pedagogical beliefs between and within campuses and faculties. They also reflect the various outcomes we seek to achieve when assessing the work of a student. The individual examiner might regard a particular grade as a measurement of achievement in an individual subject. A Board of Examiners might prefer to use a wider approach whereby the grade awarded will also be used to determine the student's progress in a course of study. Both approaches are predominantly focused on reporting information to the student, the internal "client".
The University has recently conducted a review of grades and marks. This discussion paper builds on the work of that review by addressing the conventions governing the award of faculty or conceded passes. At present, there are variations and inconsistencies in the application of grades and/or supplementary assessment for marks in the range of 40 to 49. These include the type of grade, the range of marks for which the grade may be awarded and the conditions under which it may be awarded.
These variations and inconsistencies result in a situation that is intrinsically inequitable. To illustrate: five students in the same subject with the same mark (for example, 47) could at different boards of examiners meetings be granted five different results, depending on their faculty of enrolment and their stage in their course progression. That is, students may be awarded:
Such inconsistencies will become more transparent with the upcoming enhancement of MUSIS, when both grades and marks (where available) will be included on academic transcripts. In addition, the intricacy and variation in the current practices do not allow us to provide clear, consistent information to potential employers, other academic institutions, and students.
Whatever its purpose or purposes, the grade used will ultimately become one of many on the student's final academic transcript. This document not only provides a student with a consolidated and relatively detailed record of his or her achievements, it also acts as an interface between the University and its stated objectives and the University's 'external' clients (employers, other tertiary institutions, and the wider community) and their expectations.
Among other things, we seek to equip our graduates with:
Furthermore, the Education Committee has adopted the following principles in relation to the award of grades:
These points do not sit easily together and may require further consideration.
Our understanding of how well we have achieved these objectives and been guided by principles two and three above is communicated to students and other stakeholders every time we provide assessment information. It is suggested that the questions raised below be viewed in the context of the University's educational mission and the role of transcripts of results in the public domain.
If principles two and three are followed, and given the anomaly described in the example above, the Committee is invited to consider two questions:
OR
If the answer to the first question is affirmative, there are further questions:
A)Should the conditions for the award of the conceded pass grade be consistent across the University?
B) Should a single grade (eg CP or Conceded Pass) be designated for this purpose?
Working Party
Associate Professor N White
Mr N Thorburn
Ms ER Brooks
It should be noted that the outcomes of this discussion are not intended to affect marks amended as a result of an application for special consideration.
Item 8
Education Committee 1/97
5/2/97
MEMORANDUM
TO: Ms E R Brooks
Executive Officer
Education Committee
FROM: Ms A Pilgrim
Faculty Registrar
Faculty of Business and Economics
Copy: Manager Undergraduate Studies
DATE: 27 January 1997
SUBJECT: EFTSU Weightings for Subjects
On the whole, this Faculty supports the suggestion included in the minutes of Education Committee meeting 8/96, that double degree courses be extended by one semester so that they would become 4.5 or 5.5 years in length and therefore have an allowable overload for students of one semester or 24 points in total. However, the Faculty Executive Committee would like to consider the suggestion at its first meeting in 1997 (19 Feb 97).
I should draw your attention to the following additional comments that have been made by Heads of Departments and Schools in this Faculty:
1. the University needs to look carefully at the impact of this change on the attractiveness of its double degrees to students. There are important marketing implications to this.
2. not all double degrees have an overload, eg. the double Bachelor of Business courses.
There should not be a standardisation for 4.5 or 5.5 semesters if this is not necessary to the existing double degree. The time extension should be commensurate with the excess credit points required for completion of each particular degree program, as approved by Academic Board. Each degree program should be considered separately.
Anne Pilgrim
Faculty Registrar
Item 9
Education Committee 1/97
5/2/97
MEMORANDUM
To: Ms E R Brooks
Executive Officer
Education Committee
From: Renn Wortley
University Solicitor
Amanda Lazar
Deputy University Solicitor
Date: 28 January 1997
Reference: AL/ab
Subject: Discipline Statute
In my memorandum of 10 December 1996, I explained that as the Deputy University Solicitor and I were not part of the Working Group which undertook the review of the draft Discipline Statute, we would need to examine closely the material prepared by and for that group before we could propose a time line for delivery of the revised statute. We have since completed our examination and would like to point out that our response is written on the basis that the Solicitor's Office has been instructed to revise the University's current Discipline Statute (Statute 4.1) rather than the draft prepared in April 1996 by the former Policy and Legal Counsel. Our comments focus on those suggestions made by the Working Party which are not specific to the draft statute.
REPORT - Introductory remarks.
The Education Committee has proposed that the new Statute contain four sections.
Recommendation:
That non-examination and examination misconduct be treated as two parts of one section entitled, Academic Misconduct. This would reduce the number of sections to three.
NON-EXAMINATION ACADEMIC MISCONDUCT AND GENERAL MISCONDUCT.
Central control or faculty control.
The Working party has proposed that both academic misconduct and general misconduct be handled by a Faculty Discipline Committee. Students would have a right of appeal to the Central Discipline Committee.
Under the current Statute, non-examination cheating is handled at first instance by the faculty and the dean may establish a faculty Committee of Inquiry.
The composition of a Faculty Committee of Inquiry is given in Section 12.1:
Chairman: Dean/Dean's nominee
2 members nominated by the Dean
(If the student is doing a double degree, one of these members must be nominated by the other Dean)
2 students.
We agree with Professor Williams that there is no reason why the Dean/nominee from the other faculty should be a member of the committee. We agree also that faculties might prefer to give responsibility for investigating non-examination academic misconduct to the relevant Head of Department (provided that the HOD has not been involved in the matter which is to be investigated). In these circumstances responsibility for the process could be given to the Associate Dean (students) or whatever position the Education Committee cares to nominate.
Recommendation:
that responsibility for the establishment of a Committee of Inquiry be delegated to persons other than the dean, as nominated by the Academic Board and that the membership of the Committee of Inquiry set out in S.12.1 of the current statute be maintained save for amendment to the requirement that the Dean/nominee of the other faculty be one of the members.
The Working Party has suggested that general guidelines are required regarding faculty processes for considering matters of academic and general discipline/misconduct. Under Part I of the present statute matters of general discipline and misconduct are penalised by summary fines. Serious cases reported to the Vice-Chancellor may be referred by him to the Discipline Committee.
Recommendation:
(a) That Guidelines approved by Academic Board and the Council should be developed to assist the faculties to deal with non-examination academic misconduct cases. The Guidelines should clarify actions which could be taken by faculty staff before a decision is made that the work be disallowed or a Committee of Inquiry established and the procedural requirements for these Committees.
We do not support the suggestion in the draft guidelines that repeat cases of cheating be handled differently. Each allegation of cheating should be examined on its merits, and if proved, the fact that it is a repeat offence considered in relation to penalty only.
(b) That the Statute be amended to allow the student to be accompanied to a committee of inquiry hearing by a friend, relative or member of the university staff. The person accompanying the student may be legally trained (but not in practice as a barrister or solicitor) but shall not have the right to act as an advocate for the student.
(In our view, the faculty inquiry process will have more chance of success if there are no lawyers involved.)
(c) That serious discipline/misconduct cases should continue to be referred to the Discipline Committee which has the power to fine and exclude students. The faculty should not be given power to impose such severe penalties unless both committee and student have legal representation.
(d) It is suggested that rather than all such cases being referred to the Discipline Committee via the Vice-Chancellor, the head of department/associate dean (students) or other appropriate persons could be given the right to report serious misconduct/discipline cases to the Academic Registrar for referral to the Discipline Committee.
NATURE OF DISCIPLINE PROCEEDINGS:
Investigative or adversarial?
In his paper of 5 August 1996, Associate Professor Guy Powles of the Faculty of Law suggested that it was necessary to define the nature of the Discipline Committee's proceedings. We agree with his observation. However, we consider that the role of the central discipline committee might be better understood if considered as part of the discipline 'scheme' already established under the present statute.
a) NON-EXAMINATION CHEATING: Faculty proceedings are investigative. At present, a student under investigation has a right to legal representation but the faculty does not. The student may appeal to the Discipline Committee on the merits/penalty.
In addition to cases involving plagiarism from texts and articles, faculties are being faced with an increased number of cases where students have submitted virtually identical assignments, presumably down loaded from the same computer disk. There are several possibilities in these cases: that both students obtained the work from a third party, that the students wrote the work together or that one student copied the other. As Professor Williams pointed out in his paper of 13 May 1996, it is necessary to provide evidence of who copied from whom before anyone can be found guilty of cheating. A faculty Committee is better placed to do this and the investigative approach enables it to uncover the evidence necessary to determine which student did the copying/whether the students worked together/whether there was a third party source.
If the faculty considers that the student(s) deserve a more serious penalty than having the mark disallowed, the case must be referred to the Discipline Committee and a formal charge made. We consider it appropriate that the proceedings be adversarial at this stage. The Discipline Committee is chaired by a member of the law faculty, the University is represented by the University Solicitor, and the student is normally represented by a solicitor or a student rights officer with a legal background. Evidence is normally given by the faculty as to the nature of the cheating and the academic issues. The student may appeal on the merits to a committee of Council.
b) EXAMINATION ACADEMIC MISCONDUCT
At present, all cases of cheating in a formal examination conducted under the control of the General Manager are heard by the Discipline Committee. There is no provision for the faculty to conduct investigative enquiries and the proceedings are adversarial from the outset.
It should be appreciated that no student is charged with cheating in an examination unless there is some evidence that cheating has occurred, normally that suspicious behaviour was observed by an invigilator and/or some material was confiscated. The student's examination script book also provides evidence of whether any of the confiscated material was actually used. Further, the student will have been interviewed by an Officer from Examinations Branch immediately after the examination. The interview is taped and a transcript available to the Committee and the student as well as the University Solicitor. The invigilator and the subject lecturer are normally called as witnesses and may be questioned by the Committee and the student.
It has been suggested that dealing with such matters through a faculty process will 'deliver a more timely resolution' of discipline matters. In our experience this is not correct. The faculty usually reports the matter for referral to the Discipline Committee or the student appeals to the Committee, which means that there are two hearings. This adds approximately 4 weeks to the process.
We do not understand what is meant by the suggestion that the 'academic division responsible has a greater understanding of the academic issues at stake'. The question to be resolved is whether or not the student cheated in a formal examination.
Recommendation:
That the Education Committee reconsider its suggestion that examination misconduct be handled initially by the faculty. As explained above, the University (through Examinations Branch) has already gathered the necessary evidence to prosecute the student in these cases.
The Discipline Committee, chaired by a member of the law faculty, will be better able to deal with witnesses than a faculty committee which has no legal adviser.
The faculty under the current arrangements is given the opportunity to provide evidence of academic issues and special consideration factors can be raised by the student in mitigation of penalty.
Further, the student has a right to appeal from the discipline Committee to a committee, established by the Council, on the merits/penalty and to have legal representation.
In our experience, cheating in a formal examination is regarded by faculties as a serious offence and they usually elect to report all such 'serious' offences for referral to the central committee so that a formal charge can be made, and a wider and potentially heavier range of penalties imposed. We do not believe that there would be anything to gain from faculty committees dealing with formal examination cheating. It would lead, in our view to at least two hearings (faculty and central) for every cheating case, and possibly a further appeal to a Council Committee. The students involved would suffer from the process being prolonged.
SANCTIONS FOR NON-EXAMINATION ACADEMIC MISCONDUCT
Cases are referred to the Discipline Committee because under Section 14 of the Statute the only sanction which can be imposed by a faculty for non-examination misconduct is to disallow the work. If the faculty feels that the incident deserves a more serious penalty, the case has to be referred to the Discipline Committee which has power under Section 16 to impose or more of the following penalties:
We agree with the Working Party that fines for academic offences should not be imposed summarily. However, we do not agree with the Working Party's suggestion that it is inappropriate to use fines to enforce academic discipline. The Discipline Committee has had power to impose fines since 1963 and fines have been imposed regularly for academic misconduct. For example, when a student has been found guilty of cheating which was planned but there are mitigating circumstances, the Committee may decide to annul the work and fine the student rather than impose the ultimate penalty of exclusion. We see the use of a fine here as reinforcing to the student how seriously the University views the offence, even though it is prepared to allow the offender to remain at Monash.
If, as we have proposed, faculty proceedings remain investigative and legal representation is not permitted, then it is suggested (as at present) that the only sanction which the faculty should be able to impose is to disallow the work by not giving it an assessment. This will mean that faculties will probably continue to act under Section 14 of the Statute to refer cases to the central committee if they believe that the case warrants a heavier penalty.
We support the suggested introduction of 'suspension' as a penalty for both general and academic misconduct. At present, a student is normally excluded for a set period such as three years. (For the Committee's information, exclusion for life is rare and has not, to the best of our knowledge, been imposed on any student within the last 10 years).
We are of the view that exclusion terminates the student's enrolment and that the student must apply for re- admission to the course at the conclusion of the exclusion period. We presume that the Working Party intends that 'suspension' would be analogous to approved leave of absence and that the student would be entitled to re-enrol in the course at the end of the suspension period. The difference can be significant: for example, if the course in which the student was enrolled was disestablished during the period of suspension/exclusion a suspended student would be entitled to finish the course while an excluded student would not.
Recommendation;
That the Discipline Committee be given power to impose the penalty of suspension for general and academic misconduct; that Faculty Committees of Inquiry continue to have power to disallow work only, and that the Discipline Committee continue to have the power to impose a fine of up to $500 for an academic offence.
"SPHERE OF ENFORCEABILITY OF STATUTE".
The present Discipline Statute applies to 'students' of the University and is not limited to location although we agree that there is need to remove the apparent conflict between S2.3 which states that a breach of discipline must be within the University's precincts and S2.5 which states that a student may commit a breach of discipline or an act of misconduct whether inside or outside university precincts. We agree that the revised statute should clearly apply to students engaged on University related activities.
It should be appreciated that the Monash Act gives the Council power to legislate with respect to the discipline of the University. It has no jurisdiction over persons who are not enrolled Monash students.
Recommendation:
We do not agree with the Working Party's suggestion that the statute attempt to cover open learning students, Monash Mt Eliza Business School students, and students who are enrolled in institutions overseas as we believe that these students are outside the University's jurisdiction.
Specifically,
a) Open Learning students are not enrolled students of Monash. Although they are undertaking a Monash subject, there can be no indication of whether they will elect to take out a Monash award. OL students may also be resident in another state or a country area. We have suggested previously, that discipline of these students should be handled by the faculty which offers the OL subject and that these arrangements be included in the Provider Agreement between Monash and the OLAA Pty Ltd prepared by the OLAA's solicitors.
b) Monash statutes can only cover Mt Eliza students by extension of the Operating Agreement between the University and Monash Mt Eliza Business School Pty Ltd. Although these students qualify for a Monash award when the School certifies that they have completed its requirements, they are not Monash students.
c) Overseas students enrolled in Monash programs offered under twinning arrangements are enrolled students of the overseas institution. Monash legislation can only apply to these students if this arrangement is part of the contract between Monash and the other institution. If the OS institution agrees to this, how does the Education Committee propose that OS discipline cases will be investigated: by committee set up at the institution or by Monash committees using teleconferencing?
d) persons enrolled in single subjects come within the definition of 'student' in Statute 1.1 - Interpretation and are covered by the present statute.
DEFINITIONS
Given our assumption that the draft prepared by the former Policy and Legal Counsel and circulated in April 1996 has been set aside, we would not expect the definitions it contains to be used in amending Statute 4.1.
We agree with Professor Williams that 'Cheating' requires dishonest intent and that this must be retained in any definition.
Plagiarism is the most common form of cheating but the term has not been used in previous legislation. Does the Education Committee want to have the term included in the new statute?
The following definition of cheating is used in the current statute:
S7. Cheating means seeking to obtain an unfair advantage in any examination or in any other written or practical work to be submitted or completed by the student for assessment. It includes the use or attempted use by or for any student of any means to gain such unfair advantage in any examination or in any such work where the means is contrary to the instructions for such examination or work. Cheating also includes the taking into an examination of any material contrary to the statutes and regulations whether or not with the intention of using it to obtain an advantage. For the purposes of this section the expressions 'any material' shall include a bilingual dictionary.
Recommendation:
That the definition of cheating be amended by deleting the words 'whether or not' from line 7: the university must prove that the student used/or intended to use the material taken into an examination before the student can be found guilty of cheating. If a Discipline Committee is not satisfied that intention is proven, the student should just be fined for possession of material which he/she failed to hand in during the amnesty at the start of the exam.
WHO MAY REPORT CHEATING?
The current statute gives staff members the right to report cheating to certain persons such as the Academic Registrar, the Chief Examiner/lecturer in charge of the subject. It is the persons to whom cheating is reported who must decide whether there is a reasonable case and what procedure to follow. There is no provision for a student to bring an allegation against another student because it is the university which prosecutes the offender.
APPEAL TO COUNCIL
No consideration has been given to Appeals to the Council. At present an appeal lies from any decision of the Discipline Committee. In cases of non exam misconduct an appeal to Council constitutes a third hearing on the merits. We suggest that this avenue of Appeal should be preserved for general misconduct/discipline cases and exam misconduct if the Education Committee agrees that the two tiered faculty/central committee process should not apply to such cases. We suggest further that students be able to appeal in such cases on the merits or on penalty and that they be entitled to legal representation. Procedures need to be developed, possibly for inclusion in Regulations made under the new Statute.
Recommendation:
Consideration should be given to abolishing an appeal to the Council from a decision of the Discipline Committee made on an appeal from a decision at faculty level.
NEW OFFENCE: ASSISTING A STUDENT TO CHEAT
From time to time we are faced with a situation where a student has helped another student to cheat. This occurs in both examination and non-examination situations. There is a general sense of injustice when a student who has knowingly provided the means of cheating is not charged. Although the present definition of 'cheating' in S7 speaks of use or attempted use by 'or for' a student we do not consider that this is sufficient to cover the following situations: holding up answers in an exam so the student behind can read them or otherwise making it easy for a fellow student to copy answers in an examinations; giving the other student a copy of an assignment whether amended slightly or otherwise. It is, of course, important that the offence does not catch students who innocently collaborate with, or help, other students.
Recommendation:
That the following be included in the definition of academic misconduct:
academic misconduct includes assisting another student with any examination or other written or practical work by means which are contrary to the instructions for such examination or written or practical work and with the intention that the other student will thereby obtain an unfair advantage in the examination or written or practical work.
RELATIONSHIP BETWEEN DISCIPLINE STATUTE AND STATUTE 6.3 - EXCLUSION FOR HEALTH REASONS
The last Appeal Committee established by the Council in 1992 made a recommendation that the University consider including a provision in Statute 4.1 under which the Discipline Committee could request a student to undergo a medical examination, if the nature of the acts of misconduct or behaviour before the Committee indicated that a student may not be fully responsible for his/her behaviour due to medical reasons.
Exclusion under Statute 6.3 is problematic for several reasons, including possible breaches of the Disability Discrimination Act 1992. If it appears that a student should have been considered for exclusion under Statute 6.3 instead of Statute 4.1 and the student has not made a submission on medical grounds, we consider that the Discipline Committee should continue to hear the matter as a Discipline case and have the power to call for a medical report if the Committee believes that there could be health issues which would mitigate the penalties.
Recommendation:
We agree that it would be appropriate for a Discipline Committee to make a finding on the misconduct offences and to call for a medical report before it determines the penalty to be imposed and that a provision should be added to the Discipline Statute to cover this situation.
REVOCATION OF STATUTE 2.6
Under Statute 2.6 - The Discipline Committee, 29 members of the academic staff are appointed to panel from which the membership of Discipline Committee must be drawn. It is anticipated that the membership of a Discipline Committee established for a case of research misconduct would need to be more specialised than currently provided for in Statute 2.6.
Recommendation:
CONCLUDING COMMENTS
The Education Committee is reminded that a review of the Discipline Statute was first proposed by the Academic Board in 1993. The proposal was the outcome of the faculties' dissatisfaction with the low success rate of prosecutions for cheat cases. A Discipline Working Party chaired by Associate Professor Andrew Goldsworthy, reported to the Academic Board in 1994. During 1993 - 94 the Solicitor's Office also reviewed its practices in respect to conducting discipline prosecutions and the Examinations Branch developed procedures to deal with cheating in examinations and conducting interviews with students who were suspected of cheating. Unfortunately, the perception that the Discipline Statute is not working satisfactorily remains, despite the fact that better practices from all concerned have resulted in a greatly increased success rate for prosecutions.
1993 - 96 Decisions
34 cases of cheating prosecuted 23 guilty
11 not guilty
In our view, the perception that Statute 4.1 needs to be totally rewritten does not sit well with current practice and recent experience and if the Education Committee generally shares our views and supports the recommendations in this report, it should be possible for the Solicitor's Office to prepare and submit a revised draft of the Statute to Education Committee at Meeting 2/97 on 19 March.
Renn Wortley Amanda Lazar
University Solicitor Deputy University Solicitor
Stat6
Item 9
Education Committee 1/97
5/2/97
According to the memorandum from Professor RJ Pargetter to the Deans of Faculties (and others) dated 17 April 1996, a Working Party of the Education Committee was formed to "collate and consider the comments forwarded to them by all other interested parties". The Working Party was then to "prepare a written report on the comments received and submit this report to the . . . Education Committee Meeting on 3 July".
It was the opinion of the Working Party that important issues of policy should be settled and agreed upon before any drafting of legislation occurred. When carefully scrutinising all the comments received it was obvious that some parts of those comments relate to policy issues (and important matters of principle, justification and underlying purpose) whilst other parts related to particular queries on the meaning of words used in the proposed revisions to the statute. It was proposed to extract (as far as possible) the important policy issues from those comments first and then to deal with the particular (and sometimes necessarily pedantic) comments at a later time. The logically anterior stage of the process would be to consider matters of policy.
The Working Party identified recurring issues of policy which either needed to be addressed or needed clarification, as indicated in the categories addressed in the following non-exhaustive document. A suggestion for resolution of the matter, approved by the Education Committee is included regarding each issue.
It is the view of Education Committee that the following steps should be taken:
The Education Committee agreed that the revised Statute should be approached in four distinct sections: Non-Examination Academic Misconduct, Examination Academic Misconduct, General Misconduct and Research Misconduct. The Committee noted, however, that other Committees or working parties examining the matter of revising the discipline statute should bear in mind that the principles applied to any decisions should be compatible with those used for Sections A and B.
1. Central Control or Faculty Control
Issues identified by the Working Party
The primary question raised by the Working Party, and the first which needs resolution, is that of where lies the ultimate responsibility for all disciplinary matters. Although the explanatory comments at the beginning of the draft revisions of the Discipline Statute state that Faculties should be responsible for the discipline of their own students, the revised statute itself seems to adopt a compromise, allowing appeals from a Faculty Discipline Committee (FDC) to a Central Discipline Committee (CDC), albeit only on two (curiously limited) grounds. The statute appears to slide from one level of authority to another, and is not clear at times whether the Discipline Committee to which it refers is the Faculty or the University level committee.
The Working Party also considered that the matter of policy and procedural consistency between Faculties also needs to be addressed, particularly in the matter of multi-departmental (eg Science) vs single department faculties (eg Law).
Suggestion for consideration by the Committee of Deans:
The authority for matters related to the discipline of students lies with the University Council, which may delegate responsibility to the CDC. General guidelines, approved by Academic Board and Council, should be developed regarding faculty processes for considering matters of academic discipline and general discipline. The final body of appeal would be the CDC, which would hear only cases of appeal, all primary hearings being conducted within the faculty or faculties in which a student is enrolled.
Within this framework, increased responsibility for day to day disciplinary matters may be taken by the Faculties. A draft proposal for a tiered structure of action in matters of non-examination academic discipline is attached (Attachment 1) for the consideration of the Committee. Members of the Committee of Deans should note that the preparation of this document was not part of the brief for this working party, but is presented as one possible option.
2. Powers of Individual Staff Members
Issues identified by the Working Party
The Working Party was concerned by the suggestion that an individual staff member should have the power to decide the issue (eg of guilt or innocence) and queried whether it was more appropriate to have him or her simply decide whether there was a "case to answer". If the latter situation is decided upon the Working Party considered that the staff member should only be permitted to then refer the matter to the next highest level of authority. The compromise suggested in s 8.6 of the draft revisions, that the academic determines the level of seriousness of the alleged offence prior to referring the matter to another authority or determining a penalty, appears inappropriate. Why should an individual staff member have the power to decide first whether a matter is "sufficiently serious" and then, if it is considered not so, to determine a penalty? Further, why should appeals be allowed from some of the penalties for the "non-serious" offence but not others? This last question will be considered more fully under Section Five, 'Sanctions'.
Suggestion for consideration by the Committee of Deans:
An individual staff member should not be permitted to make a decision regarding innocence or guilt in a matter and then to impose an unappealable penalty. The process outlined in Attachment 1 refers to the authority to be granted to an individual staff member, and the staff member should not be involved in developing the penalty for the student. The Committee recognises that efficiency and swift resolution of disciplinary matters is important, but so, too, are the rights of the student in these situations. No decisions should be made without adequate, confidential documentation being made available for consideration by one or two persons with the "broad picture" available to them, in order that several instances of similar offences do not go undetected, while also not causing undue distress to the truly naive offender.
3. Grounds of Appeal
Issues identified by the Working Party
The issue of appeals raised a number of questions for the Working Party. On what grounds should a student be able to appeal to a CDC? Under s 8.13 the two grounds of appeal (namely, if the penalty of temporary or permanent exclusion is excessive or if the actions of the FDC constituted unfair treatment) were felt to be unduly restrictive and unfair. The Working Party considered that appeals should be allowed "on the merits" of each case, and took particular note of the comments of the Dean of the Faculty of Law, who argued for wider grounds for appeal.
Suggestion for consideration by the Committee of Deans:
Although the matter is still open for debate at this stage, the procedure outlined in Attachment 1 allows for appeals of all decisions made in faculties to the CDC, without limitation. The CDC could consider first, in the presence of the student, whether an adequate case for appeal had been made, and then, if agreement was reached regarding this matter, would proceed to hear the appeal. The number of appeals considered, and the grounds for granting an appeal, would then be one of the most important questions considered in the review process conducted after the first twelve months of operation under the new Statute.
4. Legal Representation
Issues identified by the Working Party
Should legal representation be denied or granted at both or either FDC and CDC hearings? What sort of representation for both the student and the academic making the allegation is necessary? Would the University Solicitor's Office provide representation on behalf of the University at the Faculty or central levels? If a student is permitted to have a second person of their choice present at any proceedings, should their choice be limited in any way? Would that person be present as a support person (no speaking rights, except possibly translation) or as an advocate (full speaking rights)? When the decision is taken to permit or preclude legal representation would socio-economic factors be taken into account? At what level should legal representation, if any, be permitted? Sections 8.11 and 8.12 (on cross-examination) raise difficult questions on this point, and the memorandum submitted by the Dean of the Faculty of Law makes the point that certain of the rights granted to the student (in this case cross-examination) would be virtually useless were the student not to be granted adequate representation.
Does the exclusion of legal professionals from University proceedings guarantee that the proceedings will be less adversarial? Is that the intention in addition to the stated goal of reducing "bogging down in appeals and technical legal argument"?
Suggestion for consideration by the Committee of Deans:
Although prohibiting the involvement of lawyers from discipline proceedings would possibly reduce the incidence of appeal and streamline proceedings, is the University prepared to abrogate to such an extent the right of a student to be granted as fair a hearing as possible? As indicated in Attachment 1, a suggestion for the resolution of this matter is that the student be permitted differing levels of support based on the different levels of formality and severity of the hearing.
The question of legal representation is more difficult, but the difficulty of defining who precisely would be excluded from possible representation (eg a parent who is also a barrister, a Student Rights Officer who has qualified in law but does not practice, any person studying the law?) is so great that it would seem more equitable to simply allow the student free choice in the matter of representation. In terms of socio-economic equity, perhaps the local legal services could be contacted and the Student Rights Officer be prepared to advise on ways of obtaining legal representation for those who wish it, but cannot afford to employ a barrister or solicitor in their own right.
It should be noted that in discussion at the Education Committee, student members expressed the view, once again, that a person who has been alleged to have breached the Discipline Statute should be permitted to have an advocate (ie with speaking rights) at any formal stage of disciplinary action, including at the departmental or Faculty level. Although the Committee as a whole was not in agreement with this comment, it was agreed that the comment should be referred to the Committee of Deans for information.
5. Sanctions (In particular Fines and Exclusion)
Issues identified by the Working Party
The issue of penalties and, in particular, on-the-spot fines, needs to be settled (see s 9.1 and s 16.4). Should the sanction of suspension (ie exclusion from the subject for a limited period of time) be preferred to permanent exclusion? The issue of academic rehabilitation should also be addressed. Should a positive finding of cheating lead to a "life sentence"? What if exclusion from a particular subject effectively leads to exclusion from a whole course because, for example, the subject is a core compulsory one?
Suggestion for consideration by the Committee of Deans:
The use of fines to enforce academic discipline is inappropriate, particularly in matters of non-examination discipline infringement. Many respondents considered fines to be a cynical response on the part of the University, and advocated academic penalties for academic misconduct. Fines for matters of non-academic misconduct were implicitly approved, as no real comments were made regarding them. The only circumstance under which a fine for a matter of academic misconduct was considered to be possibly appropriate would be the scenario described in s 9.1 of the draft revisions to the statute, where the student has unauthorised materials in his or her possession in an examination after the time for turning in such items, but has not (yet) used those materials. The Education Committee recommends, however, that no fines be levied for ANY type of academic misconduct, whether arising from an examination or non-examination situation. Fines should be considered acceptable punishment for matters of general misconduct. The matter of the range and type of penalties applicable should be revisited in due course, and may need to be more definitive in nature.
Regarding the matter of rehabilitation from an exclusion due to academic misconduct: the Working Party considered that a period of time should be determined, after which the student ought to be permitted to re-enrol for the degree from which they had previously been excluded. When determining the penalty for an offence, the FDC or CDC ought to be made aware by the person bringing the allegation of the possibility for de facto exclusion, if it is at all likely to occur.
Students who have been excluded from one degree or faculty of the university for academic misconduct should not be permitted to enrol in any degree of the university for the time period determined (as above).
A question also raised regarded the matter of "suspension" or "temporary exclusion", which would appear to be in keeping with the concept of rehabilitation, and which would not require the student to re-apply for the course after they had been deemed to be rehabilitated. This approach is recommended for serious consideration by the Committee of Deans.
6. Sphere of Enforceability of the Statute
Issues identified by the Working Party
To what groups should the statute apply? Distance education students, overseas students, open learning, PhD's, Faculty Certificate students? Should "cheating" be treated separately from "research misconduct" (ie in the former there is damage to yourself, but in the latter there is damage to the whole University)? What locational jurisdiction should the statute have? For example, misconduct in the car park?
Suggestion for consideration by the Committee of Deans:
The Education Committee considered that the statute should be considered applicable to:
"any person
This definition initially included a third part, persons resident on University premises, but the Committee agreed that this third part would be more appropriate if included in Section C, General Misconduct. The definition of persons covered by the provisions of the section regarding General Misconduct, it was considered, should also include persons attending short courses at the University, including ELICOS courses, and VCE students making use of the facilities of the University.
The Education Committee wished the Statute to include research and non-research candidates for degrees, Open Learning and Distance Education students, persons enrolled at Monash Mt Eliza if necessary, persons attempting single subjects, persons registered for Higher Doctorates, and international students away from the primary campuses of the University, or attending a future international campus of the University. It was agreed that the definition above should be submitted to Student Services and the University Solicitor's Office for advice regarding its inclusivity.
It was the opinion of the Education Committee that so long as the application of the Statute was appropriately broad in defining the persons to whom it would apply, there was little need to define locational application, and therefore recommends that there be no attempt to do so. If the University were to try to define locations in which the statute would apply, the Education Committee considered the Statute would become unnecessarily cumbersome and unworkable.
7. Rights of Students
Issues identified by the Working Party
What are they and how are they to be recognised? For example, strip searching when suspected of cheating in an examination and invigilators powers. Which students' rights are we referring to? The rights of the student suspected of cheating, or the rights of the rest of the student body who have not cheated and have legitimately obtained their results?
Suggestion for consideration by the Committee of Deans:
When considering the issue of the rights of the student in disciplinary matters, it was felt best to adhere to the common law principle that no persons should be compelled to incriminate themselves nor to assist their accuser to prove the case against them. Within the Statute itself, however, it was considered that it would be best to remain silent on this issue, but to define where necessary the coercive powers which may be available to an authorised officer of the University. It was agreed to recommend that this paragraph be included in the Statute, as a recital or in an introduction.
By virtue of this statement, it is accepted that the rights in question are those of the student being accused of misconduct, although the rights of the students in the greater university community should never be overlooked.
8. Words and Phrases that Require a Clear Definition
Issues identified by the Working Party
Plain English is needed. Clear definitions are required of "procedural fairness", "unfair treatment", "plagiarism", "cheating" (does it include mens rea, ie dishonest intent?), "completed work", "authorised work", "preliminary examination by a FDC" (see s 8.18) and other phrases.
What criteria are to be used, for example, for "procedural fairness" and what does it mean? Should "Rules of Procedure" be adopted to accompany the statute? What legislative status would it have?
Suggestion for consideration by the Committee of Deans:
As these phrases are all part of the (current) draft Statute, it was considered necessary to discover which words and phrases would require definition under the next revision before spending a great deal of time and effort in defining terms which may not be necessary. For example, the term "procedural fairness" would be unlikely to need definition in the next revision of the Statute because it is unlikely that it would appear.
For ease of comprehension of the Statute, the Education Committee recommends that the list of comments regarding definitions be presented to the University's Policy and Legal Counsel and the University Solicitor's Office at such time as the policy statements agreed upon are presented.
Further, it is recommended that any definitions be presented at the end of the Statute rather than the beginning, as a glossary or dictionary of definitions, rather than as a set of interpretations, as the list of interpretations caused such concern in the reading of the current draft revisions to the Statute, particularly as they were read in isolation and out of context.
9. Other Comments requiring consideration
Suggestion for consideration by the Committee of Deans:
The comments listed above range from matters of importance to those markedly more insignificant. It is recommended that any matters which the Committee of Deans considers to require statements of policy be highlighted, and policy decisions made. Again, it is recommended that each of the comments, regardless of whether they involve a policy decision, be passed to the University's Policy and Legal Counsel and the University Solicitor's Office when the body of this paper is submitted to them.
The Education Committee agreed that an issue of real importance was the question of who might allege a cheating incident had occurred (see italicised comment above). The primary question would be regarding whether a student might accuse another student of breaking the Discipline Statute.
Regarding the composition of the CDC and of FDC's, it is recommended that the matter should be incorporated in a proposed set of Rules of Procedure, which would be an annex to the Statute, rather than part of it. These Rules of Procedure are envisaged to be common to all Faculties and parts of the University.
General Comments
The Education Committee agreed that the numbered items presented above should each be considered regarding the issue of examination cheating. It was agreed that the structure proposed for non-examination academic misconduct could equally be applied, with only minor amendment, to examination misconduct. Accordingly, each heading above is readdressed at this point specifically for examination situations.
When referring to Examination Academic Misconduct, it should be made clear that only examination conducted under the auspices of the Office of the General Manager, by the Examinations and Certifications Branch, would be covered by this section. Other examinations, such as those held in a tutorial by the tutor, would be covered by the previous section, Non-Examination Academic Misconduct.
1. Central Control or Faculty Control
Suggestion for consideration by the Committee of Deans:
The Education Committee considered that the University would be best served by changing the procedure currently in use to a tiered structure similar to that used for non-examination academic misconduct. Appendix 2 describes a proposed system for action. The rationale for this decision is much the same as that used in the earlier section: ie that the academic division responsible has a greater understanding of the academic issues at stake, and that the issue may be resolved more effectively at the faculty level. However, as before, it was considered vital to permit an appeals process. The current system allows for the initial and only hearing to be conducted centrally, without room for any appeals process.
2. Powers of Individuals
Suggestion for consideration by the Committee of Deans:
An individual would not be permitted to accuse a student of an act of misconduct and subsequently to punish that student without reference to any other staff member, except in the general misconduct circumstance of issuing an "on-the-spot" fine for possession of unused unauthorised materials. Only a person acting in an official capacity would be permitted to raise an allegation against a student or to impose a fine in an examination venue. A person acting in an official capacity would include an authorised invigilator who had been briefed on the procedures used by the Examinations and Certifications Branch.
It should be noted at this point that possession of unused unauthorised materials, a breach of the Discipline Statute for which a warning or a fine may be imposed, was considered an act of GENERAL rather than academic misconduct by the Education Committee. In a case where the authorised officer at an examination suspected that the unauthorised materials had in fact been used, it would become a matter for the department or the FDC to handle.
However, due to the nature of examination misconduct, it is necessary to grant certain coercive rights to the Examination Officer or to authorised officers delegated to perform similar tasks by that person. Such delegation should be made in writing to ensure that there is no confusion regarding the delegation. The powers in question would include allowing the officer:
3. Grounds of Appeal
Suggestion for consideration by the Committee of Deans:
The student would have the right to appeal any decision relating to misconduct in an examination. All decisions taken in a department or faculty would be appealable in the same manner as appeals would be permitted for non-examination academic misconduct.
4. Legal Representation
Suggestion for consideration by the Committee of Deans:
As in non-examination academic misconduct, the rules of representation would vary according to the situation and the level of hearing. A variant on the rules proposed would apply to the initial interview, at which the Student Rights Officer would usually be present, but all other aspects of the representation structure proposed for non-examination academic misconduct would apply.
Again, the objection of the student members of the Education Committee to the proposed structure for representation of a student should be noted (see also Section A, number 4).
5. Sanctions (in particular Fines and Exclusion)
Suggestion for consideration by the Committee of Deans:
The Education Committee considered it best to continue to permit the issuing of "on-the-spot" fines for matters involving the possession of unauthorised materials. This should be considered an issue of general misconduct. All matters of academic misconduct would fall under the provisions already stated for non-examination academic misconduct (ie no fines would be permissible).Matters of general misconduct fall under another section of the Statute (Section C).
It has been noted, however, that the Examinations and Certifications Branch has not issued any "on-the-spot" fines for twelve months, and no immediate plans to begin issuing fines without serious consideration. The current position, that the right is reserved, but would only be exercised where there has been previous infringement of the regulations regarding unauthorised materials, should be maintained.
6. Sphere of Enforceability of the Statute
Suggestion for consideration by the Committee of Deans:
The Education Committee considered that the definition proposed for non-examination academic misconduct should be used.
7. Rights of Students
Suggestion for consideration by the Committee of Deans:
The Education Committee considered that the definition proposed for non-examination academic misconduct should apply, with exceptions relating to the coercive powers of the Examinations Officer or delegated officer as indicated above.
It must be specifically prohibited to strip search a student without that student's express permission.
8. Words and Phrases requiring a Clear Definition
Suggestion for consideration by the Committee of Deans:
This comment, along with those noted earlier, should be forwarded to the University's Policy and Legal Counsel and the University Solicitor's Office when the body of this paper is submitted to them.
9. Other Comments requiring consideration
Suggestion for consideration by the Committee of Deans:
The comments noted earlier, should be forwarded to the University's Policy and Legal Counsel and the University Solicitor's Office when the body of this paper is submitted to them.
Working Party
A/Prof S McNicol (Chair)
Ms H Anderson/Mr G Nagtzaam
A/Prof E Barry/Prof A Sohal
Prof J Bowers
A/Prof N Cameron
Ms O Cornelius
Ms ER Brooks (Secretary)
Item 10
Education Committee 1/97
5/2/97
MONASH UNIVERSITY
QUALITY ASSURANCE OFF-SHORE
Format for Submissions to Off-Shore Quality Assurance Committee of Council
In all cases where it is proposed that an existing award course be offered off-shore, the Committee requires the Faculty's (or School's where the school proposing the course does not report through a Faculty of Monash University) assurance under the following headings that the proposed off-shore course maintains standards of quality and reliability equivalent to the course offered in Australia.
A Faculty or School cannot offer a course off-shore that has not been approved by the Council through the Off-Shore Quality Assurance Committee. Faculty or Schools should make re-submissions to Off-Shore Quality Assurance Committee each year for each course being offered off-shore.
Where students enrolled in off-shore courses are students of Monash University they are subject to the same statutes and regulations governing local Monash students.
1. Name of Course/Course Proposer/Faculty
Provider
Documentation that the status, capability and role of the partner institution/s with respect to the course are identical or equivalent to the standards required in Australia.
2. Content of the Course
(a) Documentation that the course structure and unit content comply with regulations of the course as approved by Council, and where appropriate is accredited and recognised by the relevant professional bodies.
(b) Documentation of the procedures in place to monitor compliance by the off-shore partner with the course structure and unit content requirements.
3. Entry requirements for students
(a) Documentation of the academic entry requirements showing that they are identical or equivalent to the requirements in Australia.
(b) Documentation of the English language levels showing that they are identical to those required for international students to enter the same program in Australia or with justification for any variation on that requirement.
(c) Documentation of the procedures to be used to monitor compliance by the off-shore partner with the entry requirements.
4. Human Resources to support the course
(a) Documentation that the administrative structures and personnel of the off-shore partner are capable of fulfilling Monash's responsibilities for oversight of the course offerings.
(b) Documentation that the teaching staff possess academic credentials appropriate to the level of teaching and the content of the unit and course.
(c) Documentation that the teaching staff, if not educated in Australia, have sufficient experience with Australian higher education to assure that their practices and values inform the international operation.
(d) Documentation that the teaching staff and support staff have the language proficiency(ies) necessary to fulfil their responsibilities.
(e) Documentation that the appointment and review processes for teaching staff are consistent with those of similar staff at Monash and where necessary comply with the relevant laws in the host country.
5. Facilities and Teaching
(a) Documentation that the course will be offered in physical facilities that meet the standards typically provided at Monash in Australia
(b) Documentation that the physical facilities provide students access to the use of learning resources - library, computers and laboratories where appropriate - requisite to the content and rigour of the course and in sufficient numbers for all students to have adequate access.
(c) Documentation that the methods of teaching are appropriate and sufficient to achieve the objectives of the course.
(d) Documentation that all instruction will be in English, except where the subject taught is a foreign language.
6. Assessment of student's work
(a) Documentation that the assessment is of identical standard to that provided in the course in Australia.
(b) Documentation of the procedures for marking and invigilation.
(c) Documentation of the process to be used to monitor the assessment, marking and invigilation procedures to ensure compliance with the requirements.
(d) Documentation that all assessment will be in English, except where the subject taught is a foreign language.
7. Evaluation
(a) Documentation of the manner whereby ongoing academic evaluation of the course and its teaching will be conducted.
(b) Documentation of the procedures to be used to monitor the evaluation of the course and teaching.
8. Contract and Financial Resources
(a) Documentation that the financial arrangements, including those defined in contracts, provide adequate and dependable support for the course being offered.
(b) Documentation that the Faculty or School has contingency plans showing its capacity, if necessary, to fulfil its obligations to all students admitted to the course.
(c) Provision of evidence that the course can be legally offered in the proposed format.
(d) Documentation that all approvals required by the host country have been obtained.
9. Marketing of the course
(a) Assurance that the marketing provides prospective students with truthful information on the course, the nature of the qualification and any limitations on its recognition in the host country.
(b) Assurance that the marketing accurately describes the admission requirements.
(c) Assurance that the marketing will comply with styles and formats required by Monash University in the host country.
10. Authorisation
The submission must be approved and signed by the Dean of the Faculty from which the submission originates.
This submission is authorised by the following staff, who are satisfied that the proposed off-shore course monitors standards of quality equivalent to the course offered at Monash University.
Course Program ...................................................................................................
Head of Department ............................................................................................
Dean of Faculty ....................................................................................................
Adapted from draft 'Standards for US institutions offering credit bearing education abroad'
Source: The Centre for Quality Assurance in International Education, Washington, DC.
Item 11
Education Committee 1/97
5/2/97
The Summary of Library Impact Statements submitted to the University Librarian for the period August 1996 to November 1996 is available only in hard copy
Item 12
Education Committee 1/97
5/2/97
REF:RED7.96
MONASH UNIVERSITY
FACULTY OF ARTS
REPORT TO EDUCATION COMMITTEE
Report of Meeting 7/96 of the Faculty Board of the Faculty of Arts held on WEDNESDAY 4 DECEMBER at 2:15 pm in the Council Chambers, Clayton Campus.
RECOMMENDATIONS
1. RECEIPT OF REPORT
Recommendation:
That the Education Committee receive and note the report of meeting 7/96 of the Faculty Board of the Faculty of Arts held on Wednesday 4 December 1996.
2. BACHELOR OF ARTS - APPROVED ARTS DISCIPLINES
Recommendation:
That the Education Committee approve the proposal:
"that for the purposes of defining the structure of the Bachelor of Arts disciplines and subjects referred to as "Arts" be considered to be those taught by departments of the Faculty of Arts in an approved schedule."
In forwarding this recommendation to the Education Committee, the Committee is advised that within the structure of the Bachelor of Arts there is sufficient scope (52 points) for students to complete subjects in disciplines other than those taught by the Faculty of Arts. This scope permits students to complete a 52 point major from another faculty (for example, psychology from the Faculty of Science) along with the minimum Arts requirements of a major, minor and first year sequence.
3. NEW SUBJECT PROPOSAL - GES3610
Recommendation:
That the Education Committee note that Faculty Board approved the action of the Dean in approving and forwarding to the Education Committee (7/96) the subject proposal for GES 3610 - Geographical Information Systems for Geodemographic and Local Government Applications.
PROCEEDINGS
4. RECEIPT OF PROCEEDINGS
Recommendation:
That the Education Committee receive and note the proceedings of meeting 7/96 of the Faculty Board of the Faculty of Arts.
5. STATUS OF THE SCHOOL OF ARTS AND SCIENCES, PENINSULA CAMPUS
Recommendation:
That the Education Committee note that Faculty Board received advice from the Chair that the Faculty of Science Board had recently approved a motion to withdrawn from the School of Arts and Sciences, Peninsula campus.
6. PROCEDURES FOR WITHHELD RESULTS
Recommendation:
That Education Committee note that Faculty Board repealed the policy in relation to Withheld Results adopted at meeting 3/96 of Faculty Board and approved the following policy:
'All unresolved results are to be converted to either a pass or fail grade by the week preceding semester one of the following year unless the Faculty Registrar has been notified in writing by the subject coordinator of special reasons or circumstances (supported by documentation) relating to a particular individual's request.'
7. EXAMINATION EDIT RULES
Recommendation:
That the Education Committee note that the Board approved the proposal that a student will be considered for a conceded pass only if s/he has achieved passes in all other subjects undertaken in that semester.
Item 13
Education Committee 1/97
5/2/97
MONASH UNIVERSITY
FACULTY OF BUSINESS AND ECONOMICS
Meeting 6/96 of the Faculty Board of the Faculty of Business and Economics held on
Friday 13 December 1996 at the Gippsland campus.
REPORT TO EDUCATION COMMITTEE
A. RECOMMENDATIONS
1. RECEIPT OF REPORT
Recommendation
That Education Committee receive and note the Report of the Faculty Board Meeting 6/96 of the Faculty of Business and Economics held on 13 December 1996.
2. NEW COURSES
2.1 Bachelor of Pharmacy/Bachelor of Commerce
The Board recommends to Education Committee that it approve a Bachelor of Pharmacy/Bachelor of Commerce course. This course proposal was presented to Education Committee meeting 8/96, 18 December, 1996, by the College of Pharmacy, with support from this Faculty.
2.2 Bachelor of Commerce/Bachelor of Education
The Board recommends to Education Committee that it approve a Bachelor of Commerce/Bachelor of Education degree. A document is attached. (Attachment 1).
3. AMENDMENTS TO EXISTING COURSE
3.1 Bachelor of Business - amendments to Accounting major
The Board recommends to Education Committee that it approve an amendment to the accounting major, viz that subject to transitional arrangements, the subjects GBU3011 Advanced Financial Accounting and GBU2005 Financial Accounting be deleted after the introduction of GBU3017 Financial Accounting Issues and GBU2016 Financial Accounting and Reporting. A document is attached. (Attachment 2).
4. NEW SUBJECT PROPOSALS
4.1 Bridging subject in Mathematics for International Students
The Board recommends to Education Committee that it approve a bridging subject in mathematics to be taken in 1997 only, by international students who apply to enter the Bachelor of Business (Tagged), Bachelor of Commerce and Bachelor of Economics without GCE A Level mathematics or equivalent but only GCE O Level. A document is attached. (Attachment 3).
4.2 GBU2016 Financial Accounting and Reporting
The Board recommends to Education Committee that it approve the subject GBU2016 Financial Accounting and Reporting. A document is attached. (Attachment 4).
4.3 GBU3017 Financial Accounting Issues
The Board recommends to Education Committee that it approve the subject GBU3017 Financial Accounting Issues. A document is attached. (Attachment 5).
5. MONASH UNIVERSITY GRADING SCALE
The Board recommends to Education Committee that it approve the following additional grades to be used within the Faculty for undergraduate subjects:
NS (40 - 49)
PII (45 - 49)
PGO (Pass grade only)
SFR (Satisfied Faculty Requirements)
6. STUDENT GRADE RANKINGS
The Board recommends to Education Committee that it approve that academic transcripts (or if not feasible, a signed Faculty certificate/transcript) include the percentile ranking of students in each subject whose grades have been in the top five percentile for large subjects and ten percentile for smaller subjects.
7. RECEIPT OF PROCEEDINGS
Recommendation
That Education Committee note the proceedings of the Faculty Board meeting 6/96 as detailed below.
8. GUIDELINES FOR ASSESSMENT IN UNDERGRADUATE SUBJECTS AND RESPONSIBILITIES OF EXAMINERS
Faculty Board approved the Faculty's Guidelines for Assessment in Undergraduate Subjects and Responsibilities of Examiners. A document is attached (Attachment 6).
9. GUIDELINES FOR THE CONDUCT AND RESPONSIBILITIES OF THE BOARD OF EXAMINERS
Faculty Board approved the Faculty's Guidelines for the Conduct and Responsibilities of the Board of Examiners. A document is attached (Attachment 7).
10. APPEALS COMMITTEE FOR CREDIT TRANSFER ASSESSMENT
Faculty Board accepted a recommendation from the Undergraduate Studies Committee that when a student requests a review of the outcome of credit transfer assessment, the possible course of action will be:
The Head of Department might:
11. USE OF OPEN LEARNING SUBJECTS IN ON-CAMPUS PROGRAMS
Faculty Board accepted a recommendation from the Undergraduate Studies Committee that any student wishing to take an overloaded program of study in any semester or to undertake subjects additional to those prescribed in the degree program, for example from other institutions, Distance Education or Open Learning subjects, must obtain permission first, in writing from the Course Director, unless otherwise indicated in the course rules published in the Faculty Handbook.
12. TERTIARY ENTRANCE REQUIREMENTS
Faculty Board accepted a recommendation from the Undergraduate Studies Committee that Tertiary Entrance Requirements for the year 2000 remain as published for 1998 and 1999, viz.
The VCE Units 3 and 4 prerequisites for the year 2000 are as follows:
For Berwick and Gippsland courses, English with a grade average of C plus two units of Mathematics (any) (at the Unit 1 and 2 level only). For courses at Caulfield and Peninsula, a grade average of C in both English and in Mathematics (any) and a grade average of D in any two other VCE studies. For Clayton, a grade average of C in the following: English and either Mathematical Methods or Specialist Mathematics, and a grade average of D in any two other VCE Studies.
These prerequisites normally would be the minimum for all double degree courses of which these were a component.
13. TRANSITION FROM SCHOOL TO UNIVERSITY
Faculty Board accepted a recommendation from the Undergraduate Studies Committee that to maximise the efficient use of facilities, the Faculty be encouraged if possible to timetable first-year subjects over five days per week. This may encourage those students to attend the University on at least four days per week which may facilitate the transition process.
14. ACADEMIC BOARD
Faculty Board recommended the following items to Academic Board:
Outside Studies Program Report
Restructure of Faculty Board
30 January, 1997
Educ696.rpt
Item 13.1.2
Education Committee 1/97
5/2/97
MONASH UNIVERSITY
Request for Course Approval
The Boards of the Faculty of Business and Economics and the Faculty of Education, at meetings -/96 and -/96 respectively, determined that the following new course should be proposed for consideration by the Education Committee. The Committee's recommendation will be transmitted to the next meeting of the Academic Board.
COURSE NAME
Bachelor of Commerce/Bachelor of Education
FORMAL ABBREVIATION
BCom/BEd.
REASONS FOR INTRODUCTION OF COURSE
OBJECTIVES
The objectives of the education component of the course are to provide students with:
the skills to:
On completion of the commerce component of this course, graduates should
METHODS OF TEACHING AND RELATIONSHIP TO OBJECTIVES
The methods of teaching will involve
These teaching methods will be used to develop conceptual and practical skills and the ability to apply these skills in professional situations. Classroom simulation and case study discussion will illustrate the complexity of both educational and business activities, and the need to make informed decisions. The methods of teaching are designed to develop further students' analytical skills relevant to such decision making.
Off-campus fieldwork placement in school or other settings (mainly in Victoria but also in Central Australia, North America, and South Pacific) is an integral part of the course for every student. Other off-campus fieldwork activities provide students, as individuals or in small groups, with opportunities to collect data, test theories, and observe phenomena relevant to all areas of education.
METHODS OF ASSESSMENT AND RELATIONSHIP TO OBJECTIVES
The assessment used for each subject will generally encompass a range of the following components:
This array of assessment methods is designed to test progress in the accumulation of knowledge and the acquisition of analytical and practical skills, and to provide insight into the application of knowledge.
Class presentations will develop communication skills, while case studies will simulate reality in providing limited information on which decisions must be based. This will result in the development of students' management skills in situational analysis and decision-making.
The written assignments will require students to research and refine material to be presented in a coherent and concise form. The progressive and final examinations will provide a means for students to demonstrate that the required level of knowledge, competence and skills has been achieved and retained.
Methods of assessment will vary with the learning tasks. In commerce subjects theory covered in lectures will be assessed predominantly by formal written examinations, although continuous assessment will also take place through tests, assignments, tutorials and students presenting papers.
During the school based practicum students are assessed by Monash staff and local supervisors on their performance during school and industry placements. This is an integral part of the assessment regime in each subject in the Teaching and Curriculum sequence of the course.
Other fieldwork exercises form a significant part of the assessment regimes of subjects in which students are required to complete specific off-campus fieldwork tasks and submit oral and/or written reports of their activities.
STRUCTURE
The total credit points for the double degree course will be 212. Within this, the following points must be accumulated:
This can be structured as shown in the appendix.
These credit point requirements, within which discipline or prerequisite requirements must be met, are consistent with the current course requirements of the Bachelor of Commerce and the Bachelor of Education, and thus enable students to achieve the same outcomes as they do in the separate degrees. They include cross credit in the Bachelor of Commerce for thirty-six points of unspecified out-of-faculty subjects.
LENGTH OF COURSE
Four and a half years full-time or equivalent part-time Students must complete the course within eight years.
ADMISSION REQUIREMENTS
VCE or equivalent, including the following subjects at level 3/4: English with a grade of C and Mathematical Methods or Specialist Mathematics with a grade of C.
WORKLOAD REQUIREMENT
The expected number of hours per week for a full time student is between 48 to 52 hours.
LIBRARY APPROVAL
Library impact statement being sought.
COMPUTER CENTRE REQUIREMENTS
Computer Center impact statement being sought.
RESOURCE REQUIREMENTS
As the load comes from existing courses, there are no additional resource impacts.
INTERFACULTY INVOLVEMENT
Students will be permitted to study only approved commerce and education subjects.
TEACHING CAMPUS AND MODE OF OFFERING
Commerce: Clayton campus, on-campus mode.
Education: Clayton campus, on-campus mode, and school or industry visits for Practicums
FEE STRUCTURE
For students with Australian residency, this will be offered as part of existing faculty loads and will incur the requisite level of impost. The fee for international students will be the same as for the Bachelor of Commerce (currently $11,000 per annum).
PROPOSED DATE OF INTRODUCTION
Semester 1, 1998.
ANTICIPATED EFTSU ENROLMENT
10 local EFTSU. Each faculty will contribute EFTSU from existing load in proportion to their points load in the degree.
LEGISLATION/STATUTES AFFECTED
The regulations for the Bachelor of Commerce will need to be amended accordingly. The regulations for the Bachelor of Education will not be affected since they already allow for double degrees based upon existing courses.
Item 13.1.2
Education Committee 1/97
5/2/97
APPENDIX
BACHELOR OF COMMERCE/BACHELOR OF EDUCATION COURSE CHART
Education Studies Teaching and Curriculum
Year 1 24 to 36 points 6 to 12 points 6 to 12 points
(48 points)
Compulsory Commerce Compulsory subjects Compulsory subjects
Subjects
Year 2 12 to 24 points 0 to 12 points1 8 to 22 points 8 to 22 points
(48 to 52 points)
Compulsory Commerce Second Year Commerce Compulsory subjects Compulsory subjects
Subjects Subjects
Year 3 0 to 36 points1 0 to 24 points 0 to 16 points
(48 to 52 points) Compulsory subjects
Second and Third Year Elective subjects
Commerce Subjects 8 points
Elective subject
Year 4 12 to 42 points1 8 to 16 points
(48 to 52 points)
Second and/or Third Elective subjects
Year Commerce Subjects
Year 5, Semester 1 16 points
(16 points) Practicum I
Practicum II
There must be a total of sixty points of second and third year Commerce subjects with no more than thirty six points from the same year level. There must be at least eighteen points in a commerce specialisation at each of second and third year level.
Item 13.1.2
Education Committee 1/97
5/2/97
DEFINITION OF COMPULSORY SUBJECT CATEGORIES
COMPULSORY COMMERCE (all 6 points)
AAF1021/2 Accounting
AAF1031/2 Accounting
ECO1000 Economics
ECO1010 Economics
ECM1020 Business Statistics
ECM1031/2 Business Statistics
MGC1020 Management
MGC1030 Management
COMPULSORY EDUCATION STUDIES
Images of Education (6 points)
Education and the individual (6 points)
Structuring education (8 points)
Education and change (8 points)
COMPULSORY TEACHING STUDIES
English and SOSE (6 points)
Science, health and physical education (6 points)
Mathematics and computing (8 points)
Arts and technology (8 points)
Item 13.2.1
Education Committee 1/97
5/2/97
TO: Undergraduate Studies Committee, Faculty of Business and Economics
FROM: Brian Conheady, Accounting Section, School of Business and Electronic Commerce
DATE: 4 November 1996
RE: Amendments to Accounting and Finance Subjects affecting Bachelor of Business
Educational Rationale
As more fully explained in the amendments proposal, the educational rationale driving these amendments is the desire to provide students pursuing membership of the Australian Society of Certified Practicing Accountants (ASCPA) and Institute of Chartered Accountants of Australia (ICAA) with a greater balance between financial and management accounting subject offerings.
The purpose of the amendments is to incorporate the existing management accounting subject, GBU3009 Project Planning and Control, into the list of accounting subjects required by the ASCPA and the ICAA.
Impact of the amendments on the Bachelor of Business and its Accounting Major
New subject proposals for GBU2016 Financial Accounting and Reporting and GBU3017 Financial Accounting Issues are part of these amendments. The amendments also propose the deletion of GBU2005 Financial Accounting and GBU3011 Advanced Financial Accounting to facilitate the introduction of GBU2016 and GBU3017. In accordance with the objective of the amendments, GBU2016 has been designed so that the post-amendment situation will satisfy the topical coverage required by the ASCPA and ICAA and enable students to choose either GBU3009 or GBU3017 when pursuing membership of these bodies.
The amendments have been designed in such a fashion that
Impact on the accreditation of the Bachelor of Business by the professional accounting bodies
The amendments will have no impact on the accreditation of the Bachelor of Business by the ASCPA and the ICAA. 9 accounting subjects from the 12 offered are required for accreditation, but now these include 8 compulsory and a choice from 2, whereas previously the 9 subjects were specified.
These professional accounting bodies have been requested in writing to consent to the proposed amendments. Recent discussions with the ASCPA's and ICAA's education officers indicate no objections to the amendments and written approval is expected after their national education committees meet in November 1996.
Accounting and Finance subjects in the Bachelor of Business
The nine accounting and finance subjects currently required for admission to the professional accounting bodies are included in the list of the twelve accounting/finance subjects offered in the Bachelor of Business, as shown on page 80 of the 1996 Faculty of Business and Economics Handbook and presented below as the "pre-amendments situation".
| Pre-amendments situation | Post-amendments situation | ||
| GBU1001 Introductory accounting A | * | GBU1001 Introductory accounting A | * |
| GBU1002 Introductory accounting B | * | GBU1002 Introductory accounting B | * |
| GBU2003 Accounting for management information | * | GBU2003 Accounting for management information | * |
| GBU2004 Budgeting and management techniques | * | GBU2004 Budgeting and management techniques | * |
| GBU2005 Financial accounting | * | GBU2016 Financial accounting and reporting | * |
| GBU3006 Accounting theory and current issues | * | GBU3006 Accounting theory and current issues | * |
| GBU3007 Auditing | * | GBU3007 Auditing | * |
| GBU3008 Accounting research project | - | GBU3008 Accounting research project | - |
| GBU3009 Project planning and control | - | GBU3009 Project planning and control | ** |
| GBU3010 Business finance | * | GBU3010 Business finance | * |
| GBU3011 Advanced financial accounting | * | GBU3017 Financial accounting issues | ** |
| GBU3012 Investment and portfolio analysis | - | GBU3012 Investment and portfolio analysis | - |
| Students seeking membership of the professional accounting bodies in Australia must complete the Bachelor of Business degree with the nine subjects specified by the professional bodies marked with an asterisk. | Students seeking membership of the professional accounting bodies in Australia must complete the Bachelor of Business degree with the nine subjects specified by the professional bodies, including the eight subjects marked with a single- asterisk, and one of the subjects marked with a double-asterisk. | ||
The amendments would change this list in the Handbook to the "post-amendments situation". Accounting subjects affected by the amendments are highlighted in bold.
Item 13.2.1
Education Committee 1/97
5/2/97
Memorandum
TO: Education Committee
FROM: Faculty of Business and Economics
DATE: .. .......19..
RE: Amendments to Accounting and Finance Subjects affecting Bachelor of Business
At Meeting No. .../.. of the Faculty Board, it was determined that the following amendments should be made to the subjects listed, effective .. .... 19..:
| Subject code | Subject title | Amendment |
| GBU2005 | Financial Accounting | To be deleted after the introduction of GBU2016, subject to transitional arrangements. |
| GBU3011 | Advanced Financial Accounting | To be deleted after the introduction of GBU3017, subject to transitional arrangements. |
| GBU2016 | Financial Accounting and Reporting | New subject* to incorporate (i) selected topics currently covered in GBU2005 and
GBU3011 and (ii) new topics. *A New Subject Proposal for GBU2016 accompanies this proposal. |
| GBU3017 | Financial Accounting Issues | New subject** to incorporate (i) selected topics currently covered in GBU2005 and
GBU3011, and (ii) new topics. **A New Subject Proposal for GBU3017 accompanies this proposal. |
The purpose of the amendments is to incorporate GBU3009 (Project Planning and Control) into the list of accounting subjects required by the professional accounting bodies without impinging upon the choice of non-accounting electives available to students in the Bachelor of Business.
The list of accounting subjects required by the professional accounting bodies currently comprises nine subjects as shown on page 80 of the 1996 Faculty of Business and Economics Handbook: a photocopy of page 80 is attached to this document. The required accounting subjects are marked with an asterisk.
The amendments would change this list in the Handbook as follows:
| Current situation | Proposed situation | ||
| GBU1001 Introductory accounting A | * | GBU1001 Introductory accounting A | * |
| GBU1002 Introductory accounting B | * | GBU1002 Introductory accounting B | * |
| GBU2003 Accounting for management information | * | GBU2003 Accounting for management information | * |
| GBU2004 Budgeting and management techniques | * | GBU2004 Budgeting and management techniques | * |
| GBU2005 Financial accounting | * | GBU2016 Financial accounting and reporting | * |
| GBU3006 Accounting theory and current issues | * | GBU3006 Accounting theory and current issues | * |
| GBU3007 Auditing | * | GBU3007 Auditing | * |
| GBU3008 Accounting research project | - | GBU3008 Accounting research project | - |
| GBU3009 Project planning and control | - | GBU3009 Project planning and control | ** |
| GBU3010 Business finance | * | GBU3010 Business finance | * |
| GBU3011 Advanced financial accounting | * | GBU3017 Financial accounting issues | ** |
| GBU3012 Investment and portfolio analysis | - | GBU3012 Investment and portfolio analysis | - |
| Students seeking membership of the professional accounting bodies in Australia must complete the Bachelor of Business degree with the nine subjects specified by the professional bodies marked with an asterisk. | Students seeking membership of the professional accounting bodies in Australia must complete the Bachelor of Business degree with the nine subjects specified by the professional bodies, including the eight subjects marked with a single- asterisk, and one of the subjects marked with the double-asterisk. | ||
Rationale
The educational rationale driving these amendments is the desire to provide accounting students with a greater balance between financial and management accounting. Traditionally, accounting curricula have been weighted in favour of financial accounting rather than management accounting, reflecting the prevailing emphasis on external financial reporting rather than managerial reporting and analysis. However, while the importance of external financial reporting has not diminished, increased competition and changes in organisation structures and technologies in the past two decades have increased demands for better quality management information. Management accounting provides students with the concepts and skills required to provide and analyse this information. The amendments would enable accounting students to improve the balance of their management and financial accounting knowledge.
The amendments will (i) consolidate the financial accounting knowledge required for entry into the professional accounting bodies into GBU1001 (Introductory Accounting A), GBU1002 (Introductory Accounting B), GBU2016 (Financial Accounting and Reporting), and GBU3006 (Accounting Theory and Current Issues), (ii) provide students seeking entry to the professional bodies with the opportunity to gain greater expertise in management accounting through the inclusion of GBU3009 (Project Planning and Control) as a subject required by these bodies, (iii) require students seeking entry to the professional bodies to choose between GBU3017 (Financial Accounting Issues) and GBU3009.
The structure of the Bachelor of Business will be unchanged by these amendments.
Time frame and transitional arrangements
After Semester 2 1997, GBU2005 (Financial Accounting) will remain available to students who wish to repeat the subject due to having previously failed it. When the university's GBU2005 commitments to these students have been met GBU2005 will be deleted from the list of subjects offered in the Bachelor of Business in the Faculty Handbook.
GBU3011 (Advanced Financial Accounting) will remain available as a required subject for students who have already completed GBU2005 (Financial Accounting). When the university's GBU3011 commitments to these students have been met GBU3011 will be deleted from the list of subjects offered in the Bachelor of Business in the Faculty Handbook.
GBU2016 (Financial Accounting and Reporting) will be available starting Semester 2, 1997.
GBU3017 (Financial Accounting Issues) will be available starting Semester 1, 1998.
Subject topics are detailed in the following section.
Subjects' topical content
The content of GBU2016 (Financial Accounting and Reporting) will be:
Topic 1(*) Influences on the nature and objectives of Financial Accounting
Topic 2(**) Reorganisation, restructure of share capital
Topic 3(*) Profit determination and distribution, Profit and Loss Statement and Balance Sheet
Topic 4(*) Cash Flow Statements
Topic 5(*) Tax effect accounting
Topic 6(*) Accounting for leases
Topic 7(***) Superannuation and insurance
Topic 8(**) Liquidations
Topic 9(**) Consolidations - Introduction
Topic 10(**) Consolidations - Inter-company transactions
Topic 11(**) Consolidations - Outside equity interest
Topic 12(**) Equity accounting
Topic 13(**) Hedging foreign exchange risk and foreign currency translations
(*) = currently covered by GBU2005
(**) = currently covered by GBU3011
(***) = currently not covered by either GBU2005 or GBU3011
The amendments will make GBU2016 (Financial Accounting and Reporting) comparable in topical coverage with GBU8021 (Financial Accounting), its counterpart in the Graduate Diploma in Accounting conversion course.
The content of GBU3011 (Advanced Financial Accounting) is:
Topic 1 Company Formation
Topic 2 Accounting for Operations
Topic 3 Internal Reorganisation
Topic 4 External Reorganisation
Topic 5 Consolidations 1
Topic 6 Consolidations 2
Topic 7 Consolidations 3
Topic 8 Consolidations 4
Topic 9 Consolidations 5
Topic 10 Equity accounting
Topic 12 Hedging
Topic 13 Foreign Currency Translations
The content of GBU3017 (Financial Accounting Issues) will be:
Topic 1(*) Assets and Liabilities - accounting issues
Topic 2(**) Consolidation - overview general issues
Topic 3(**) Consolidations - advanced issues
Topic 4(***) Accounting for Financial Instruments -1
Topic 5(***) Accounting for Financial Instruments - 2
Topic 6(***) Accounting for Social and Environmental Reporting -1
Topic 7(***) Accounting for Social and Environmental Reporting -2
Topic 8(***) Accounting for Self-generating and Re-generating Assets -1
Topic 9(***) Accounting for Self-generating and Re-generating Assets -2
Topic 10(***) Financial Reporting in Public Sector
Topic 11(***) International Accounting -1
Topic 12(***) International Accounting -2
Topic 13 Review
(*) = currently covered by GBU2005
(**) = currently covered by GBU3011
(***) = currently not covered by either GBU2005 or GBU3011
The content of GBU3009 (Project Planning and Control) is:
Topic 1 Projects in Contemporary Organisations
Topic 2 Project Selection
Topic 3 Project Organisation and Project Planning
Topic 4 Budgeting and Cost Estimation
Topic 5 Scheduling
Topic 6 Resource Allocation
Topic 7 Monitoring and Control Systems
Topic 8 Personal Computer-based Project Management Software
Topic 9 Financial Reporting and Accounting Issues Pertaining
to Construction and Other Long-Term Projects
Topic 10 Project Auditing
Topic 11 Project Termination
Topic 12 Multicultural and Environmental Issues
Topic 13 STUDENT PROJECT
Accreditation by the professional accounting bodies
As indicated by the attached copies of correspondence, the amendments will not change the accreditation accorded this course by the Australian Society of Certified Practicing Accountants (ASCPA) and Institute of Chartered Accountants of Australia (ICAA).
Conclusion
The Board feels that this change is justifiable on the grounds that (i) the post-amendments financial accounting subjects GBU1001 (Introductory Accounting A), GBU1002 (Introductory Accounting B), GBU2016 (Financial Accounting and Reporting), and GBU3006 (Accounting Theory and Current Issues), would be structured in an integrated fashion to teach the body of financial accounting knowledge required for accreditation purposes by the ASCPA and the ICAA, (ii) the structure of the Bachelor of Business is unaffected by the amendments, and (iii) students seeking entry into the professional accounting bodies will have a more balanced choice of accountancy subjects at no increase in resource demands.
Education Committee 1/97
5/2/97
SUBJECT OUTLINE FOR A BRIDGING SUBJECT IN MATHEMATICS.
BACKGROUND
The Bridging Subject is a unit to be taken by international students who have not successfully completed the GCE A-level Mathematics, or its equivalent; and non-VTAC entry students who have not completed the VCE Units 3 and 4 for Mathematical Methods, or its equivalent. The subject is designed to ensure that all students have achieved the minimum mathematical standard necessary to begin studying the quantitative subjects of the Faculty's Bachelor of Business tagged courses in 1997.
PRE-REQUISITES
GCE O level Mathematics, or its equivalent.
TIME ALLOCATION
Eight hours per week for three weeks. These three weeks are scheduled in the first three weeks of the Semester
TEACHING METHOD
This is a self-paced learning unit. The students follow a schedule where they are directed to:
Read and complete a selection of exercises from the Queensland Open Learning Network's Unilearn System: Mathematics.
Read supplementary material from the Department of Econometric's "Review of Basic Mathematics" study guide.
Complete the learning modules in the revision software "Return to Basics".
View a selection of videos on the topics of Probability and Statistics from the Open Learning of Australia's subject 'Against All Odds".
A diagnostic test will be taken at the beginning of the course and a comprehensive objective type final examination will be given at the end of the subject.
AIM
The aim is to provide the background of mathematics required to commence the quantitative subjects in the Faculty of Business and Economics' Bachelor of Business tagged courses. In particular, the emphasis will be on providing the pre-requisite mathematics for first year business mathematics and statistics subjects.
OBJECTIVES
At the completion of the unit students must be able to demonstrate an understanding of the following:
Number system - rational and irrational numbers, whole numbers, fractions and the order of operations.
Fractions - simplifying complex fractions, performing arithmetic operations on fractions.
Decimals, Ratios, Proportions and Percentages.
Algebra - rules of algebra; substitution and transposition in linear relations; solving linear equations and developing formulae.
Functions and graphs - plotting and sketching linear, exponential and logarithmic functions given the appropriate equation; relating equations and graphs to values of gradient and intercept
Inverse functions.
Exponential growth and decay: laws of logarithms and rules of exponents, scientific notation.
Rates of change, the derivative: optimisation, maxima and minima.
Anti-derivatives, rules for finding integrals, definite integrals.
Simple and compound interest rate formulas.
Methods of summarising and displaying data sets
Probability concepts, basic laws of probability.
SYLLABUS
Number System
· natural numbers
· integers
· order
· number line
· rational numbers
· operations with negative numbers
· order of operations
· simplifying complex fractions
· adding and multiplying fractions.
Decimals, Ratios, Proportions and Percentages
· decimal numbers
· ratios and proportions
· percentages.
Exponents and logarithms
· exponents
· logarithms
· laws of indices
· laws of logarithms
Rounding, Scientific Notation and Significant Figures
· scientific notation
· significant figures
· degree of accuracy
Algebra
· basic laws of arithmetic
· transformation of equations
· construction of equations
Functions and Graphs
· sketching linear functions
· relate equations and graphs to values of gradient and intercept
· exponential growth and decay
· sketching exponential functions
· sketching logarithmic functions
· inverse functions
Calculus
· rate of change, the derivative
· rules of differentiation
· optimisation, maxima and minima
· anti-derivatives, rules for finding integrals
· applications
Statistics
· methods of summarising and displaying data sets
· probability concepts
ASSESSMENT
The subject will be assessed with a two hour examination, consisting of objective type questions, and contributes 100% of the final mark for the subject.
A score of at least 75% is required to achieve a pass in this subject.
RECOMMENDED TEXTS
Silver, Howard A; Basic to Intermediate Mathematics; Merrill, 1990.
Dobson, A and Stokoe, J; Self-Paced Introductory Mathematics; ANU Press, 1979.
Davis, L; Technical Mathematics with Calculus; Merrill, 1990.
REFERENCES
Fitzpatrick, J M, New General Mathematics, Jacaranda, 1980.
Allendoerfer, C and Oakley, C, Fundamentals of Freshman Mathematics, McGraw-Hill, 2nd Edition, 1965.
Daniels, J P, Elementary Mathematics, McGraw-Hill, 1990.
Anton, Howard; Introduction to Calculus; McGraw-Hill, 1994.
SUBJECT COORDINATOR
George Woodward
Room: F2.12, Caulfield Campus
Tel: 9903 1075
Fax: 9903 2007
Email: george.woodward@buseco.monash.edu.au
WEEKLY SCHEDULE
| Day | Topic | Reference |
| 1 | Number System | Unilearn Module A1 Review of Basic Mathematics: pages 1.1 - 1.6 |
| 2 | Arithmetic | Unilearn Module A2 and A3 |
| 3 | Decimals, Ratios, Proportion, Percentages Rounding, Scientific Notation, Calculator Use | Unilearn Module A4 and A5 Review of Basic Mathematics: pages 1.6 - 1.12 |
| 4 | Exponents | Unilearn Module A6 Review of Basic Mathematics: pages 1.12 - 1.15 |
| 5 | Algebra | Unilearn Module A8 and A9 Review of Basic Mathematics: pages 1.15 - 1.22 |
| 6 | Functions and Graphs | Unilearn Module B2 |
| 7 | Inverse Functions, Logarithms | Unilearn Module B1 |
| 8 | Exponential Growth and Decay | Unilearn Module B1 - B2 |
| 9 | Differentiation | Unilearn Module C4 |
| 10 | Differentiation (Continued) | Unilearn Module C5 |
| 11 | Integral Calculus | Unilearn Module C6 |
| 12 | Integral Calculus (Continued) | Unilearn Module C6 |
| 13 | Methods of Summarising and Displaying Data | Unilearn Module C1 OLAA Video "Against All Odds" |
| 14 | Probability | Unilearn Module C2 OLAA Video "Against All Odds" |
| 15 | Review and Practice Exam | Sample Examination at end of Study Guide |
Item 13.3.2
Education Committee 1/97
5/2/97
GBU2016
Financial Accounting and Reporting
6 points. Gippsland campus, distance. approximately 12 hours per week. Second semester. Prerequisite: GBU1002 Introductory Accounting B. Prohibition: GBU2005 Financial Accounting.
Objectives
The aim of this subject is to provide students with understanding of corporate accounting in accordance with accounting standards and statutory requirements for the preparation of financial reports. Students will develop a knowledge of the factors which influence the nature and objectives of financial accounting, of practical applications of current standards, and will learn to critically evaluate the reasoning behind the development of selected standards.
Synopsis
Influences on the nature and objectives of Financial Accounting. Reorganisation, restructure of share capital. Profit determination and distribution, Profit and Loss Statement and Balance Sheet. Cash Flow Statements. Tax effect accounting. Accounting for leases. Superannuation and insurance. Liquidations. Consolidations - Introduction. Consolidations - Inter-company transactions. Consolidations - Outside equity interest. Equity accounting. Hedging foreign exchange risk and foreign currency translations.
Assessment Assignment: 20%. Research essay (2,000 words): 20%. Final examination: 60%.
Prescribed texts:
Company Accounting Procedures, 1997, 7th edition, by Jager, Taylor and Irvine. (Butterworths);
The Accounting Handbook 1997, Australian Society of CPAs and The Institute of Chartered Accountants in Australia. (Prentice Hall);
Cases in Financial Accounting 1996, 3rd edition, by Carnegie, Gavens and Gibson (Harcourt Brace).
Item 13.3.3
Education Committee 1/97
5/2/97
GBU3017
Financial Accounting Issues
6 points. Gippsland campus, distance. approximately 12 hours per week. First semester. Prerequisite: GBU2016 Financial Accounting and Reporting.
Objectives
The aim of this subject is to provide students an advanced understanding of various corporate accounting issues in accordance with accounting standards and statutory requirements for preparation of financial reports. Students will develop an advanced knowledge on a theoretical understanding of the principles used and to outline the various disclosure requirements.
Synopsis
Assets and Liabilities - accounting issues. Consolidation - overview general issues. Consolidations - advance issues. Accounting for Financial Instruments. Accounting for Social and Environmental Reporting. Accounting for Self Generating and Re Generating Assets. Financial Reporting in Public Sector. International Accounting.
Assessment Assignment: 20%. Research essay (3,000 words): 30%. Final examination: 50%.
Prescribed texts:
Issues in Financial Accounting, 1995, 7th edition, by Henderson & Peirson. (Longman);
The Accounting Handbook 1997, Australian Society of CPAs and The Institute of Chartered Accountants in Australia. (Prentice Hall);
Cases in Financial Accounting 1996, 3rd edition, by Carnegie, Gavens and Gibson (Harcourt Brace).
Item 13.6
Education Committee 1/97
5/2/97
MONASH UNIVERSITY
FACULTY OF BUSINESS AND ECONOMICS
ASSESSMENT IN UNDERGRADUATE SUBJECTS
AND RESPONSIBILITIES OF EXAMINERS
CONTENTS
1. Introduction
2. Education Policy on Assessment
3. Methods of Assessment
4. Assessment Procedures
5. Class Tests
6. Collusion, Collaboration, Plagiarism, Cheating
7. Written Assignments
8. Special Consideration
9. Final Examinations
10. Supplementary and Deferred Examinations
11. Examinations: Custody, Access and Record-keeping
12. Responsibilities of Chief Examiners in Subjects
Appendices
A. Monash University Examination Statute and Regulation.
B. Comparison of types of assessment
C. Faculty Guidelines on Major and Minor Amendments in courses and subjects
D. Monash University Statute 4.1
E. Plagiarism and Cheating: Extracts from Eastaughffe Nell and Cotesta Patrizia, Student Q Manual: How to Produce Quality Work and Get it done on Time, 1994, Monash University - page 18, and Glenda Crosling, Avoiding Plagiarism: Using References Appropriately in Written Work , Language and Learning Services, Faculty of Business and Economics, June 1996
F. Guidelines for the Conduct and Responsibilities of the Board of Examiners
G. Assignment cover sheet
H. Cheating: samples of standard letters
GUIDELINES FOR ASSESSMENT IN UNDERGRADUATE SUBJECTS
AND RESPONSIBILITIES OF EXAMINERS
1. INTRODUCTION
The purpose of this handbook is to provide guidance to staff who are involved in the setting of assessable work in undergraduate subjects (excluding honours subjects) and in the assessment of that work. The matters with which the handbook deals are indicated by its table of contents.
Assessment in undergraduate subjects is governed by the university's Statute 6.1.5 - Examinations, and Examination Regulations - See Appendix A. The Examination Regulations are set out in Part 2 of the University Calendar. Academic staff are expected to familiarise themselves with these regulations and to act in accordance with them.
Over the years, the Faculty of Business and Economics has developed a number of practices and policies in relation to assessment of students' assessable work. This handbook sets out these practices and policies. Any variations will be published in the Faculty Newsletter and notified to Heads of Departments.
Every staff member who has examining responsibilities in a subject will be appointed on the recommendation of the Head of Department, by the Faculty Board (in the case of Chief Examiners) and by the Dean or Faculty Board (in the case of Assistant Examiners). Where only one staff member is involved in the teaching of a subject over a given teaching period, that person is usually appointed as the Chief Examiner in the subject. The Assistant Examiner(s) will normally be people who have had recent experience in teaching the subject. In multi-streamed subjects, the Chief Examiner will be a staff member in charge of one of the streams. The Assistant Examiners will include the staff in charge of the other streams and those assisting in teaching the subject. In cases in which the number of examination scripts to be marked is substantial, staff who have not been actively involved in the teaching of the subject over the relevant period may be appointed as Assistant Examiners to ensure an equitable distribution of marking responsibilities.
Should staff members have queries in relation to assessment procedures or to problems which have arisen in relation to assessment of students' assessable work, queries should be addressed to the Chief Examiner in the subject or to the Head of Department.
2. MONASH EDUCATION POLICY ON ASSESSMENT
Section 3 of the Monash Education Policy specifies the principles governing assessment procedures and practices in the university.
In particular:
"3.1.1 The university recognises the importance of both the summative and formative functions of its assessment regimes and the need to make a clear distinction between them. Care shall be taken that the need to grade students does not conflict with the important educative role that assessment can perform in both presaging to students the kinds of intellectual engagement desired and in providing feedback as to their performance. The role to be performed by individual assessment tasks shall be made clear to students from the outset.
3.1.2 Assessment tasks devised for a course or subject shall reflect in scope and depth the stated objectives for that course or subject.
3.3.3 It is expected that staff responsible for course and subject development demonstrate professional expertise in devising modes of assessment which accurately reflect the relevant educational objectives, which suit the particular assessment function and which are in tune with the style of presentation adopted for the subject matter."
3. METHODS OF ASSESSMENT
The following statement will appear in all subject outlines which should be distributed to students in the first week of semester and in the Assessment section in the first chapter of the Faculty Handbook: "The final mark that a student receives for a subject will be determined by the Board of Examiners taking into account all aspects of assessment".
3.1 Acceptable methods of assessment
Methods of assessment employed in the Faculty of Business and Economics include:
(a) final (i.e. terminal), invigilated examinations
(b) class tests (normally held in scheduled lecture or tutorial hours) - see 5.1 - 5.11
(c) written assignments - see 7.1 - 7.11
(d) class participation - see 6.1 - 6.3
(e) research projects
(f) oral presentations and assessment
(g) mid-semester tests
(h) group assessment
(i) self-administered computer tests.
A comparison of the types of assessment which may be useful is
attached. (Appendix B)
3.2 Approval of proposed methods of assessment
The proposed methods of assessment should be approved by the relevant Department, the Undergraduate Studies Committee and then by Faculty Board at the time the subject is approved. Any subsequent amendment which is significant enough to affect the Handbook entry, must also be approved by the Department Committee and the Board. (See Appendix C: Faculty Guidelines for major and minor changes to subjects.)
3.3 Assessment by final examination
All subjects must have an examination or invigilated assessment component although exemptions may be approved by Faculty Board on a case-by-case basis for some subjects in third year or above which have prerequisite subjects which do have a substantial examination component.
3.4 Assessment hurdles
Normally to pass a subject, a student should achieve at least fifty per cent in total, including in the final invigilated examination a mark of at least forty per cent, although departments could, if they wished, increase this latter minimum requirement. However for third-year and higher-level subjects, exemption from this final examination requirement may be approved by Faculty Board on a case-by-case basis.
When a student has failed the final invigilated examination with a mark of less than the specified minimum requirement but when all assessment components are taken into account has achieved an overall total mark which exceeds 50%, the student will not pass the subject. The mark awarded to students falling within this category is to be determined according to departmental policy, recognising that the appropriateness of an invigilated examination as an instrument to assess performance varies among disciplines. Alternatives include : (i) all such students be awarded a mark of 48; (ii) all such students be awarded a mark corresponding to the percentage mark on the final examination; (iii) all such students be awarded the higher of (i) or (ii). The procedure to be followed should be made clear to students at the start of the semester in the subject outline.
A general statement should appear in the Faculty Handbook specifying that hurdle requirements (appropriately defined) may apply and referring to subject outlines.
3.5 Open book examinations
Most examinations (and class tests) are of the closed book variety, i.e. are examinations to which students may not bring any texts. If it is proposed that an examination (or test) be by an open book examination, such a proposal should be noted by the Undergraduate Studies Committee and published in the Handbook. When open book examinations are held, the materials are to be none other than those approved and specified by the Chief Examiner.
3.6 Written assignments
A maximum word limit should be established for each assessable written assignment. As a general guideline, the weight attributable to such assignments is ten per cent of the final mark for each 1000 words. This should be specified in the subject outline distributed in the first week of the semester. Assignments involving computing or quantitative methods will normally be equated in a different way. Assessment solely by a written assignment is not normally acceptable except in relation to a research subject (or as specified in 3.3).
3.7 Assessment in subjects taught in streams, different modes and at different year levels
Teaching a subject in different streams or different modes (such as on-campus and by distance) may require some variations in some or all components of assessment. However, these different assessment regimes may present problems when it comes to moderating marks.
Where a subject of the same credit-point value is offered at different academic year levels, there must be a qualitative difference in the assessment. This may be achieved by different essay or examination questions.
3.8 Giving students a choice in relation to the methods by which they are to be assessed
Students may be offered a choice as to the methods by which they are to be assessed, e.g. a class test in lieu of a written assignment, in some components of assessment of specified weights. The choice cannot be changed after the deadline has been specified. The procedures and rules governing such student choice should be specified in the subject outline.
3.9 The grading system
Both marks and grades for all subjects are required.
For all subjects marks and grades students receive are as follows.
(from 1997)
| 0 - 49 | N | Fail |
| 50 - 59 | P | Pass |
| 60 - 69 | C | Credit |
| 70 - 79 | D | Distinction |
| 80 - 100 | HD | High Distinction |
| 40 - 49 | NS1 | Fail, supplementary exam awarded |
| 45 - 49 | P112 | Pass division 11. Progression to later year subjects in that discipline is not permitted. |
| - | NE | Not examined. Used when a subject is taught over two semesters. |
| - | PGO3 | Pass grade only. |
| - | WH | Withheld. Used when an assessment is outstanding due to a special consideration application or incomplete assessment. |
| - | SFR | Satisfied Faculty Requirements. |
Honours grades (from 1997)
| Below 50 | Fail |
| 50 - 59 | H111 |
| 60 - 69 | H11B |
| 70 - 79 | H11A |
| 80 - 100 | H1 |
3.10 Examples of grades and corresponding achievement levels
Examples of grades corresponding to levels of achievement in assignments in some discipline areas follow. These may not be as applicable to quantitative subjects. Consideration should be given to communicating to students the relevant criteria for an item of assessment.
Grade Level of achievement
HD HIGH DISTINCTION 80 - 100%
To be given this grade and level of achievement, the student should demonstrate the competencies in distinction standard and in addition, she or he, when appropriate shall:
. use creative examples, possible extensions and applications of theory,
. demonstrate originality,
. make defensible generalisations,
. draw conclusions which lend themselves to further research,
. demonstrate an awareness of limitations.
D DISTINCTION 70 - 79%
To be given this grade and level of achievement, the student, when appropriate, shall:
. provide evidence of analysis and critical thinking,
. demonstrate an ability to evaluate,
. develop a progressive, convincing and clear argument throughout the work,
. demonstrate selectivity and judgement in determining the importance of readings and ideas,
. show evidence of wide reading and synthesis of ideas,
. utilise additional material to supplement information provided, and
. produce writing which is of a high literary standard (structure, style and referencing).
C CREDIT 60 - 69%
To be given this grade and level of achievement, the student, when appropriate, shall:
. demonstrate an understanding of concepts, theories and issues,
. identify strengths and weaknesses in theories/readings, and use these as a basis for evaluation,
. apply information to practices/situations;
. develop a clear argument with rationale for assumptions,
. integrate writing and demonstrate links between components,
. tend to bring material "to closure" (tidy it up and make it fit a neat conclusion),
. provide a structured, sourced and referenced work,
. express himself/herself concisely and clearly and exhibit relatively error-free writing,
. not rely heavily on the text and assigned readings, and
avoid lapses into description rather than providing analysis and evaluation,
. rarely, if ever, show evidence of original work.
P PASS 50 - 59%
The student at the pass level, when appropriate, essentially demonstrates the following:
. an understanding of concepts, theories and issues but will tend to restate rather than evaluate,
. does not transform data in terms of structure, synthesis or application,
. rely extensively on text, or text and other limited readings,
. may demonstrate coverage which is sparse in places,
. tend to use a narrow focus, and
. provide an acceptably sourced and referenced work but improvement may be necessary in structure and grammar.
NN FAIL 0 - 49%
The student demonstrates that he or she:
. has significantly misunderstood the question,
. has little understanding of theory and concepts,
. has failed to properly identify the problem or issues,
. did not provide any significant evidence of having covered the minimum readings, and
. did not write to acceptable academic standards (structure and grammar require extensive improvement, sourcing and referencing may not be present or may be very confused),
. provide little or no evidence of critical analysis,
. provide little or no evidence of research.
4. ASSESSMENT PROCEDURES
4.1 Departmental procedures
Towards the end of the first academic semester, in order to meet Handbook requirements, Heads of Departments invite Chief Examiners of subjects to furnish details of the assessment methods proposed for each subject to be offered in the next academic year. Before presenting the proposals for approval, Chief Examiners are expected to consult with other academic staff who have been assigned to teach and examine in the subject (including assistant lecturers). (See 3.2)
4.2 Assessment proposals
Factors to be borne in mind when amendments to assessment include:
(a) the objectives and current assessment methods of the subject and course as published in the Faculty Handbook
(b) any special skills which are to be developed when studying the subject and appropriate methods of learning and assessing those skills
(c) predicted enrolment in the subject and the number of teaching staff, having examiner status, who have been, or are likely to be, assigned to teach the subject
(d) the payment made to sessional teaching staff is on the basis that they attend to preparation and related marking. Marking of work unrelated to their teaching should be undertaken only for a fee.
A comparison of the types of assessment which may be helpful is attached. (Appendix B)
4.3 Variation of approved methods of assessment
Proposed variations must be approved by the Department and submitted to the Undergraduate Studies Committee which then submits the variations to Faculty Board. Changes to assessment details specified in the Handbook are deemed to be major so require approval rather than noting by Faculty Board.
As agreed at Meeting 2/96 of the Academic Board, subsection 2.4 of the Examination Regulations allows for the Dean to make ad hoc revisions to examinations and assessment requirements followed by subsequent reports to the Education Committee, provided that students are not disadvantaged by these ad hoc amendments, and that amendments made for semesters other than the current semester are normally to be approved according to Faculty processes and reported to the Education Committee.
4.4 Notice to students
As required by the Education Policy (paragraph 3.1) "written notice in the form of a subject outline should be given to all students enrolled in a subject of the approved assessment regime in the subject". The notice should be given at the beginning of each semester in the subject outline which should also include, where possible, topics, submission dates, word limits and requirements for presentation. If there is provision for some negotiation of assessment tasks (e.g. allowing students to nominate topics) the procedures for this negotiation shall be clearly stated. Students will also be given an indication of the approximate date of any class test(s), and the dates on which any assignments will be distributed. This subject outline should be consistent with information in the Faculty Handbook unless there are unforeseen circumstances necessitating some change.
After the approval by the Dean (4.3 above) the changes must subsequently be reported to Faculty Board through the Undergraduate Studies Committee. (See 3.4 re hurdle requirements).
For subjects where hurdle requirements apply, e.g. a pass in the final exam is necessary for a pass in the subject, an explicit statement is to be included in the subject outline and students are to be advised in the first week of semester. A general statement should appear in the Faculty Handbook specifying that hurdle requirements (appropriately defined) may apply and referring to subject outlines.
The following statement should appear in the Faculty Handbook and in all subject outlines - "the final mark that a student receives for a subject will be determined by the Board of Examiners on the recommendation of the Chief Examiner taking into account all aspects of assessment".
5. CLASS TESTS AND CLASS PARTICIPATION
5.1 What is a class test?
The expression `class test' is used normally to refer to examinations held during scheduled lecture or tutorial hours and invigilated by academic staff.
Although particular tasks may be delegated to lecturers, the Chief Examiner has responsibility for approving class tests.
5.2 Notices to students
Students should be given adequate notice of time, place, duration of a class test, the matters which are examinable and the materials (if any) which they may use in the examination room in the subject outline distributed in the first week of the semester. Additional approved details may also be given orally during regular lecture hours.
5.3 University exam books
Students are not expected to provide the paper on which they write answers to questions in class tests. Their answers should be written in the University's exam books. Supplies of these books may be obtained from the relevant administrative officer or department.
5.4 Invigilation of class tests
When class tests are scheduled during ordinary class hours, the responsibility for invigilating the test falls on the lecturer in charge of the subject. The lecturer should record the number of scripts returned at the end of the examination period. If the lecturer has a `print-out' of students enrolled in the class, he/she should record the names of enrolled students who have not submitted scripts at the end of the test period.
5.5 Allocation of scripts for marking
Normally this will be decided by the Chief Examiner and the burden of marking class tests should be borne more or less equitably by the staff assigned to teach a subject. Adjustment however, may be made to take account of differential work burdens in the marking of other assessable pieces of work, e.g. Person A will mark the class tests, and Person B and Person C will mark the assignments, or the lecturer will do all second marking and the assistant lecturers will share pro rata the first marking.
5.6 Notes for guidance of examiners
When more than one examiner is involved in the marking of class tests, it is desirable that the lecturer in charge of the test process supply to the other examiners of the test papers some notes on issues raised by the questions and matters to be taken into account in assessing the scripts.
5.7 Records of marks
Desirably, each examiner of class test scripts should compile tables to indicate marks accorded by them to individual questions in the test paper, and the distributions of grades. Such records may assist the Chief Examiner and lecturer in charge in the discharge of their responsibilities.
5.8 Second marking
Under the Examination Regulations 6.6, a student cannot be failed in a subject except on the recommendation of at least two examiners. The Education Policy 3.1.10 states that the Faculty must have a process for verifying fail marks which contribute to a final fail result. Exceptions to this are pieces of work contributing no more than ten per cent of the final mark, unless the total of such pieces exceeds thirty per cent of the final mark. These items must be identified in advance.
This rule means that if a student's aggregate mark is below the pass grade, class tests, assignments and other assessable written work (if any) which received fail grades will need to be recalled and reviewed - unless, of course, the work has already been marked by two examiners.
Academic staff are nevertheless free to adopt a regime under which class test papers which are awarded a fail mark are automatically submitted to a second examiner for re-assessment. If that expedient is adopted, the fact of its adoption should be recorded in the information supplied to the Chief Examiner in the subject. All fails which contribute to a fail result must be remarked. It may be advisable to photocopy failed originals or remark immediately to avoid unauthorised alterations.
When a student's written work needs to be recalled for review, it should not be recalled until the examination period has concluded. (Some students who have received recall notices prior to the end of the examination period have said that receipt of such notices has occasioned them great distress and has affected their performance in subsequent examinations!)
5.9 Return of results
Results of class tests should normally be communicated to students no later than three teaching weeks after the test. Normally the results should be communicated by return of the test papers, with a mark (or marks) recorded on the front page. Students should be advised to retain their scripts until after the publication of final results. If the test papers are not to be returned to students (e.g. because the test was an objective test which may be used again in a later teaching period), the results may be posted in a location advised to students and the notice must refer to students by their ID numbers rather than by their names.
5.10 Assessment of class participation
Chief Examiners are urged to think carefully about the justification for including class participation as a component of an assessment regime. Proposals for inclusion of such a component in an assessment regime should detail how the requisite class participation is to be assessed. The maximum percentage for class participation is to be ten per cent.
If class participation is a component of an assessment regime, students should be provided with written guidelines about factors to be taken into account in assessing their performance under this category. This is to be included in the subject outline and the Handbook entry if relevant.
6. COLLUSION, COLLABORATION, PLAGIARISM AND CHEATING
6.1 Definition
If students present as their own work that which is nearly identical to that of another student, that which is copied from another person, has been presented by a previous student, or has been presented by a student at another institution, this may be interpreted as cheating.
Plagiarism is regarded as a form of theft and the Pocket Oxford Dictionary defines "plagiarise" as "publish borrowed thoughts &c as original; steal (thoughts), steal from (work, author)". Plagiarism is therefore "theft" and is a serious offence.
The Faculty of Arts has prepared the following statement, formally approved by its Faculty Board:
"The submission of essays, assignments and homework is an essential part of the learning process and a vital way of assessing students' understanding of a subject. The submitted work must therefore be students' own work. This does not mean that students may not make use of the work of others.
However, in quoting or paraphrasing material from other sources, those sources must be acknowledged in full. It may be useful to seek the help of a tutor in preparing the piece of work and to enlist the help of fellow students in sorting out ideas, but the final product must be written by the student in his or her own words.
Plagiarism occurs when students fail to acknowledge that ideas have been borrowed. Specifically it occurs when:
(a) phrases and passages are used verbatim without quotation marks and without a reference to the author
(b) an author's work is paraphrased and presented without a reference
(c) other students' work is copied
(d) items of assessment are written in conjunction with other students (without prior permission of the relevant staff member)
(e) a piece of work has already been submitted or assessed in another course."
6.2 Advice to students
The following advice should be given to students:
. When you paraphrase another person's argument, exposition, or interpretation, or borrow another person's distinctive phrase, concept, suggestion, or factual finding, you must indicate this by immediately acknowledging the source.
. When you quote directly from another source of any kind, you must indicate this both by (1) immediately giving the source, and by (2) either using quotation marks or (for a quotation longer than three lines) identifying the quote without quotation marks. N.B. Simply giving the source without using quote marks (or indenting as well) is not enough and will be considered plagiarism. You must use three dots (...) to indicate a deletion in the middle of a quoted sentence; 4 dots (....) a deletion at the end of a sentence and square brackets [ ] to indicate an insertion.
. Work submitted for assessment in a course or subject may not be submitted at another time in that course or at any time in another course.
. It is accepted that students will assist each other with problems associated with their studies and discuss issues with each other. Sometimes advice may be sought by one student from others relating to minor issues of comprehension, interpretation or further explanation of a point made by the lecturer during a class. All assigned work, however, must be undertaken by students independently and students must not work in groups (two or more) unless specifically requested to do so by the lecturer. In such situations, the lecturer is to be notified of the names of the group members and normally they will each be awarded the same mark.
Some examples of plagiarism, taken from page 18 of the Q Manual are given in Appendix E. Refer also to the document in Appendix E - "Avoiding Plagiarism: Using References Appropriately in Written Work".
6.3 Appropriate action in the case of collusion, cheating or plagiarism
The procedures for dealing with collusion, collaboration, plagiarism and cheating are set out in the University Statute 4.1 which is attached as Appendix D.
Under current university regulations the only action that a subject
co-ordinator or Chief Examiner can impose is not to mark the item of work and to report the matter to the Dean so that the incident is documented with the Faculty. (More junior staff may not impose a penalty, they must refer the matter to the Chief Examiner.) The Dean may establish a Committee of Enquiry to consider the matter. In accordance with the Statute 4.1, where the committee has decided that there is a prima facie case that cheating has occurred, the Dean shall determine either that a formal charge should be made and refer the matter to the Discipline Committee, or that a formal charge should not be made and the work submitted or completed should be disallowed by not being given an assessment.
The recommended procedure for the Faculty is:
(a) All Chief Examiners be advised to disallow such work by not giving it an assessment and report this action in writing to the student and the Dean (Section 10.1 of University Regulations). The Dean (or his nominee) of the Faculty in which the subject is offered then in a standard letter to the student confirms this action, cites the relevant University regulations, and advises that the student may request the Dean to refer the matter to a committee of enquiry (Section 11). Following such a student request, the Dean then shall refer the matter to a committee of enquiry (Section 12).
(b) Under Section 10.2 the Chief Examiner may elect to refer a case of cheating to the Dean who will then refer the matter to a committee of enquiry. This procedure has been used in the past as a means of referring more serious cases to the University Discipline Committee. However, experience has shown that a Chief Examiner should not choose this option unless there is clear evidence that the student plagiarised material with "the intention of gaining an advantage in the assessment of the work". N.B. Evidence that plagiarism has occurred is not necessarily evidence that the student intended to cheat. Without proof of an intention to cheat, the Faculty runs the risk of the Discipline Committee reaching a finding that cheating did not occur in which case the committee of enquiry will be overruled and the student's work will have to be assessed. A standard letter is available in both instances and attached as Appendix H.
These suggestions do not apply to formal examinations, which are covered in Section 8.1.
7. WRITTEN ASSIGNMENTS
7.1 Forms and purposes
Assessable written assignments are written assignments which students are required to prepare outside of scheduled class hours. Written assignments can take a variety of forms, and the purposes for which they are set may be various. Written assignments may, for example, be an essential component of the assessment regime in a subject for reasons such as the following:
(a) to provide students with an opportunity to reflect on and write about questions which they could not be expected to answer satisfactorily under time-limited, invigilated examination conditions
(b) to implement a teaching/learning regime under which development of research/writing skills is a declared objective.
A cover sheet for assignments has been designed for the Faculty. See Appendix G.
7.2 Setting of assignments
Although particular tasks may be delegated to lecturers, the Chief Examiner has responsibility for approving assignments. In the setting of assignments in subjects with large enrolments, lecturers should have regard to the demands likely to be made on the library by students undertaking a particular assignment. If students undertaking a particular assignment are likely to seek access to a book which may be borrowed by other students, it may be desirable to have that book placed on reserve. The following points should be born in mind when setting assignments.
(a) If the assignments duplicate, or substantially duplicate, assignments set in a fairly recent teaching period, there is a risk that some students will be tempted to recycle the productions of students who submitted assignments in the prior teaching period, aided by the feedback provided to those students.
(b) The risk of plagiarism may be minimised if students are offered a range of assignment topics and the number of students who are permitted to enrol for a particular topic is limited. Under such a system, all assignments on a particular topic should be assessed by one examiner.
7.3 Instructions to students
All instructions to students about the assignment component of an assessment regime should be in writing and should cover all or most of the issues they are likely to raise in relation to that component of the assessment regime.
The instructions to students should include:
(a) a direction to follow in-house style guide recommended by the Faculty, e.g. the Q Manual or the Gippsland Student Reference Manual: Written Assessment Tasks
(b) a statement of maximum word limit and guidance on whether footnotes/endnotes and the bibliography (if any) are to be taken into account in calculating the word limit
(c) details about submission dates and applications for extensions of time
(d) late submissions may be subjected to penalty and the penalty must be specified
(e) where assignments are to be lodged and whether they should be attached to a cover sheet
(f) a statement that if difficulty is experienced in submitting an assignment in person by the due date, the student may send it by certified mail, provided that it is posted by the due date
(g) A warning on plagiarism and whether group work rather than individual work is permitted. (Refer to 6.2)
7.4 Extensions of time
Students seeking an extension of time for submitting an assignment must obtain permission from the Chief Examiner or delegated representative normally prior to the due date.
7.5 Marking of assignments
The responsibility for marking assignments falls on the staff involved in the teaching of the subject as determined by the lecturer in charge or Chief Examiner. Marking burdens should be allocated in an equitable fashion. Examiners are advised to keep a record of the number of assignments that have been marked.
7.6 Notes for examiners
The lecturer responsible for setting a particular assignment should supply notes to other staff who will be marking the assignment. The notes should indicate issues raised by the assignment and principal sources which students are expected to have consulted.
7.7 Comments on assignments
Students can expect to receive written comments on their work. Where several students have undertaken the same assignment, it may be desirable to provide them with a handout which explains what was expected and which draws attention to common errors and shortcomings.
7.8 Second marking
See item 5.10 above.
7.9 Return of assignments
Normally assignments should be returned to students within four teaching weeks of their receipt. Before an assignment is returned the student should be asked to retain the assignment until after publication of the final results.
8. SPECIAL CONSIDERATION
Special consideration may be granted to students whose performance in an examination or other assessment has been significantly affected by illness or other serious cause. Special consideration applications are referred to the examiners who take the application into account after marking the papers.
Further to the university's regulations on special consideration (Examinations regulations, subsection three), the following shall apply to candidates within the Faculty.
8.1 Applications for special consideration will only be considered when accompanied by appropriate supporting documentation. Refer to the form Application for Special Consideration and/or Deferred Examinations which can be collected from the relevant School administration office.
(a) Where special consideration is sought on medical grounds the application must be accompanied by a medical certificate and should include a statement by the doctor, in the space provided on the form, as to the student's ability to study for and/or undertake the assessment concerned.
(b) Where special consideration is sought after consulting with a counsellor, the application must be accompanied by a letter from the counsellor and should include a statement by the counsellor, in the space provided on the form, as to the student's ability to study for and/or undertake the assessment concerned.
8.2 Where insufficient documentation is submitted to support the request for special consideration, the student will be informed that additional supporting evidence is required before special consideration can be considered.
8.3 An application should be submitted:
(a) for examinations, within forty-eight hours after the last examination scheduled for the candidate in accordance with subsection 3.2 of the Examination regulation
(b) for other pieces of assessment, within forty-eight hours of the deadline for submission of the piece of work.
8.4 Lack of facility with English is not a reason for special consideration to be granted.
8.5 In every case where special consideration is warranted, the Chief Examiner will have the discretion to take one of the following courses of action:
(a) the granting of a higher grade or mark for an individual piece of assessment, at the discretion of the chief examiner when the performance in that piece of work is substantially inconsistent with other work submitted in the subject. This action and all details of the special consideration applied must be reported to the Board of Examiners on the appropriate proforma
(b) in extreme cases, allowing the student to withdraw from the subject without penalty.
8.6 In cases where special consideration is warranted, it is applied for prior to the completion of the relevant piece of assessment and where the student is deemed by the chief examiner to be unable to complete the assessment by the appointed time, it may also consist of:
(a) the granting of additional time in which to complete a prescribed piece of assessment
(b) a special or deferred test or examination be undertaken (either written or oral)
(c) setting an additional piece of work to be completed in order to determine the final result for the subject.
8.7 In cases where special consideration is warranted, and the student is deemed by the chief examiner to have been able to complete the assessment by the appointed time but the final grade for the subject is a fail, it may also consist of a supplementary examination.
8.8 Applications for special consideration are to be lodged at the relevant School administration office, and at the Board of Examiners meeting, the application for special consideration may be taken into account when assessing the student's result as a whole.
8.9 If a student fails the final exam and is granted a supplementary exam which is then failed and then requests special consideration and another supplementary examination, the student should be informed that special consideration will not be granted for supplementary examinations except that students may apply for a deferment if they have a documented reason which would justify this.
9. FINAL EXAMINATIONS
9.1 Examinations periods
The official examination period of the University commences at the end of each semester. Supplementary and deferred examinations are usually scheduled after the official examination period and, except by mutual agreement, will be held at each campus during the periods specified in the Faculty Handbook.
9.2 Information to be provided by Chief Examiners
Before the official university examination timetable is published, the Faculty Registrar or nominee seeks from Chief Examiners information about the duration of the examination (including reading and noting time) and the preferred time for the holding of the examinations.
9.3 Duration of examination
The duration of a final examination is usually two to three hours (i.e. three hours' writing, plus reading time).
9.4 Setting and assessment of examination papers
9.4.1 Setting of examination papers:
(a) For all subjects the examination paper to be set is approved by the Head of Department or nominee.
(b) All subjects shall have two examiners appointed (a chief and an assistant examiner).
(c) The examination paper is to be thoroughly checked by an independent staff member (the checker) with regard to accuracy, level of difficulty, balance and conformity to the objectives for the subject.
(d) An indication of the marks for each question, including a breakdown of marks where relevant, is provided and that the Chief Examiner ensures that an indicative marking scheme is prepared prior to approval of the examination paper by the Head of Department.
9.4.2 Assessment of Examination Papers:
(a) All failures must be verified by the second examiner.
(b) The Chief Examiner should preferably be a staff member who has taught all or parts of the subject; where this is not the case very close supervision of the marking should be undertaken by the subject coordinator or another appropriate staff member.
(c) Final distribution of grades should be monitored by the Head of Department. (for approval.)
(d) A complete record of grade distributions should be maintained by the Faculty and monitored by all Departments (subject
co-ordinators), so that any significant deviation from year to year should have a rational explanation.
(e) New and inexperienced markers should be allocated mentors.
(f) All special considerations are considered, and acted upon where appropriate.
(g) The same grade scale must be adopted for all degrees and awards.
9.5 Notice to students
In the first week of the semester, students should be notified of the form the examination will take, which is already specified in the Handbook entry.
9.6 Use of dictionaries and calculators
Unless specified in an open book examination, dictionaries and calculators containing a full set of alphabetic keys are not permitted to be used by students sitting an examination held by the Faculty. (This also applies to foreign language dictionaries as English is the language of instruction within Monash University). For closed book examinations, calculators are permitted if specified on the examination paper, but calculators containing a full set of alphabetic keys will not be permitted.
9.7 Attendance at examinations
Chief Examiners, or their nominees, are expected to attend the examination venue at some stage during the first thirty minutes of the examination. They are asked to sign a register recording their attendance and their telephone extension number. Some students may have been granted special sitting arrangements, in which case they will be accommodated in tutorial rooms in the relevant department. All examiners attending an examination must carry their identification cards.
9.8 Distribution of examination scripts
The examination scripts are delivered to Chief Examiners. It is the Chief Examiner's role to distribute the scripts according to departmental practice. Chief Examiners should record what scripts or questions have been assigned to particular Assistant Examiners.
The attendance sheets prepared by invigilators will record absentees.
9.9 Guidance for examiners
It is important that examiners be provided with guidelines in relation to matters raised by particular questions and to matters which should and should not be taken into account in assessing answers. Advice on whether scripts should be annotated, and, if so, the manner of annotation, should be provided. In this connection, it should be borne in mind that under
Victoria's Freedom of Information Act 1982 students have a right to obtain photocopies of their examination scripts, though not necessarily to the marks recorded on those scripts. Those marks may be no more than recommended marks which have subsequently been altered upon second marking, or in the course of moderation of results.
9.10 Instructions for examinations
Instructions for examinations should be clearly specified on the examination paper. Chief examiners may also post a notice of the instructions on an appropriate noticeboard. It is now a reasonably common practice to include in the instructions a notice to the effect that the paper shall not be removed from the examination room. The withdrawal of the examination paper from 'circulation' permits its use, either in whole or in part, at a later date.
9.11 Illegible scripts
If an examiner finds a script to be illegible, the script should be forwarded to the Chief Examiner. If the Chief Examiner and at least one other examiner also find the script illegible the Chief Examiner may record a mark of nil in respect of the whole or part of the script as the case requires or may give the student an opportunity to tape record his/her answers and for the tape recorded answers to be transcribed - at the student's expense. The Head of Department should be consulted for appropriate procedures.
9.12 Second Marking
Refer to 5.10 above.
9.13 Oral examinations
Approval of oral components of assessment normally would be approved through the usual faculty process. Oral examinations in exceptional circumstances may be conducted at the discretion of examiners but there is no expectation that they will be held. Two examiners must be present during any oral examination.
9.14 Collation and moderation of results
Chief Examiners are responsible for collating results of assessable work and moderating the assessments of Assistant Examiners.
9.15 Return of results sheets
Chief Examiners are required to return signed results to the relevant administrative officer by a specified date. Chief Examiners will be supplied with a document which explains the symbols to be used in recording the results. Marks must be rounded to whole numbers before being recorded on the results sheets.
Even though results will normally be submitted electronically, written approval is required from the Head of Department. After approval by Heads of Departments, Schools etc, results, together with grade distributions for each subject should be submitted to an examinations officer who will be the Secretary to the Board of Examiners.
9.16 Board of Examiners
Staff members should refer to the document "Guidelines for the conduct and Responsibilities of Boards of Examiners" (Appendix F). Officially, the results of students are not finalised except by determinations of the Board of Examiners (or its delegate). Prior to the day of meeting of the Board of Examiners, Chief Examiners receive a printout of the results of students (in alphabetical order) per the Chief Examiners' returns. Chief Examiners are expected to check the accuracy of the printout in relation to the subjects for which they are responsible and also be prepared to fill in gaps and to propose variations in the light of second marking and moderation processes which had not been completed when they filed their returns.
9.17 Publications of results
Students are notified in writing by the Examinations Branch of the central University administration of their final results in subjects. Final results are also published by notices posted on various noticeboards. These notices identify students by their ID numbers. Staff should not disclose final results to students prior to the official notification date and should refer any enquiries to the Head of Department.
9.18 Rectification of errors in recording
Should it be discovered, after the notification of final results, that some error has been made in relation to a student's results - because, say, of an arithmetical error, or because of a confusion of similar names (e.g. Ng, BL and Ng, EL) the Chief Examiner should provide the Head of Department's office or if appropriate, the office of Student Administration with a written and signed notice of the rectification sought.
10. SUPPLEMENTARY AND DEFERRED EXAMINATIONS
10.1 General
Provision for award of supplementary and deferred examinations is made in Regulation 4 of the University's Examination Regulations which are reproduced as Appendix A.
10.2 Significant differences between special or deferred and supplementary examinations
A supplementary examination is a form of supplementary assessment (there may be assignments, orals, etc.) that is granted to a student in accord with the prescribed rules and conditions of the relevant Faculty Board (ref. Sections 4.1, 4.2, 4.3 and 4.4 of Examination Regulations.) A supplementary examination is intended to be bestowed in predefined and determinable circumstances such as when a candidate obtains a mark in a particular mark range or after certain prerequisites have been satisfied.
Students who fail a subject, which is the last subject necessary to complete a course of study and which has been undertaken in the last two semesters of study, will be given supplementary assessment in that subject provided that they have completed all the work for the subject, have sat the final examination and have obtained a mark of at least forty per cent in the subject.
The final grade awarded to a student granted a supplementary examination in a subject can be no higher than a pass (mark up to 64).
A special examination is usually referred to as a deferred examination and is clearly defined in section 4.5 of the Examination Regulations. Deferred examinations are those held when a student is unable to sit the examination at the scheduled time. Such examinations differ from supplementary examinations in that a candidate may not sit the original examination as scheduled or, having sat all or part of it and received a mark between 0 - 84, is able to satisfy the Faculty that medical or other circumstances so severely affected his/her performance that he/she should be entitled to another examination.
10.3 Power to award supplementary/special/deferred examinations
Under the University's Examinations Regulations, the power is vested in the Faculty's Board of Examiners and the duly appointed delegates of the Faculty Board. Examiners may, of course, make recommendations to the Board and its delegates.
10.4 Examination procedures
These are essentially the same as those for final examinations - see in particular section 8.
Before making application for recreation leave in January and/or February, academic staff are advised to ascertain from the Head of Department whether (and, if so, when) they will be required to be available to examine supplementary or special or deferred examination scripts.
10.5 Assistance to students
Teaching staff are not obliged to provide extra tuition to students who have been awarded special or supplementary examinations. Students who have failed the final examination are, however, entitled to have access to their answers in that examination. In cases in which a number of students have been awarded supplementary or special examinations in a subject, it may be appropriate to arrange for a session at which academic staff provide the students with general comments on the final examination.
10.6 Multiple special considerations and multiple deferred examinations
If a student is ill for the final exam and is granted a deferment, then claims to be ill on the day of the deferred exam and requests another deferred exam with a medical certificate covering the day of the deferred exam, the student should be granted another deferred exam.
If a student fails the final exam and is granted a supplementary exam which is then failed and then requests special consideration and another supplementary examination, the student should be informed that special consideration will not be granted for supplementary examinations except that students may apply for a deferment if they have a documented reason which would justify this.
Normally, medical certificates relating to deferred examinations can be presented once and subsequent requests would have to be submitted to the Dean.
The University's Solicitor's Office has indicated that special or deferred examinations may only be rescheduled where there is a continuation of the condition that initially prevented the student from sitting the examination.
11. EXAMINATIONS - CUSTODY, ACCESS AND RECORD-KEEPING
11.1 Custody
The Department should retain the final examination scripts in the subjects for which it is responsible for at least six months after the publication of the results. At the end of that six-month period, arrangements may be made for the shredding of the scripts. In no circumstance should the original of an examination script be supplied to students. These arrangements are ones which are prescribed by a combination of State Archives and Freedom of Information legislation and university legislation.
Scripts subject to an appeal shall be retained for one month after conclusion of the appeal if this is a later date than six months after the notification of results.
11.2 Student access to examination scripts
It has been recognised that under Victoria's Freedom of Information Act 1982, students have a right to be granted access to their examination scripts. Students should apply to the relevant administration officer. They may be given photocopies at a fee of $5 per script book for each examination or a time will be arranged for them to read through their scripts. The choice of procedure is decided by the subject Chief Examiner. Students may be denied access to their scripts if the examination is a short-answer or a multiple-choice module which the examiner intends to use again. There is no requirement or obligation that feedback will be provided when students view their examination scripts.
11.3 Records to be maintained
Academic staff who are involved in the assessment of assessablework should keep records of the following for at least six months after notification of results:
(a) applications for extensions of time dealt with by them
(b) marks awarded by them for assessable work
(c) assessable exercises set by them
(d) written correspondence with individual students
(e) written 'feedback' to students in the form of handouts.
Scripts subject to an appeal shall be retained for one month after conclusion of the appeal or six months after notification of results - whichever is the greater.
These must be shredded rather than placed in a bin.
11.4 Records to be supplied to Chief Examiners by Assistant Examiners
These should include:
(a) copies of reading guides and other teaching materials, produced in-house
(b) copies of class tests and assignment questions
(c) marks sheets recording marks for each assessable piece of work.
12. RESPONSIBILITIES OF CHIEF EXAMINERS IN SUBJECTS
12.1 Appointment of Chief Examiners
Chief Examiners are appointed pursuant to the University's Examination Regulations. (See Appendix A.) Chief Examiners are appointed by Faculty Board and Assistant Examiners by the Dean or Faculty Board on the recommendation of the head of department. The Chief Examiners will normally be appointed well in advance of the relevant teaching period. Chief Examiners are expected to familiarise themselves with the Examination Regulations and to take appropriate measures to ensure that Assistant Examiners are familiar with those regulations.
12.2 Responsibilities in relation to the teaching program
These responsibilities include the following:
(a) provision of details for subjects for publication of each annual edition of the Handbook. (The prescriptions for undergraduate subjects approved by Faculty Board are set out in a file held in the office of the relevant administrative officer or department.)
(b) ensuring that other staff in the subject are familiar with the syllabus for the subject
(c) convening meetings with other staff (if any) to discuss the teaching program
(d) ensure that subject objectives, prerequisite subjects, reading guides, assessment details and administrative requirements are provided to students in the first week of the semester as required by the Education Policy and as described in this Handbook, particularly in section 4.5.
12.3 Responsibilities in relation to assessment
These responsibilities include the following:
(a) provision to the Head of Department or nominee of details of proposed methods of assessment in a subject
(b) preparation, if prepared by other staff in the subject, of draft class tests, assignments and other assessable exercises
(c) provision, at the request of the Head of Department, of information about the duration and timing of final examinations
(d) preparation of final, supplementary and special and deferred examination papers (in consultation with the staff who teach the subject, if any), and transmission of those papers to the Head of Department, or nominee, for approval
(e) attendance at the venues for examinations when those examinations are invigilated by Examinations Branch (See paragraph 9.7 )
(f) distribution of examination scripts to Assistant Examiners, per the Head of Department's allocations of examining duties, together with notes of guidance
(g) second-marking of the assessable work of students who have failed on first marking. (It is the Chief Examiner's responsibility to recall assessable work which needs to be second-marked.) If the Chief Examiner has first marked assessable work, he/she should arrange for an Assistant Examiner to second mark that work
(h) inspection of all applications for special consideration in the subject
(i) collation of all results for assessable work in the subject and moderation of the results
(j) return of final results to the Heads of Department's office
(k) checking the accuracy of the printout of results prior to the meeting of the Board of Examiners
(l) ensuring that examiners are available for student consultations after publication of final results
(m) publication of notices regarding the form of supplementary/deferred examination papers
(n) general superintendence of the supplementary/deferred examination papers
(o) recommendation of award of prizes, if any, in the subject.
12.4 Records to be maintained
These include:
(a) a list of examiners in the subject
(b) copies of the subject outline, reading guides and other in-house teaching materials issued to students in the subject, whether these materials are issued free of charge or are sold
(c) copies of all class tests, assignments etc. set during the teaching period and the weight accorded to each
(d) a register of marks for all assessable pieces of work
(e) copies of the Chief Examiner's written correspondence in relation to the subject
(f) a list of students who have applied for special consideration in the subject
(These applications are held by the relevant administrative officer.)
(g) a list of students who have been awarded special/supplementary/deferred examinations in the subject
(h) copies of official returns of results in the subject
(i) analysis of distribution of grades in the subject. (This analysis can be left until after the results of the supplementary/special examinations are finalised.) A copy of the analysis should be sent to the Head of Department.
12.5 Miscellaneous responsibilities of Chief Examiners
(a) Advice on the appropriateness of awarding credit for subjects completed in other institutions
(b) Liaison with other teachers in the subject
(c) Advice to staff who are new to the teaching of the subject
(d) Dealing with suspected cases of cheating and plagiarism by students
(e) Dealing with student complaints in relation to teaching and assessment in the subject
(f) Ensuring that the subject is reviewed/evaluated as required by Faculty policy.
The Faculty of Business and Economics wishes to thank other faculties within Monash University for assistance when preparing this document with particular thanks to the Faculty of Law.
MAL, 22.11.96
malass
Item 13.7
Education Committee 1/97
5/2/97
GUIDELINES FOR THE CONDUCT AND
RESPONSIBILITIES OF THE BOARD OF EXAMINERS
[ (as amended by Undergraduate Studies Committee on 18/9/96,
Graduate Studies Committee on 20/9/96 and Associate Dean (U/G Teaching) ] Effective
from 1 January 1997
These guidelines should be read in conjunction with the document 'Guidelines for Assessment in Undergraduate Subjects and Responsibilities of Examiners'.
SETTING AND ASSESSMENT OF EXAMINATION PAPERS
Setting of Examination Papers
Assessment of Examination Papers
SUBMISSION OF RESULTS
Even though results will normally be submitted electronically, written approval is required from the Head of Department. After approval by Heads of Departments, Schools etc, results, where possible, together with grade distributions for each subject should be submitted to an examinations officer who will be the Secretary to the Board of Examiners.
Duties of the Secretary to the Board of Examiners
BOARD OF EXAMINERS
The composition and responsibilities of a Board of Examiners as contained in Section 7 of the University Examination Regulations are:
7.1 For each Faculty there shall be a Board of Examiners consisting of the Dean (who shall be chairman), the Associate Dean or Deans (if any), and the chief examiners in the subjects taken by students enrolled in the Faculty, together with such other persons as may be appointed to the Board of Examiners by the Faculty Board of that Faculty or by the Dean of that Faculty.
7.2 Each Board of Examiners shall be responsible for determining the results of the performances of all candidates enrolled in the Faculty, and for transmitting those results to the registrar.
7.3 Each Board of Examiners may advise its Faculty Board on any matter relating to the method of assessment of candidates' performances.
7.4 A Faculty Board may divide its Board of Examiners into sections each with authority to determine results in particular subjects or groups of subjects, or to determine whether a candidate may sit for particular supplementary or special examinations.
Responsibilities
ACADEMIC PROGRESS
Caulfield and Peninsula
Students are generally required to follow the course as structured. Where a subject has not been satisfactorily completed students are required to repeat that subject, if offered, the following semester.
Variation to pre-planned enrolment is only permitted if -
(i) the student has failed a subject and must comply with the policy that they repeat the failed subject in the following semester; or
(ii) a pre-planned subject is not offered in that semester; or
(iii) unresolvable timetable clashes confirmed by the administrative staff necessitate the choosing of another subject.
Clayton
In first-year subjects, progression from first semester into second semester shall not be affected by the results obtained in first semester subjects.
All first-semester subjects will be allowed the normal grades of NS for scores of 40-44
and PII for scores of 45-49. Supplementary or PII grades will be awarded by the Board of
Examiners at its December meeting. In general students cannot progress into the
second-year subjects of a discipline until both first-year subjects of that discipline
have been successfully completed.
Supplementary examinations may be awarded in first year subjects. Students shall be eligible for a maximum of three PII and/or supplementary examination results over the whole of first year.
Students will not be allowed to enrol for a non-compulsory subject more than twice without the prior consent of the head of the teaching department.
Gippsland and Berwick
Students are generally required to follow the course of study as structured.
Core subjects should be studied early in the program because they include introductory subjects to major/sub-major sequences.
Prerequisite rules must be observed.
Failed subjects may be repeated at any time (mindful of prerequisite rules). Elective subjects need not be repeated.
SUPPLEMENTARY ASSESSMENT
Supplementary assessment procedures will vary according to the student's program.
Students who fail a subject, which is the last subject necessary to complete a course of study, and which has been undertaken in the last two semesters, will be given supplementary assessment in the subject provided that they have completed all the work for the subject, have sat the final examination and have obtained a mark of at least forty per cent in the subject.
This provision does not apply to the honours programs.
The final grade awarded to the student for a subject can be no higher than a pass (a mark up to 64).
If a student feels he has a right to a supplementary assessment he should contact the faculty office. Whether or not the mark for this supplementary examination represents that of the original examination or the entire assessment is determined according to Departmental policy, which may differ according to subject and year level.
SPECIAL CONSIDERATION
Special consideration may be granted to students whose performance in an examination or other assessment has been significantly affected by illness or other serious cause. Special consideration applications are referred to the examiners who take the application into account after marking the paper.
Further to the university's regulations on special consideration (Examination regulations, subsection three), the following shall apply to candidates within the Faculty.
1. Applications for special consideration will only be considered when accompanied by appropriate supporting documentation. Refer to the form Application for Special Consideration and/or Deferred Examinations which can be collected from the relevant School administration office.
(a) Where special consideration is sought on medical grounds the application must be accompanied by a medical certificate and should include a statement by the doctor, in the space provided on the form, as to the student's ability to study for and/or undertake the assessment concerned.
(b) Where special consideration is sought after consulting with a counsellor, the application must be accompanied by a letter from the counsellor and should include a statement by the counsellor, in the space provided on the form, as to the student's ability to study for and/or undertake the assessment concerned.
2. Where insufficient documentation is submitted to support the request for special consideration, the student will be informed that additional supporting evidence is required before special consideration can be considered.
3. An application should be submitted -
(a) for examinations, within forty-eight hours after the last examination scheduled for the candidate in accordance with subsection 3.2 of the Examination regulation;
(b) for other pieces of assessment, within forty-eight hours of the deadline for submission of the piece of work.
4. Lack of facility with English is not a reason for special consideration to be granted.
5. In every case where special consideration is warranted at the discretion of the chief examiner it may consist of:
(a) the granting of a higher grade or mark for an individual piece of assessment, at the discretion of the chief examiner when the performance in that piece of work is substantially inconsistent with other work submitted in the subject. This action and all details of the special consideration applied must be reported to the Board of Examiners on the appropriate proforma;
(b) in extreme cases, allowing the student to withdraw from the subject without penalty
6. In cases where special consideration is warranted and it is applied for prior to the completion of the relevant piece of assessment and where the student is deemed by the chief examiner to be unable to complete the assessment by the appointed time, it may also consist of:
(a) the granting of additional time in which to complete a prescribed piece of assessment;
(b) undertaking a special test, deferred test or examination (either written or oral);
(c) setting an additional piece of work to be completed in order to determine the final result for the subject.
7. In cases where special consideration is warranted, and the student is deemed by the chief examiner to have been able to complete the assessment by the appointed time but the final grade for the subject is a fail, it may also consist of an additional assessment.
8. Applications for special consideration are to be lodged at the relevant School administration office, and at the Board of Examiners meeting, the application for special consideration may be taken into account when assessing the student's results as a whole.
TIMING OF SUPPLEMENTARY AND DEFERRED EXAMINATIONS
The official examination period of the University commences at the end of each semester. Supplementary and deferred examinations are usually scheduled after the official examination period and, except by mutual agreement, will be held at each campus during the periods specified in Schedule A given at the end of this document.
UNSATISFACTORY PROGRESS
Students whose progress is considered unsatisfactory will be liable to exclusion from the faculty. Students who are referred to the unsatisfactory progress committee are asked to show cause in writing as to why they should not be excluded. No student will be excluded without being given an opportunity to appear in person before the committee.
The unsatisfactory progress process is governed by Statute 6.2 - Exclusion for unsatisfactory progress and the associated regulations. Within this context it is intended that students be treated equally throughout the faculty in relation to unsatisfactory progress.
Unsatisfactory progress
Unsatisfactory progress in a course is defined as either failure of more than half the workload undertaken in the previous two semesters or failure of a compulsory subject for a second time.
After failing half or more than half of the workload in one semester
A student who fails half or more than half of the subjects undertaken during the previous semester, including part-time study, shall be given a letter of warning and a copy of the policy on unsatisfactory progress, and asked to provide in writing details on how the student intends to improve his or her performance.
Failure of total workload
A student who over the previous two semesters fails their entire workload shall be invited to appear before the Faculty's Unsatisfactory Progress and Exclusion Committee to show cause why he or she should not be excluded.
Probation
A student shall be placed on a probationary enrolment for the following semester if the
student:
A letter will be sent to inform the student of the probationary enrolment and to advise that exclusion from the course shall occur if the student fails more than half of the workload undertaken during the probationary semester or fails a compulsory subject a third time.
End of probationary enrolment
Following a probationary enrolment, one of three possible scenarios may occur:
After exclusion
In accordance with Statute 6.2, after one year of exclusion a student may apply for readmission. If the student has successfully completed university subjects, he or she may apply for readmission with credit for those subjects. While excluded the student may apply to undertake Open Learning subjects; if permitted to re-enrol in the course, the student may seek credit for the Open Learning subjects and such credit shall be at the discretion of the course director.
6 November 1996
a:\exams\bexguid3.doc
Item 14
Education Committee 1/97
5/2/97
The Report of Meeting 5/96 of the Board of the Faculty of Engineering is available only in hard copy
Item 15
Education Committee 1/97
5/2/97
MONASH UNIVERSITY
FACULTY OF SCIENCE
Meeting 6/96 of the Faculty Board of the Faculty of Science held on 4 December 1996 in the Council Room
REPORT TO EDUCATION COMMITTEE
RECOMMENDATIONS
1. New Course: Bachelor of Science, Gippsland Campus
The Board received the proposal from the School of Applied Science to introduce a Bachelor of Science to replace the Bachelor of Applied Science and noted that the relevant proposals for new subjects in second and third year would be presented early in the new year. It was agreed to recommend that the proposal be approved.
[The submission for the BSc, Gippsland campus, has been previously forwarded to the Secretary of the Education Committee.]
2. Amendment to requirements for majors/minors within Bachelor of Science, Clayton campus
The Board agreed to recommend that the requirements for major and minor studies within the Bachelor of Science be amended as set out in the attached document.
Attachment A
3. Bachelor of Science (Environmental): amendment to currently offered subjects
The Board was advised of the need to repackage various subjects to provide for third year subjects in the BSc (Environmental); the currently offered 12 point subjects did not fit the approved course structure which required 6 point subjects for inter- and cross-disciplinary flexibility. The Board would receive full new subject proposals during 1997 but the first cohort of third year students required an interim arrangement.
The Board agreed to recommend that the splitting of current 12 point subjects into 6 point subjects, as set out in the attached memo, be approved for 1997.
Attachment B
PROCEEDINGS
1. Subject Assessment
The Board approved the proposals that:
It was noted that as the 1997 handbook could not be altered at this stage, departments would need to ensure that the above information was included in subject information available at re-enrolment.
2. Contact Hours
The Board approved the proposal that:
3. Computer Science subjects
The Board approved the inclusion of the following subjects in the Schedule of Approved Science Subjects:
CSC2910/3910 Unix Tools
CSC2930/3930 Prolog Programming
CSC2940/3940 LISP Programming
______________________________________
Items 15.1.1 and 15.1.2
Education Committee 1/97
5/2/97
MONASH UNIVERSITY
FACULTY OF SCIENCE
Request for Course Approval
The Faculty of Science Board, at Meeting No. .../..., determined that the following new course should be proposed for consideration by the Education Committee. The Committee's recommendation will be transmitted to the next meeting of the Academic Board.
COURSE NAME: Bachelor of Science
with associated tagged degrees
Bachelor of Science (Biotechnology)
Bachelor of Science (Chemical and Analytical Sciences)
Bachelor of Science (Mathematics, Data Analysis and Modelling)
Bachelor of Science (Resource Management)
FORMAL ABBREVIATION: B Sc
B Sc (Biotech)
B Sc (Chem & Anlyt)
B Sc (Math Modlng)
B Sc (Res Mgt)
REASONS FOR INTRODUCTION OF COURSE:
This proposal is one outcome of the Faculty of Science five year planning process which is currently under way. With the strong support of the Dean, the School of Applied Science proposes to phase out the Bachelor of Applied Science degree and replace it with a Bachelor of Science award. Students will be admitted to the Bachelor of Science course on the Gippsland campus and by Distance Education from the commencement of 1998, and the new B.Sc. will be incorporated into various double awards already approved for the Peninsula, Berwick and Gippsland campuses which currently include the B.App.Sc. degree.
At the same time, the School is moving to significantly rationalise the range of major sequences available in the B.App.Sc. and related awards. Specifically, the thirteen major sequences in the current B.App.Sc. schedule will be replaced with eight discipline areas offering studies through to third level, namely:
Biochemistry Applied Statistics
Chemistry Mathematics
Microbiology Psychology
Resource/Environmental Management Computing
This change involves resting the Applied Physics and Physical Science major sequences, integrating the Applied Chemistry and Chemistry majors into a single discipline (with a reduction in subjects offered) and integrating the Applied Mathematics, Pure Mathematics and Operations Research major sequences into a single Mathematics discipline area (again with a reduction in subjects offered). It is also proposed (subject to discussions with the Department of Psychology) that the current limit of 48 points of psychology creditable to the B.App.Sc. degree be removed so that full professional studies in that discipline become available in this B.Sc. course.
New initiatives by the School for the B.Sc. course include a limited expansion of current offerings in Environmental Science to provide major studies in Resource/Environmental Management, and the offering of an Applied Statistics major where it is proposed to develop the subject offerings in collaboration with statisticians on several campuses of the University and also utilising existing subjects. These initiatives were earlier foreshadowed in the School's five year (1997-2001) plan.
The rationalisations and changes in direction detailed in the above are in large part a response to regional community and professional demand. Consultations have indicated a requirement for the Gippsland campus to offer a program which addresses issues relating to the management of air, land and water resources within a scientific framework. The offering of an Applied Statistics major will support this program and also be relevant to students of psychology, biological and chemical sciences, as well as to students in other Schools including Business and Electronic Commerce and Humanities and Social Sciences.
The four proposed tagged degrees are replacements, with some refocussing as detailed above, for the following existing tagged programs within the B.App.Sc.:
Bachelor of Applied Science (Biological and Medical Sciences)
Bachelor of Applied Science (Biotechnology)
Bachelor of Applied Science (Chemical and Analytical Sciences)
Bachelor of Applied Science (Mathematical Sciences)
Bachelor of Applied Science (Physics and Analytical Science)
The proposed biological sciences-based tagged degree of B.Sc. (Biotechnology) is a replacement for the first two of these programs. It is proposed that there be two strands, directed to medical and industrial applications respectively. Initial responses to the existing B.App.Sc. (Biotechnology) tagged degree indicate that this program may be particularly relevant, and attractive, to fee-paying international students.
OBJECTIVES:
In delivering the Bachelor of Science course the School of Applied Science aims to:
(i) equip graduates with the knowledge, competencies and attitudes that will enable them to pursue careers in scientific and technical settings;
(ii) foster in students an intellectual curiosity as a preparation for lifelong learning;
(iii) develop a high quality, challenging and supportive learning environment appropriate to the needs of both on-campus and distance education students, including international students.
The objectives of the B.Sc. course are to provide students with:
A Knowledge of:
one or more chosen areas of the sciences which may include Chemistry, Biochemistry, Microbiology, Environmental Science, Mathematics, Statistics, Psychology and Computing;
quantitative and qualitative research techniques;
analytical and physical techniques within the chosen areas of the Sciences;
An Understanding of:
the role and impact of the physical and natural sciences in society;
ethics with reference to scientific research and development activity;
the procedures required to plan and manage work systems as well as maintaining quality systems relevant to areas of responsibility;
The Skills to:
think logically and independently to develop, analyse and communicate alternative solutions to problems;
analyse situations, assess and apply an appropriate professional response and evaluate the outcome;
locate and retrieve information in technical and scientific literature from a range of sources, including on-line sources;
communicate scientific and technical knowledge effectively using oral, written or electronic forms;
progress to further study or research training;
effectively communicate, liaise and co-operate with others in a multidisciplinary setting and to work within and contribute to a team;
contribute critically to the development and performance of the workplace organisation;
respond professionally to scientific issues in a changing political environment;
integrate theory drawn from several disciplines and understand its relevance.
The course will encourage the following attitudes in the students:
social awareness and the vision and perspective to integrate and apply practical and conceptual knowledge, learning and analytical skills to the benefit of society;
cultivated positive personal and social values, especially integrity, tolerance, self-discipline and commitment to life-long learning;
a concern for accuracy and the willingness to objectively assess their performance.
METHODS OF TEACHING AND RELATIONSHIP TO OBJECTIVES:
The course has been designed to incorporate subjects which provide key scientific, mathematical and computing skills as well as specialist studies in each area. It will be taught both on-campus and by distance education.
On-campus students will be required to attend combinations of lectures, seminars, laboratory classes, tutorials, workshops and microlab sessions appropriate to the objectives of the individual subjects. First year subjects will combine lectures, tutorials and laboratory classes and provide the theoretical frameworks, methodologies and strategies for inquiry and research upon which second and third year subjects can be built.
In the final stage of their program students will have the opportunity to apply the theoretical knowledge they have gained in a practical setting, by undertaking a significant project. They will also choose from a range of more advanced studies and develop to a greater depth relevant knowledge and skills in selected areas of the sciences.
In most computing subjects and some of the science subjects students interact regularly with staff and other students, including off-campus students, via newsgroups and electronic bulletin boards, and via the Internet. Distance Education students are provided with a range of instructional techniques and opportunities for interaction which support the distance learning mode, including the following:
Interaction, opportunities for effective staff/student consultation and directed learning including weekend schools, residential schools, telephone tutorials, teleconferencing and computer networking. This allows student to student contact as well as contact between staff members and groups of students and provides for interactive learning between on and off-campus students;
Materials, including text books, subject guides, study guides, home laboratory kits (in some science subjects), collections of relevant articles, audio and video materials, computer disks and CD ROMs.
Facilities including libraries, laboratories, regional study centres, computer microlabs, depositories, archives and the extensive range of services provided by the computer centre through NetFace and the Distance Education Centre.
Electronic communication with staff and other students via e-mail and newsgroups.
METHODS OF ASSESSMENT AND RELATIONSHIP TO OBJECTIVES:
To develop the broad range of skills and knowledge identified in the OBJECTIVES section a variety of methods of assessment will be employed, including examinations, laboratory reports, assignments (both written and electronically submitted) and audio/visual presentations using the appropriate media.
Individual subject proposals will provide more specific detail.
STRUCTURE:
To satisfy the requirements for the award of the Bachelor of Science degree, a student must:
(i) Complete at least 144 credit points including between 48 and 60 points of first-level studies and at least 24 points of third-level studies. With the exception of up to 12 points of first-level studies and up to 24 points of upper-level studies (Levels 2 and 3), all subjects must be selected from Schedule B (or be creditable as equivalent subjects).
(ii) Complete two discipline sequences consisting of
either 12 + 16 + 24 points in one discipline area,
across Levels 1, 2, 3 respectively
(other than Computing)
and 28 points in a second discipline area
(including at least 16 points from Levels 2 and 3)
or 12 + 16 + 16 points in one discipline area
and 12 + 16 + 16 points in a second discipline area
(The discipline areas are detailed in Schedule A.)
(iii) Complete
SCS2030 Science and Society (4 points)
SCS2062 Information and Research Methodology (4 points)
At least 6 points of first level mathematics or statistics.
Note: In view of the fact that all subjects offered as part of a computing major by the Gippsland School of Computing and Information Technology have credit value 6 points, it is proposed that the B.Sc. computing major sequence comprise 18 + 12 + 18 points across Levels 1-3. This structure also reflects the fact that upper level computing subjects require three 6-point subjects at first level. A limit of 48 points of computing subjects creditable to the B.Sc. is proposed.
The proposed subject structures for the tagged degrees are detailed in Appendix A.
LENGTH OF COURSE:
Three years full-time or the equivalent in part-time studies (e.g. six years part-time at 50% of average full-time load).
ADMISSION REQUIREMENTS:
VTAC entry applies, with a common intake to first year; upon completion of the first year of studies, students may either continue in the B.Sc. course or seek to transfer to one of the tagged degrees.
Normal University entrance requirements of VCE (or equivalent) with a grade average of D in the following studies: English, Mathematical Methods or Specialist Mathematics and one of Biology, Chemistry, Physics or Psychology at VCE Units 3&4 level.
Mature Age Entry applies.
CREDIT PROVISION:
Students with recognised partial or complete qualifications may be granted advanced standing in line with University and Faculty of Science policies. Such students must complete a minimum of 48 points of Monash studies, including at least 24 points at third level, to be awarded the B.Sc. degree.
Students holding an appropriate TAFE associate diploma qualification may be granted up to 48 points advanced standing (combination of specific credits and unspecified exemption). For holders of the Associate Diploma of Applied Science or Advanced Certificate in Science Laboratory Technology, special transition subjects in first year chemistry and physics are offered to facilitate progression.
WORKLOAD REQUIREMENT:
It is expected that a student would devote approximately twelve hours of study per week, on average, to a subject of 6 points credit value. This time allocation includes scheduled classes for on-campus students.
For a 6 point semester length first level subject, typical class contact hours are as follows:
Biological, Chemical, Physical Sciences:
3 hours lectures, 1 hour tutorial, 2 hours laboratory
Mathematical Sciences:
3 hours lectures, 1-2 hours tutorial/laboratory
Psychology:
3 hours lectures, 3 hours laboratory/tutorial
For an 8 point upper level subject, typical class contact hours are as follows:
Biological, Chemical, Physical Sciences:
4 hours lectures, 4 hours laboratory
Mathematical Sciences:
4 hours lectures, 1 hour tutorial
(or 2 hours lectures, 1 hour tutorial for a 4 point subject)
For a 6 point upper level psychology subject, typical class contact hours are 3 hours lectures, 3 hours laboratory/tutorial.
LIBRARY APPROVAL:
The Library Impact Statement has been approved by the Associate Librarian, Gippsland Branch Library, and is attached as Appendix B.
Note: The additional library resources required for the expanded offerings in Applied Statistics and Environmental/Resource Management will be able to be covered by redirection of the existing library funding for the School of Applied Science. The Gippsland Branch Library already has reasonable holdings to support undergraduate-level studies in both fields.
COMPUTER CENTRE REQUIREMENTS:
As for the existing B.App.Sc. course. No additional resources are required. Existing network licences for statistical software will be sufficient for the offering of the Applied Statistics discipline.
RESOURCE REQUIREMENTS:
The proposed course does not increase requirements for teaching space or laboratory facilities. In fact there will be some reduction in requirement for physics laboratory facilities, but these will still be well utilised for first-year and inter-Faculty teaching (engineering and health sciences).
INTER-FACULTY INVOLVEMENT:
The Faculty of Computing and Information Technology teaches the subjects offered in the Computing and Information Technology area (see Schedule A). The associated EFTSU taught load is not expected to differ significantly from that for the current B.App.Sc.
TEACHING CAMPUS AND MODE OF OFFERING:
Gippsland campus or distance education.
Related double degrees/double awards will be offered on the Berwick and Peninsula campuses as replacements for currently approved programs incorporating the B.App.Sc. (These double awards are covered by separate, later proposals.)
For distance education students there are residential school requirements for most laboratory science and some psychology subjects. Upper level laboratory science subjects taken by DE typically involve a five day residential school at the Gippsland campus.
Computing and Information Technology and some other subjects require DE students to have access to a personal computer, modem, printer and Internal service provider.
FEE STRUCTURE:
For Australian residents this course will be offered within approved Faculty of Science quotas.
International students will be accepted on a full-fee paying basis; as a guide the 1997 full-time fee for the existing B.Sc. and B.App.Sc. is $13,500.
PROPOSED DATE OF INTRODUCTION:
First semester, 1998, with inclusion of the new course in the VTAC Guide if feasible.
ANTICIPATED ENROLMENT:
The existing B.App.Sc. course load would be progressively transferred to the new program. Also, it is anticipated that some or all of the B.Behav.Sc. load will be transferred to the B.Sc. when it is phased out.
The Faculty has made an application to the Office of the Deputy Vice-Chancellor for additional load in 1998 for the Resource Management initiative.
The provisional commencing load for the course in 1998 is approximately 70 EFTSU, comprising 35 full-time on campus students and 70 part-time distance education students (excluding psychology, double awards incorporating B.Sc. and any additional load approved for the Resource Management tagged degree).
LEGISLATION/STATUTES AFFECTED:
It is anticipated that the current B.Sc. regulations are sufficiently flexible to encompass the proposed course. The Faculty Registrar (Science) will be able to advise in this area.
Schedule A
Discipline areas with individual subjects available in the
B.Sc. - Gippsland campus and Distance Education
(Subject codes are provisional at this stage.)
Biochemistry
First level SCS1185.06 Cell Biology
SCS1186.06 Biology of Mammalian Systems
Second level SCS2141.08 Biochemistry
SCS2142.08 Cellular Metabolism
Third level SCS3141.08 Medical Aspects of Cell Biology
SCS3142.08 Molecular Biology and Biotechnology
Chemistry (+ compulsory for major)
First level SCS1281.06+ Chemical Science
SCS1282.06+ Chemistry
Second level SCS2253.08+ Physical and Inorganic Chemistry
SCS2254.08+ Organic and Biocoordination
Chemistry
SCS2275.04 Instrumental Techniques
SCS2276.04 Chemical Analysis and Chromatography
Third level SCS3253.04+ Advanced Chemical Principles
SCS3254.04+ Chemistry of New Materials
SCS3255.04 Biotransformations and Natural
Products
SCS3275.04 Physical and Spectroscopic Analysis
SCS3276.04 Advanced Elemental Analysis
SCS3011.04 Atmospheric Processes
(Major also requires SCS3082.04 and SCS3030.04)
Microbiology
First level SCS1185.06 Cell Biology
SCS1186.06 Biology of Mammalian Systems
Second level SCS2123.04 Introductory Microbiology
SCS2124.04 The Microorganisms
SCS2125.04 Microbial Cell Function
SCS2126.04 Environmental Microbiology
Third level SCS3122.08 Medical Microbiology
SCS3123.04 Public Health Microbiology
SCS3124.04 Food Microbiology
SCS3125.04 Industrial Microbiology
Resource/Environmental Management
First level SCS1011.06 Environmental Science 1:
The Dynamic Environment
SCS1281.06 Chemical Science
Second level SCS2011.08 Conservation of Bio-resources
SCS2012.08 Environmental Science 2:
Resource Management Issues
Third level SCS3011.04 Atmospheric Processes
SCS3012.04 Atmospheric Issues
SCS3013.04 Soil Science
SCS3014.08 Environmental Management
SCS3015.04 Forest Management
SCS3016.04 Resource Management - Natural Areas
Applied Statistics (+ compulsory for major)
First level SCS1632.06+ Applied Statistics 1
SCS1613.06 Mathematics 1A or
SCS1601.06 Basic Mathematics
Second level SCS2632.08+ Applied Statistics 2
SCS2633.04+ Robust and Nonparametric Methods
SCS2634.04+ Design and Analysis of Sample
Surveys
SCS2631.08 Statistical Models and Inference
Third level SCS3633.08+ Applied Multivariate Data Analysis
SCS3634.08 Design and Analysis of Experiments
SCS3751.08 Forecasting
Mathematics (+ compulsory for major)
First level SCS1613.06+ Mathematics 1A
SCS1614.06 Discrete Mathematics
SCS1615.06+ Mathematics 1B
Second level SCS2612.04 Functions of Several Variables
SCS2613.04 Linear Algebra
SCS2614.04 Mathematical Structures
SCS2622.04 Numerical Methods
SCS2624.04 Mathematical Modelling A
SCS2625.04 Methods of Applied Mathematics
SCS2711.08 Linear and Integer Programming
SCS2713.04 Applied Probability Models
Third level SCS3612.04 Applied Modern Algebra
SCS3613.04 Complex Analysis
SCS3614.04 Combinatorics
SCS3621.08 Differential Equations
SCS3622.04 Mathematical Modelling B
SCS3711.04 Simulation
SCS3715.08 Sequential Decision Models
Psychology To be developed by Department of Psychology.
Computing (Limit of 48 points - major sequence consists of 18 + 12
+ 18 points, with compulsory subjects marked +)
First level GCO1811.06+ Computer Programming 1
GCO1812.06+ Computer Programming 2
GCO1815.06+ Computer Technology
Second level GCO2812.06+ Computer Organisation
GCO2814.06+ Operating Systems
Third level Three subjects from:
GCO3812.06 Data Communications and Networks 1
GCO3813.06 Unix Systems Programming
GCO3815.06 Artificial Intelligence
GCO3817.06 Computer Graphics
GCO3822.06 Multimedia Concepts and Applications
GCO3824.06 Data Communications and Networks 2
Schedule B
List of Subjects creditable to B.Sc. - Gippsland campus and Distance Education
All subjects listed in Schedule A and in addition:
Core subjects: SCS1062.03 Communication and Methods in Science
SCS2030.04 Science and Society
SCS2062.04 Information and Research Methodology
Bridging subjects: SCS1080.06 Basic Physical Science
(Permission of SCS1601.06 Basic Mathematics
course
adviser required.)
TAFE transition
subjects: SCS1202.06 Chemistry
(Permission of SCS1302.06 Physics
course
adviser required.)
First level SCS1383.06 Physical Science
physics:
SCS1384.06 Physics
Human Biosciences: SCS1095.06 Chemistry for Biology
SCS2117.04 Physiological Communication
SCS2118.04 Physiological Function
Project-based SCS3062.08 Applied Research Project
subjects: SCS3619.08 Mathematical Sciences Project
(one may be
included in course)
Supporting SCS3082.04 Computer Control and Instrumentation
Laboratory
Science subjects: SCS3030.04 Laboratory and Workplace Management
Terminal computing GCO1831.03 Introduction to Computing
subject:
Appendix A
B.Sc.(Biotechnology)
This laboratory based program is, of necessity, an inter-disciplinary course, with a core of basic science including biochemical and microbiological techniques. Two strands are offered, in medical biotechnology and industrial biotechnology.
In the medical strand, students also undertake studies in physiology, before considering the biochemical basis of disease, infectious disease, immunology and immunopathology, epidemiology and diagnostics. This strand is attractive to students interested in medical aspects of biology. Graduates will find employment in areas such as: medical and veterinary research, pathology laboratories, quality control and teaching; or may move on to further study.
The industrial stand incorporates a core which covers recombinant DNA technology, natural products chemistry, principles of modern instrumentation, experimental design and data analysis. Links with regional industries enable final year students to participate in directed biotechnological research in their applied research project. Additional subjects may be selected from relevant areas such as environmental science, computing and statistics. Graduates may be employed in areas as diverse as: agriculture, mining, environmental and waste management, production of chemicals and pharmaceuticals, food processing, medical research; or may move on to further study.
Proposed sequence of subjects
First year study program for students planning to enter this course in
second year:
SCS1185 Cell Biology 6 points
SCS1186 Biology of Mammalian Systems 6 points
SCS1281 Chemical Science 6 points
SCS1282 Chemistry 6 points
SCS1383 Physical Science 6 points
SCS1011 Environmental Science 1 6 points
Mathematics/Statistics 6 points
Computing (minimum requirement) 3 points
Elective studies 3 points 48 points
Medical Strand:
Level 2
SCS2123 Introductory Microbiology 4 points
SCS2124 The Microorganisms 4 points
SCS2125 Microbial Cell Function 4 points
SCS2141 Biochemistry 8 points
SCS2142 Cellular Metabolism 8 points
SCS2117 Physiological Communication 4 points
SCS2118 Physiological Function 4 points
SCS2275 Instrumental Techniques 4 points
SCS2276 Chemical Analysis & 4 points
Chromatography
SCS2062 Information & Research 4 points 48 points
Methodology
Level 3
SCS3123 Public Health Microbiology 4 points
SCS3122 Medical Microbiology 8 points
SCS3141 Medical Aspects of Cell Biology 8 points
SCS3142 Molecular Biology & 8 points
Biotechnology
SCS3030 Laboratory & Workplace 4 points
Management
SCS2030 Science and Society 4 points
Elective studies 12 points 48 points
Industrial Strand:
Level 2
SCS2123 Introductory Microbiology 4 points
SCS2126 Environmental Management 4 points
SCS2141 Biochemistry 8 points
SCS2275 Instrumental Techniques 4 points
SCS2276 Chemical Analysis & 4 points
Chromatography
SCS2062 Information & Research 4 points
Methodology
SCS2030 Science and Society 4 points
Elective studies 16 points 48 points
Level 3
SCS3124 Food Microbiology 4 points
SCS3125 Industrial Microbiology 4 points
SCS3142 Molecular Biology and 8 points
Biotechnology
SCS3255 Biotransformations and Natural 4 points
Products
SCS3030 Laboratory & Workplace 4 points
Management
SCS3082 Computer Control & 4 points
Instrumentation
SCS3062 Applied Research Project 8 points
Elective studies 12 points 48 points
B.Sc.(Chemical and Analytical Sciences)
This course prepares graduates for careers in chemistry with a special focus on analytical chemistry, modern instrumentation and analytical applications in industry and research.
It also provides the flexibility for students to select additional studies in chemistry as well as complementary studies in biochemistry, environmental science, microbiology, mathematics and statistics, operations research and computing. Graduates are well prepared for careers in industry, the government sectors or for continuation to further study.
Proposed sequence of subjects
First year study program for students planning to enter this course in
second year:
SCS1281 Chemical Science 6 points
SCS1282 Chemistry 6 points
SCS1383 Physical Science 6 points
SCS1185 Cell Biology
or
SCS1011 Environmental Science I 6 points
Mathematics/Statistics 6 points
GCO1831 Introduction to Computing 3 points
SCS1062 Communication & Methods in 3 points
Science
Electives 12 points 48 points
Level 2
SCS2253 Physical and Inorganic Chemistry 8 points
SCS2254 Organic & Biocoordination 8 points
Chemistry
SCS2275 Instrumental Techniques 4 points
SCS2276 Chemical Analysis & 4 points
Chromatography
SCS2062 Information & Research 4 points
Methodology
SCS2030 Science and Society 4 points
Electives 16 points 48 points
Level 3
SCS3253 Advanced Chemical Principles 4 points
SCS3254 Chemistry of New Materials 4 points
SCS3275 Physical & Spectroscopic 4 points
Analysis
SCS3276 Advanced Elemental Analysis 4 points
SCS3082 Computer Control & 4 points
Instrumentation
SCS3030 Laboratory & Workplace 4 points
Management
Plus 8 points from SCS3255,
SCS3141, SCS3142,
SCS3011, SCS3012 8 points
Electives 16 points 48 points
B.Sc.(Mathematics, Data Analysis and Modelling)
This course provides a grounding in the mathematical, statistical and operations research techniques relevant to modelling and problem analysis. In third year there is scope to vary the focus within the mathematical sciences. The core computing content can be expanded into a major sequence if desired.
Proposed sequence of subjects
First year study program for students planning to enter this course in
second year:
SCS1613 Mathematics 1A 6 points
SCS1614 Discrete Mathematics 6 points
SCS1615 Mathematics 1B 6 points
SCS1632 Applied Statistics 1 6 points
GCO1811 Computer Programming 1 6 points
GCO1815 Computer Technology 6 points
Electives 12 points 48 points
Level 2
SCS2612 Functions of Several Variables 4 points
SCS2622 Numerical Methods 4 points
SCS2624 Mathematical Modelling A 4 points
plus at least eight points from 8 points
Mathematics discipline (second
level)
SCS2632 Applied Statistics 2 8 points
Either
SCS2633 Robust and Nonparametric Methods
SCS2634 Design & Analysis of Sample
Surveys
or 8 points
SCS2631 Statistical Models and Inference
SCS2030 Science and Society 4 points
SCS2062 Information & Research 4 points
Methodology
Electives 4 points 48 points
Level 3
Either at least 16 points at third level from each of the Mathematics and
Applied Statistics discipline areas
or at least 24 points at third level in one of those discipline areas
Electives (16-24 points) including option of SCS3619 Mathematical
Sciences Project. 48 points
B.Sc.(Resource Management)
Management of natural resources is becoming an ever-important issue in modern society. The core subjects of this program are selected to alert students to the issues of resource management, and to provide them with a wide range of analytical, monitoring, and management skills. Since, by its nature, resource management is a multi-disciplinary study, the program provides scope for a number of elective subjects which may be selected from other disciplines of science and mathematics, or from relevant studies in computing, business management, communication, tourism, economics, sociology, or engineering.
Proposed sequence of subjects
Level 1
SCS1011 Environmental Science 1 6 points
SCS1185 Cell Biology 6 points
SCS1281 Chemical Science 6 points
SCS1282 Chemistry 6 points
SCS1383 Physical Science 6 points
GCO1831 Introduction to Computing 3 points
SCS1062 Communication & Methods in 3 points
Science
Mathematics/Statistics 6 points
Level 2
SCS2012 Environmental Science 2 8 points
SCS2011 Conservation of Bio-resources 8 points
SCS2123 Introductory Microbiology 4 points
SCS2275 Instrumental Techniques 4 points
SCS2062 Information & Research 4 points
Methodology
SCS2126 Environmental Microbiology 4 points
SCS2276 Chemical Analysis & 4 points
Chromatography
SCS2030 Science and Society 4 points
Level 3
SCS3011 Atmospheric Processes 4 points
SCS3012 Atmospheric Issues 4 points
SCS3013 Soil Science 4 points
SCS3014 Environmental Management 8 points
SCS3015 Forest Management 4 points
SCS3016 Resource Management - Natural 4 points
Areas
SCS3276 Advanced Elemental Analysis 4 points
Electives 30 points 144 points
Appendix B
Monash University
New course proposal
Library Impact Statement
This form must be completed in consultation with the Library and submitted to the Education Committee/Academic Board when approval is sought for new course/subject proposals or course/subject amendment proposals.
1 Name of course: Bachelor of Science
2 School proposing: School of Applied Science,
Faculty of Science
3 Other Faculty/Department/School Gippsland School of Computing and
participation: Information Technology for computing
discipline
4 Anticipated student numbers:
a) on-campus: 35 EFTSU new to course in 1998
b) off-campus 35 EFTSU new to course in 1998 (both
excluding psychology and double awards)
c) Berwick/Study Centres -
5 Expected number of titles on This will be detailed in each individual
recommended reading list: subject proposal.
6 Expected annual cost of current See 5.
monograph titles:
7 Expected cost of older titles, including See 5.
standard works and reference books, required:
8 Expected cost of journals, including subject
indexes and databases on CD-ROM, required:
a) Annual cost of subscriptions: $1,000 p.a. for new serials titles in
environmental & resource management
b) Cost of backsets: Nil, because have access to Monash
library resources.
9 Expected annual cost of on-line access In line with current levels of usage by
for databases: B.App.Sc. students.
10 Would the new course/subject result in any No additional staff costs for library.
additional staff costs for the library, e.g.
would language specialists be needed to
acquire, process and catalogue material?
11 Can the cost of the above purchases and Yes, but see also 12.
services be accommodated within the normal
level of expenditure by the School on Library
materials?
12 Is outside funding available and if so, what An application for $25,000 funding to
proportion has been allocated to meet the develop the Resource Management
demands placed on the Library? tagged degree has been made. This has
the support of the Dean of Science.
13 If no additional funds are available, is there The resting of the Applied Physics major
an existing area where expenditure may be will make possible some reallocation of
cut to allow provision for this new course/ expenditure to the Environmental /
subject? Resource Management area.
14 Further comments:
The Bachelor of Science course replaces the Bachelor of Applied Science course from 1998. The changes in direction within the course are detailed in the Course Approval document. The additional library resources for the Resource / Environmental Management and Applied Statistics offerings will be able to be covered from normal budget allocations and development funding detailed above.
........................................................... ..........................................................
Signed on behalf of the School Signed on behalf of the Library
Date: Date:
Item 15.1.3
Education Committee 1/97
5/2/97
Attachment A
MONASH UNIVERSITY
Faculty of Science
MEMORANDUM
To: Ms Randi Brooks
Executive Officer Education Committee
From: Associate Professor Neil Cameron
Associate Dean (Teaching)
Date: 5 December 1996
The following has been agreed to by our Faculty Board at its meeting of 4 December 1996.
A major/minor terminology will be incorporated into the Bachelor of Science degree structure, reflecting present course requirements (but allowing for a few more examples of viable programs). It is believed that the description of what is required in order to be awarded the degree will be much easier to understand for students and staff alike.
The structure ensures that every candidate maintains a route to the Honours degree right up to the end of third year but continues to allow also for a broad science education appropriate to candidates who do not necessarily intend to pursue a research-oriented science career.
It has obvious similarities to the Bachelor of Arts and other degree structures. The structure allows for up to 60 points at first-year level to be fully credited (in line with policy confirmed by the Education committee), unlike the present discounted 56 points for the same work.
A MINOR sequence in a discipline comprises at least 28 points including at least 16 points from second-year level and third-year level subjects.
A MAJOR sequence (at least 52 points) in a discipline (or deemed discipline) comprises three successive parts, being a first-year (12-point) sequence followed by a set of second-year level subjects totalling at least 16 points then a set of third-year level subjects totalling at least 24 points.
A LINKED-MAJOR package (at least 88 points) in a linked pair of disciplines comprises two sequences, one in each discipline (each at least 44 points) that comprises three successive parts, being a first-year (12-point) sequence followed by a set of second-year level subjects totalling at least 16 points then a set of third-year level subjects totalling at least 16 points.
Notes:
There is no intention of replacing our highly successful double majors by the linked-major package (which is essentially interdisciplinary in nature).
It is recognised that such disciplines might have a common stem, for example Chemistry CHM1011 &1022 might be a common first-year sequence for major sequences in both Biochemistry and Microbiology.
This then leads to the following simple Course requirements:
A candidate for the degree must include subjects to the value of at least 144 points, including:
two major sequences
or
a major sequence and a minor sequence
or
a linked-major package.
Item 15.2
Education Committee 1/97
5/2/97
Attachment B
MONASH UNIVERSITY
Faculty of Science
MEMORANDUM
To: Ms Randi Brooks
Executive Officer
Education Committee
From: Associate Professor Neil Cameron
Associate Dean (Teaching)
Date: 19 December 1996
The course for the interdisciplinary tagged degree BSc(Environmental) will have third-year level students for the first time in first semester 1997.
It was essential that there would be available a broad collection of relevant six-point third-year level subjects, achieved by restructuring established components of current twelve-point subjects, namely Botany BOT3011 and BOT3022 and Zoology ZOO3011 and ZOO3022. Because the working party moved on to development of proposals for a new four-year degree of Bachelor of Environmental Science it did not attend in time to the restructuring needed within the tagged degree.
Detailed subject proposals are in the process of going through the approval process to replace from 1988 the above twelve-point subjects BOT3011, BOT3022, ZOO3011 and ZOO3022 with the corresponding six-point component subjects. For now we need these six-point subjects to be available but in 1997 only for the few candidates (about 20) at third-year level in the BSc(Environmental) degree course. This has been agreed to by our Faculty Board at its meeting of 4 December 1996.
These six-point subjects are
BIO3011 Research methods in biology
BIO3022 Community ecology
BIO3031 Aquatic ecology
BIO3042 Mammalian biology
BIO3052 Animal behaviour
BIO3061 Marine botany
BIO3072 Animal eco-physiology
BIO3082 Plant eco-physiology
BIO3092 Ecology and evolution of the Australian flora
Complete Handbook-style entries have been prepared and are attached for information. Please note that these are the same components as currently combine in pairs to produce the current twelve-point subjects listed above.
env3.doc
Item 15.2
Education Committee 1/97
5/2/97
MONASH UNIVERSITY
FACULTY OF SCIENCE
Department of Ecology and Evolutionary Biology
MEMORANDUM
TO: Professor RW Davies
Dean, Faculty of Science
FROM: Professor M N Clayton
Head of Department
DATE: 20 November 1996
SUBJECT: Third year 6-point subjects
The Department of Ecology and Evolutionary Biology currently offers four, 12-point third-year subjects comprising two major sequences: BOTANY (BOT3011 and BOT3022) and ZOOLOGY (ZOO3011 and ZOO3022). For each subject, students select 2 units from those listed for the respective subjects below.
BOT3011 (select 2 from) ZOO3011 (select 2 from)
Research Methods in Biology Research Methods in Biology
Marine Botany Mammalian Biology
Aquatic Ecology
BOT3022 (select 2 from) ZOO3022 (select 2 from)
Ecology and Evolution of Australia Animal Behaviour
Flora Animal Eco-physiology
Community Ecology Community Ecology
Plant Eco-physiology
For 1997 and BSc (Environmental) students ONLY, we would like to replace the four, 12-point subjects with the following 6-point subjects as set out in the schedule below. These new 6-point subjects are the same as those discrete units now offered and as such do not represent new subjects.
The proposed changes will provide a choice of appropriate 6-point subjects for BSc (Environmental) designated degree students (as currently listed in the handbook) while additionally allowing them greater opportunity to 'colour' their environmental course with additional plant and animal science subjects.
The department is currently restructuring and rationalising our entire third year offerings for 1998. Full subject proposals are being prepared for submission to Education Committee in early 1997.
Professor MN ClaytonItem 15.2
Education Committee 1/97
5/2/97
Amended entry for 1997 Handbook - BSc (Environmental) students only
BIO3011
Research methods in biology
Dr Gerry Quinn
6 points • First semester • Clayton • Prerequisite: 12 points at second year level from subjects offered by the Department of Ecology and Evolutionary Biology • Recommended: MAT1060
Objectives On completion of this subject students will understand the basic principles underlying the philosophy of science, understand and develop critical, analytical skills in writing and assessing scientific papers and reports and interpretation of biological data. Students will develop and become familiar with design and analysis of experiments particularly within the content of biology.
Synopsis This subject deals with the philosophy of science, writing and assessing scientific papers and reports, and the analysis and interpretation of biological data with particular emphasis on the design and analysis of experiments. Students wishing to take BIO4000 (Honours) are expected to do this subject.
Assessment Examination (2.5 hours): 70% • Practical work/Projects • 30%
Prescribed texts
Quinn G P and Keough M J Experimental design and analysis for biologists Monash University, 1997
BIO3061
Marine botany
Professor Margaret Clayton
6 points • First semester • Clayton • Prerequisite: 12 points at second year level from subjects offered by the Department of Ecology and Evolutionary Biology
Objectives Students will gain a basic knowledge of the diversity of marine plant life. At the end of the course students should understand the basic physiological processes underlying the growth and productivity of marine algae and appreciate the various levels of ecological interaction between marine plants and their environment.
Synopsis This subject deals with the biology of marine plants. Lectures give special emphasis to the diversity, ecology and ecophysiology of marine algae and the environments in which they live. There is a five-day field course held at the Queenscliff Marine Station during orientation week. The field course concentrates on practical skills such as: planning and conducting experiments, laboratory techniques, and identification and microscopic examination of marine algae.
Assessment Examination (2.5 hours): 60% • Practical work/Projects • 40%
Recommended texts
Anderson J W and Beardall J Molecular activities of plant cells Blackwell, 1991
Clayton M N and King R J Biology of marine plants Longman Cheshire, 1990
BIO3081
Plant eco-physiology
Dr Don Gaff
6 points • Second semester • Clayton • Prerequisite: 12 points at second year level from subjects offered by the Department of Ecology and Evolutionary Biology • Recommended : BOT2031
Objectives Students will gain a basic knowledge of the physiological processes underlying plant responses to the environment, particularly stress tolerance (drought, temperature and salinity), and processes involved in reproduction, tropism, wounding and biotic interactions.
Synopsis This subject offers a detailed treatment of the mechanisms underlying plant responses to the environment, stress tolerance, flower induction, plant hormones, tropism, wounding and biotic interactions.
Assessment Examination (2.5 hours): 60% • Practical work/Fieldwork • 40%
Prescribed texts
Salisbury F B and Ross C W Plant physiology 4th edn, Wadsworth, 1992
or
Taiz L and Zeiger E Plant physiology Benjamin-Cummings, 1991
BIO3092
Ecology and evolution of the Australian flora
Dr Jenny Read
6 points • Second semester • Clayton • Prerequisite: 12 points at second year level from subjects offered by the Department of Ecology and Evolutionary Biology including BIO2022, BOT2031, BOT2042
Objectives At the end of this course students will know the major characteristics of the main Australian vegetation types. They will understand the basic ecological and historical processes influencing the characteristics of the vegetation types and their component species, and appreciate the complexity of interactions occurring within the plant environment. They will be familiar with the types of methods available to quantify vegetation parameters.
Synopsis This course focuses on the factors influencing the distribution, composition and structure of Australian plant communities, and the characteristics of the component plant species. The role of both contemporary environmental and historical factors (over geological and ecological time scales) will be discussed. Methods of quantifying community parameters will be discussed in both lectures and field courses. There is a single day excursion to the Central Highlands and a six-day excursion to Wyperfeld National Park. The field projects provide practical experience of the methods and ecological principles covered in the lecture course.
Assessment Examination (2.5 hours): 60% • Practical work/Projects • 40%
Prescribed text
Groves R H Australian vegetation 2nd ed. CUP, 1994
BIO3022
Community Ecology
Dr Ralph MacNally
6 points • Second semester • Clayton • Prerequisite: 12 points at second year level from subjects offered by the Department of Ecology and Evolutionary Biology • Corequisite BIO3011
Objectives This course will provide students with a grounding in contemporary thought on the structure and function of ecological communities. At the end of the course students will have an integrated view of ecology, one emphasising common ideas from both botany and zoology. Students will gain knowledge in the course that will be continuing value for those proceeding on to careers as professional ecologists, natural resource managers and environmental consultants.
Synopsis This subject focuses on the interactions between species, and involves study of factors important in controlling local and biogeographic patterns of diversity. It considers patterns and processes within communities in relation to the development of ideas in community ecology, and integrates zoological and botanical concepts.
Assessment Examination (2.5 hours): 60% • Practical work/Fieldwork • 40%
Recommended text
Putman R J Community Ecology Chapman and Hall, 1994
BIO3041
Mammalian biology
Dr John Nelson
6 points • First semester • Clayton • Prerequisite: 12 points at second year level from subjects offered by the Department of Ecology and Evolutionary Biology
Objectives This course will provide students with an introduction to and overview of the mammalian fauna of Australia. On completion students will gain knowledge concerning the unique standing of Australian mammals in relation to the world's other mammals, develop skills and become familiar with the methods used to assess population viability and understand and appreciate the kinds of information that is required to assess management status.
Synopsis This subject examines the mammalian fauna of Australia, in relation to the worlds mammalian fauna, various areas of research on mammals, the methods that are used to assess population viability and the kinds of information that is needed to assess management status of species. The practical component involves a five-day field trip in February to the Strathbogie plateau as well as two practical classes..
Assessment Examination (2.5 hours): 50% • Practical work/Fieldwork • 50%
BIO3031
Aquatic ecology
Dr Gerry Quinn
6 points • First semester • Clayton • Prerequisite: 12 points at second year level from subjects offered by the Department of Ecology and Evolutionary Biology including ZOO2031 or by permission of head of department • Corequisite: BIO3011 • Recommended: ZOO2042
Objectives At the end of the course students will have gained an understanding of the ecological dynamics of aquatic ecosystems, an appreciation of the role of humans in disturbing and exploiting aquatic ecosystems and develop the skills to design, carry out and write-up ecological investigations in aquatic habitats.
Synopsis This subject deals with marine and freshwater ecosystems; particular emphasis is placed on the structure and dynamics of communities of coastal marine habitats, estuaries, lakes, wetlands and streams, including the impact of humans. The practical component can be done either as a six-day field course at Queenscliff Marine Station in February or as equivalent time in the laboratory and on excursions during semester.
Assessment Examination (2.5 hours): 60% • Practical work/Fieldwork/Project work • 40%
BIO3052
Animal behaviour
Dr Paul Bailey
6 points • Second semester • Clayton • Prerequisite: 12 points at second year level from subjects offered by the Department of Ecology and Evolutionary Biology
Objectives. At the completion of this course students will gain an understanding and appreciation of the way that animals behaviourally interact with their environment and the survival value of such behaviour regarding foraging, defence and the evolution of mating systems. Students will understand the development and implications of social organisation in animals as well as gaining knowledge concerning the neural mechanisms underlying behaviour and their development. Students will gain an understanding of the design of experiments and various techniques used to observe animal behaviour in both the field and laboratory setting.
Synopsis This subject consists of two parts; the first examines the ecological implications of animal behaviour regarding foraging and defence, social organisation and its implications, and the evolution of mating systems; the second part examines neural mechanisms of behaviour and their development.
Assessment Examination (2.5 hours): 50% • Practical work/Project work • 50%
Prescribed texts
Krebs J R and Davies N B An introduction to behavioural ecology 3rd edn, Blackwell, 1993
BIO3072
Animal eco-physiology
Dr John Baldwin
6 points • Second semester • Clayton • Prerequisite: 12 points at second year level from subjects offered by the Department of Ecology and Evolutionary Biology including ZOO2031 and ZOO2042
Objectives Students will gain a basic knowledge of the functional organisation of animals at the physiological and biochemical level. At the completion of the course students will understand and appreciate the ways in which these biochemical and physiological systems are adjusted to function throughout the wide range of environments in which animals live.
Synopsis This subject covers the functional diversity of animals at the physiological and biochemical level, stressing adaptations covering the range from molecules to the whole organism. Topics include gas exchange, circulation, energy metabolism, osmoregulation, sensory physiology, and the influence of environmental photoperiod, temperature and pressure.
Assessment Examination (2.5 hours): 60% • Practical work • 40%
Prescribed text Withers P C Comparative animal physiology Saunders College Publishing, Orlando, 1992
Item 16.1.1
Education Committee 1/97
5/2/97
HANDBOOK ENTRY
SUBJECT CODE:
MCC413.
SUBJECT NAME:
Basic Quantitative Structure-Activity Relationships.
SUBJECT CO-ORDINATOR:
Dr E J Lloyd (VCP, Monash University).
OBJECTIVES:
By the end of this subject, the student will:
SUBJECT SUMMARY:
This subject provides an introduction to the basic concept of a quantitative structure-activity relationship (QSAR) by describing the main parameters used to quantify physical properties in terms of the general concepts of electronic, steric and hydrophobic effects, and by describing how valid, multiple linear regressions are obtained from a variety of data sets.
METHODS OF ASSESSMENT AND RELATIONSHIP TO OBJECTIVES:
Students will be expected to:
Assessment weightings for the subject are given in brackets as a percentage for the subject.
READING LISTS:
Recommended reading:
Exploring QSAR-Fundamentals and Applications in Chemistry and Biology, C. Hansch and A. Leo, (American Chemical Society, 1995).
Exploring QSAR-Hydrophobic, Electronic, and Steric Constants, C. Hansch, A. Leo and D. Hoekman, (American Chemical Society, 1995).
Data Analysis for Chemists-Applications to QSAR and Chemical Product Design, D. Livingstone, (Oxford University Press, 1995).
Item 16.1.2
Education Committee 1/97
5/2/97
HANDBOOK ENTRY
SUBJECT CODE:
MCC414
SUBJECT NAME:
Ab Initio Quantum Chemistry
SUBJECT CO-ORDINATOR:
Assoc Prof B J Salter-Duke (Northern Territory University).
OBJECTIVES:
On completion of this unit, students will:
SUBJECT SUMMARY:
This unit will provide a broad background to the use of ab initio molecular orbital methods. The emphasis is on how and when to apply the methods and gaining a critical appreciation of the reliability of results obtained in different situations. The unit will also cover the basic theory of all methods and the choice of basis sets. Methods will include Hartree-Fock theory and Moller-Plesset perturbation theory to order two for both closed and open shell systems used for geometry optimisation, prediction of harmonic frequencies along with i.r. intensities and Raman activities, and general molecular properties. A significant number of real calculations will be carried out and interpreted using a "forms" interface from the WWW to ab initio packages on a NTU computer.
METHODS OF ASSESSMENT:
Students will be expected to:-
Assessment weightings for the subject are given in brackets as a percentage for the subject.
READING LISTS:
Various key readings will be distributed as a booklet to all students
The following list gives suggested books only. There are many alternatives and students will be advised of these as the subject proceeds.
Reviews in Computational Chemistry, Volumes 1-9, K. B. Lipkowitz and D. B. Boyd (Editors). (VCH, 1990-1996).
Ab initio Molecular Orbital Theory, W. J. Hehre, L. Radom, P. v. R. Schleyer and J. A. Pople. (Wiley, 1986).
A Handbook of Computational Chemistry: A Practical Guide to Chemical Structure and
Energy Calculations, T. Clarke. (Wiley, 1985).
Experiments in Computational Chemistry, W. J. Hehre, L. D. Burke, A. J. Shusterman and W. J. Pietro. (Wavefunction, 1993).
Practical Strategies for Electronic Structure Calculations. W. J. Hehre. (Wavefunction, 1995).
Exploring Chemistry with Electronic Structure Methods (2nd Edition), J. B. Foresman and A. Frisch. (Gaussian Inc, 1996).
Item 16.1.3
Education Committee 1/97
5/2/97
HANDBOOK ENTRY
SUBJECT CODE:
MCC415.
SUBJECT NAME:
Molecular Mechanics and Dynamics.
SUBJECT CO-ORDINATOR:
Dr M G Wong (Swinburne University of Technology).
OBJECTIVES:
On completion of this subject, students will have a broad understanding of classical potential energy, molecular mechanics, molecular dynamics, simulated annealing, Monte Carlo and distance geometry calculational methods.
By the end of this subject, the student will:
SUBJECT SUMMARY:
This subject provides a familiarisation with a variety of techniques which use a parameterised force field as their basis for calculating energies. These techniques for generating and comparing realistic conformations of both small and large molecules and for conformational analyses of large conformational sets. These techniques include classical potential energy calculations which are frequently used to calculate the relative energies of a series of conformations and explore potential energy surfaces. Molecular mechanics calculations are used for generation and examination of energy differences in both small and large molecules. Molecular dynamics, simulated annealling and Monte Carlo simulations are used primarily for studying large molecules. Distance geometry calculation is also included. This is a method to generate realistic structures using incomplete structural information obtained from experimental results on molecules (usually large) and is almost always used in conjunction with the methods focussed on in this subject.
METHODS OF ASSESSMENT AND RELATIONSHIP TO OBJECTIVES:
Assessment will be continuous and will consist of a series of graded exercises in which students will build, visualise, optimise, and locate key molecular features that show the student has achieved an understanding of the key three-dimensional features of the molecules studied and how different computational factors can bias the results. For all these studies a "forms" based interface on a web page allows the student to formulate a particular problem and submit the data to a computer program running on the server computer. Results are sent back to the student on the client computer and can be studied as numerical output or as molecular images with viewer programs. Results can be saved and will be e-mailed as part of the assessment to the subject coordinator as part of the required assignments.
Students will be expected to:-
Assessment weightings for the subject are given in brackets as a percentage for the subject.
READING LISTS:
Recommended reading:
Reviews in Computational Chemistry, Volumes 1-9, K. B. Lipkowitz and D. B. Boyd (Editors). (VCH, 1990-1996).
Computational Chemistry, G. H. Grant and W. G. Richards. (Oxford University Press, 1995).
Molecular Modelling-Principles and Applications, A. R Leach (Addison Wesley Longman, 1996).
Item 16.1.4
Education Committee 1/97
5/2/97
HANDBOOK ENTRY
SUBJECT CODE:
MCC526.
SUBJECT NAME:
Advanced Molecular Modelling
SUBJECT CO-ORDINATOR:
Dr M G Wong (Swinburne University of Technology).
OBJECTIVES:
On completion of this subject, students will have a detailed comprehension of the major techniques used in molecular modelling and the design of new compounds based on information from the calculations.
By the end of this subject, the student will be able to:
SUBJECT SUMMARY:
This subject extends and expands on the use of techniques used in all the core units by applying them to problems where molecular modelling can make a significant contribution. One emphasis is drug design which uses two primary techniques; pharmacophore deduction and structure-based modelling. Superimposition techniques, methods for molecular comparison and determining molecular similarity will be covered. 3-D properties such as electrostatic potentials will be calculated and displayed. Volume manipulations using set theory will be carried out. Docking into an active site will be examined. Design of new biologically active compounds will be examined in conjunction with an examination of physicochemical properties which could affect their potential biological activity. A simple retrosynthetic program will be used to assess the compound's synthetic viability.
Computational methods for examining reaction mechanisms will be investigated.
Other growth areas include polymers and new materials. How composition affects the conformation will be investigated.
METHODS OF ASSESSMENT AND RELATIONSHIP TO OBJECTIVES:
Assessment will be continuous and will consist of a series of exercises. For all these studies a "forms" based interface on a web page allows the student to formulate a particular problem and submit the data to a computer program running on the server computer. Results are sent back to the student on the client computer and can be studied as numerical output or as molecular images with viewer programs. Results can be saved and will be e-mailed as part of the assessment to the subject coordinator as part of the required assignments.
Students will be expected to:-
Assessment weightings for the subject are given in brackets as a percentage for the subject.
READING LISTS:
Recommended reading:
Reviews in Computational Chemistry, Volumes 1-9, K. B. Lipkowitz and D. B. Boyd (Editors). (VCH, 1990-1996).
Computational Chemistry, G. H. Grant and W. G. Richards (Oxford University Press, 1995).
Molecular Foundations of Drug-receptor Interaction , P. M. Dean. (Cambridge University Press, 1987).
Molecular Modelling-Principles and Applications, A. R Leach. (Addison Wesley Longman, 1996).
Item 16.1.5
Education Committee 1/97
5/2/97
HANDBOOK ENTRY
SUBJECT CODE:
MCC527
SUBJECT NAME:
Advanced Ab initio Quantum Chemistry
SUBJECT CO-ORDINATOR:
Assoc Prof B J Salter-Duke (Northern Territory University)
OBJECTIVES:
On completion of this unit, students will:
SUBJECT SUMMARY:
This unit will examine all the current methods of ab initio molecular orbital theory including Hartree-Fock theory, Moller-Plesset perturbation theory to order four, coupled cluster theory, configuration interaction, G2 theory and Density Functional theory. The theory will be investigated in detail with experience being gained using both the GAUSSIAN and GAMESS (US) packages. A wide variety of basis sets will be used and the choice of basis set for particular problems will be investigated. A range of practical applications will be studied.
METHODS OF ASSESSMENT:
Students will be expected to:-
Assessment weightings for the subject are given in brackets as a percentage for the subject.
READING LISTS:
Key essential text:
Modern Quantum Chemistry, A. Szabo and N. S. Ostlund. (Macmillan, 1982).
Recommended reading
Various key readings will be distributed as a booklet to all students.
The following list gives suggested books only. There are many alternatives and students will be advised of these as the subject proceeds.
Reviews in Computational Chemistry, Volumes 1-9, K. B. Lipkowitz and D. B. Boyd (Editors). (VCH, 1990-1996).
Ab initio Molecular Orbital Theory, W. J. Hehre, L. Radom, P. v. R. Schleyer and J. A. Pople. (Wiley, 1986).
A Handbook of Computational Chemistry: A Practical Guide to Chemical Structure and
Energy Calculations, T. Clarke. (Wiley, 1985).
Experiments in Computational Chemistry, W. J. Hehre, L. D. Burke, A. J. Shusterman and W. J. Pietro. (Wavefunction, 1993).
Practical Strategies for Electronic Structure Calculations. W. J. Hehre. (Wavefunction, 1995).
Exploring Chemistry with Electronic Structure Methods (2nd Edition), J. B. Foresman and A. Frisch. (Gaussian Inc, 1996).
Item 16.1.6
Education Committee 1/97
5/2/97
HANDBOOK ENTRY
SUBJECT CODE:
MCC528.
SUBJECT NAME:
Advanced Quantitative Structure-Activity Relationships.
SUBJECT CO-ORDINATOR:
Dr E J Lloyd (VCP, Monash University).
OBJECTIVES:
By the end of this subject, the student will:
SUBJECT SUMMARY:
This subject provides a comprehensive survey of the advanced concepts used in the design of experiments and analysis of resultant data by use of generalised pattern recognition techniques. It covers:
METHODS OF ASSESSMENT AND RELATIONSHIP TO OBJECTIVES:
Students will be expected to:
Assessment weightings for the subject are given in brackets as a percentage for the subject.
READING LISTS:
Recommended reading:
Exploring QSAR-Fundamentals and Applications in Chemistry and Biology, C. Hansch and A. Leo, (American Chemical Society, 1995).
Exploring QSAR-Hydrophobic, Electronic, and Steric Constants, C. Hansch, A. Leo and D. Hoekman, (American Chemical Society, 1995).
Data Analysis for Chemists-Applications to QSAR and Chemical Product Design, D. Livingstone, (Oxford University Press, 1995).
3D QSAR in Drug Design-Theory, Methods and Applications, H. Kubinyi (Ed.), (ESCOM, 1993).
QSAR: Hansch Analysis and Related Approaches, H. Kubinyi, (VCH, 1993).
Chemometric Methods in Molecular Design, H. van de Waterbeemd (Ed.), (VCH, 1995).
Item 16.1.7
Education Committee 1/97
5/2/97
HANDBOOK ENTRY
SUBJECT CODE:
MCC539.
SUBJECT NAME:
Research Project.
SUBJECT CO-ORDINATOR:
Assoc. Prof Brian Salter-Duke (Northern Territory University), or Dr Margaret Wong (Swinburne University of Technology), or Dr Ted Lloyd (Victorian College of Pharmacy, Monash University) or Dr Brian Yates (University of Tasmania) depending on the campus of the student's research project.
OBJECTIVES:
This subject is intended to give students an introduction to the rigorous methods for conducting research in a specific area of computational chemistry.
By the end of this subject, the student will:
SUBJECT SUMMARY:
On completion of this subject students will have completed a small research project in their area of specialisation. This will provide the students with an insight into many aspects of research and prepare them for a career involving specialised research in Computational Chemistry techniques
METHODS OF ASSESSMENT:
Students will be expected to:-
Assessment weightings for the subject are given in brackets as a percentage for the subject.
READING LISTS:
Recommended reading:
Reviews in Computational Chemistry, Volumes 1-9, K. B. Lipkowitz and D. B. Boyd (Editors), (VCH, 1990-1996).