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CALT activities/ services

To assist with planning and prioritising CALT activities are categorised into core and complementary activities.

Core Activities

The core activities are central to CALT’s Operational Plan and are drawn directly from the Education Plan. They relate to the following goals:

  1. Increase performance of Monash University in the Learning and Teaching Performance Fund (LTPF) by:
    • forming response teams to improve performance on MEQ and Unit Evaluations which impact on CEQ and GDS performance,
    • targeting lowest performing units,
    • providing learning and teaching support in target units.
  2. Establish and improve performance of Monash in the Carrick Awards for Australian University Teaching.
  3. Coordinate Carrick Grants as part of overall research; document and demonstrate improvements strategy.
  4. Develop and implement the Communication and Language Enhancement for Academics and Researchers (CLEAR) program.
  5. Review and update the Graduate Certificate in Higher Education.

 

Complementary Activities

CALT’s complementary activities are designed to supplement and to be strategically aligned with the core activities. It is envisaged that they will evolve over time. In the main they target activities or special projects which are offered to specific groups primarily as a result of consultation and negotiation with faculties and university units. Evidence-based data and local knowledge are key determinants as to when and where they are offered.

CALT complementary activities provide high quality learning and teaching support to target markets such as:

  • students identified through faculty referrals, diagnostic and screening tools, warning letters and Academic Progress Committees (APCs),
  • HDR student groups,
  • international student groups,
  • other student groups at risk e.g. mature age students, diverse learners, distance education students.

Teaching support includes:

  • advice on learning materials, unit guide/outline templates, online resources, MUSO,
  • advice on curriculum and pedagogy issues such as assessment and feedback strategies,
  • new and sessional staff orientation to learning and teaching issues such as evaluation and continuous improvement strategies.