The ALTC funded ACED, in collaboration with ACDICT, to formulate and implement a long-term plan to support quality teaching in the disciplines of ICT and Engineering.
The Discipline Support Strategy was built directly on the outcomes of two ALTC discipline-based scoping studies. These studies identified areas of concern in how education is undertaken within the disciplines.
|King R (2008), Addressing the Supply and Quality of Engineers for the New Century, ALTC discipline-based scoping project||Koppi T, and Naghdy F (2009), Managing Educational Change in the ICT discipline at the tertiary education level, ALTC discipline-based scoping project|
|Common areas of concern:
|greater sharing of staff and laboratory resources and best-practice experience between engineering schools.||understanding and strengthening the 'teaching-research-industry-learning' nexus.|
Activities to support the engineering and ICT academic communities contribute to outcomes in all areas listed in the ALTC Discipline Support Strategy Guidelines:
- Commitment by discipline leaders to drive learning and teaching change agendas
- Identification of issues and priorities for the disciplines and plans of action
- Embedding of outcomes of ALTC-funded projects
- National benchmarking arising from whole of discipline activities supported by councils of deans
- Increased capacity of discipline and other groups to share resources relating to ALTC-funded projects and activities.
As a continuation of the discipline focussed strategy, national discipline bodies have been further funded (and have provided supporting resources) to mobilise existing discipline networks, or establish new networks, to advocate for learning and teaching and to provide leadership and expertise in addressing national higher education priorities.
For the disciplines of Engineering and ICT, ARNEIA is one result.