<INSERT NAME OF COURSE HERE>*
This template is to be used by a Course Development Committee approved by the Academic Board for thecourse proposed for accreditation or renewal of accreditation. The Course Documentation will be reviewed by the Curriculum Governance and Academic Standards Committee against the Provider Course Accreditation Standards (PCAS)and either recommended to the Academic Board for approval or sent back to the Course Development Committee fur further revision. (Refer to the Course Development and Accreditation Policy and Procedures.)
COURSE DEVELOPMENT PROCESS
A.Course Development Committeemembership
B.School sponsoring this Course Proposal
C.External Review Panel membership
D.Specify the year and month in which it is proposed to commence the new / re-accredited course
SECTION 1: COURSE DESIGN (PCAS 1.1-1.10)
1.1 Full title of the proposed course (must comply with AQF requirements)
1.2Abbreviated title of the proposed course (must comply with AQF requirements)
1.3Australian Qualifications FrameworkLevel
1.4ASCED Field of Education (6 digit code)
* A single template may include nested courses, but the information pertain to each nested course must be set out clearly and, where appropriately, separately, to enable assessment of these nested courses individually and within the context of the mother course.
1.5A summary statement (approx 500 words) that indicates how the proposed course meets the AQF Qualification Standards
1.6A market analysis document detailing likely market demand for the course
1.7A resource requirement listing and budget, including all physical, virtual and staffing resources required for the course, and how the proposed course will be supported to ensure it is sustainable
1.8Abrief risk assessment of the course, and of any risk the course poses to Excelsia College, explaining how such risks will be managed
3
1.9(If applicable) a table of published discipline standards relevant to the proposed course and how the course meets these standards
1.10(If applicable) a table of professional accreditation standards relevant to the proposed course and how the course meets these standards
1.11A summary of input/feedback received from relevant external stakeholders, and changes made to the course as a result of that input/feedback
1.12A benchmarking document that shows how the course standards with respect to content, design and delivery are comparable with standards of other higher education providers for similar courses
1.13A summary statement and curriculum map that shows how the course content and assessment regime facilitate the development of key graduate attributes
1.14An applied literature review (approx 1000 words) that shows how the content of the course:
(a)is drawn from one or more substantial, coherent and current bodies of knowledge and scholarship in one or more academic disciplines, and
(b)includes the study of relevant theoretical frameworks and research findings
1.15A table of entry, exit and articulation pathways from previous studies and to future study and employment opportunities
1.16A course rationale detailing the purpose of the course and how this purpose meets the current and prospective intellectual, professional, social and spiritual needs of students and explaining how the proposed course implements the College’s Vision, Mission, Values and Graduate Attributes
1.17Explain how the proposed course differs from and relates to other Excelsia College courses
1.18A table of course learning outcomes matched to their relevant graduate attributes and AQF level descriptors
1.19A summary of relevant course design features that shows how the course design ensures student learning outcomes are equivalent regardless of a student’s place or mode of study
1.20Explain the structure of the course and show how the course structure will demonstrate that a graduate has achieved the course outcomes. List all units available in the course and sample student enrolment patterns. If the course is part of a series of nested courses, explain its relationship to other courses in the series including entry, transfer, and exit arrangements. If the course includes majors and minors, include tables indicating the units that form the majors and minors. Indicate the core and elective components (units, minors, majors) of the course. Include a course structure table and accompanying explanation demonstrating vertical (with-year) and horizontal (between-year) coherence and progression of studies, culminating in a relevant capstone experience(s) for students.
1.21Multistreaming: Will students be studying in part or wholly with students enrolled in other courses and/or at other levels? If so, explain what arrangements are in place to ensure students in the proposed course will achieve the course learning outcomes.
1.23A description and justification of proposed course delivery methods showing how these methods will enhance student learning
1.24If the course is to be offered with or through another provider, a quality assurance plan that shows how student learning outcomes expected to be obtained in partnership are equivalent to those expected to be obtained when the course is offered by the College alone
1.25A description and justification of assessment approaches used in the course showing how these methods will evidence and consolidate student learning
1.26A description of student workload requirements, showing how these requirements increase progressively across the course, consistent with the relevant AQF level of the course. Give full-time equivalent, and maximum and minimum time allowed for full-time and part-time students. If the course is only available part-time, explain the duration.
1.27A list of any compulsory requirements of the course that are additional to passing all required units in the course (if applicable)
1.28Course documentation that shows:
(a)that the course as a whole is intellectually coherent, and
(b)how the course will facilitate sustained intellectual engagement and inquiry by students consistent with the nature, level and expected learning outcomes of the course
1.29Attach unit outlines for all units in the course, using the College template
Additional Information for Research Masters or Doctoral Degrees
1.30Procedures for ensuring that all primary research supervisors are “research active” in discipline areas directly related to the student research topics they are supervising
1.31Procedures for ensuring that HDR students become part of the intellectual community of the School and the College
1.32A table of benchmarks used to evaluate, and adjust as necessary, HDR research policies, procedures, supervision, resources and support services
SECTION 2: COURSE RESOURCING AND INFORMATION(PCAS 2.1-2.4)
2.1A list of available course resources, and a short resourcing statement that shows how these resources are sufficient for the achievement of student course learning outcomes given projected enrolments and likely student needs with respect to these outcomes
2.2Detail of electronic and physical library and information resources, and a short resourcing statement that shows how these resources are sufficient for students to achieve the course learning outcomes
2.3Details of available IT and specialist resources, and a short recourcing statement that shows how these resources are sufficient to facilitate student learning consistent with course requirements
2.4A sample student information package that provides accurate and current information and advice about the course to prospective and current students
SECTION 3: ADMISSION CRITERIA (PCAS 3.1-3.4)
3.1Admissions criteria for the course(s) showing how these criteria:
(a)are adequate for the AQF level and required learning outcomes of the course;
(b)are benchmarked against criteria for similar courses offered by other providers; and
(c)ensure that students have adequate prior knowledge and skills to successfully undertake the course
3.2A summary specification ofthe English Language standards and requirements necessary to engage effectively in the course and achieve its expected learning outcomes
3.3Details of proposed credit granting arrangements if these differ from College policy
SECTION 4: TEACHING AND LEARNING (PCAS 4.1-4.5)
4.1Academic staff table showing the numbers, qualifications, experience, expertise and sessional/full-time mix of academic staff who teach, tutor or supervise in the course, or provide academic leadership, including specific units taught and leadership responsibilities
4.2Staffing profile statement, including arrangements for ongoing staff professional development, and evidence of existing and prospective research, scholarship and/or professional practice in areas relevant to the proposed course(s)
4.3In the case of a new course, a staffing plan including position descriptions for those roles not yet filled
4.4For courses being re-accredited, course performance report(s)presenting benchmarked data on student attrition, progression and completion, grade distributions, student feedback, good practices, and graduate destinations
SECTION 5: ASSESSMENT AND OUTCOMES (PCAS5.1-5.6)
5.1A summary ofcourse management, coordination and moderation arrangements at the School level for ensuring consistent and appropriate assessment and reliability of grades
5.3Arrangements for external moderation and benchmarking of student assessment
SECTION 6: COURSE MONITORING AND REVIEW(PCAS 6.1)
6.1A schedule for internal and external course review
6.2A schedule for internal and external review of course units
STA-T421 Issue 3, September 2015