RESEARCH SCHOOL OF COMPUTER SCIENCE (RSCS ...the MComp. The course has grown from 4 enrolments in...

RESEARCH SCHOOL OF COMPUTER SCIENCE (RSCS) CURRICULUM DEVELOPMENT COMMITTEE

Meeting No.1/2016 of the RSCS Curriculum Development Committee will be held on

Thursday 25 February 2016 at 12pm in Room B123, RSISE Building (115).

Apologies and enquiries should be sent to: [email protected]

Agenda Summary

Part 1 – Procedural matters

1. Welcomes, Announcements and Apologies

For information 3

2. Minutes Resolution: That the Committee confirm the minutes of the meeting 4/2015. Attachment: Appendix 2A - Minutes of RSE CDC Meeting 4/2015

For decision 3

5

3. Matters Arising from Minutes and Action Items

For information 3

4. Confidential Items

For information 4

Part 2 – Reports

5. Report from the Chair Attachment: Appendix 5A - Report from CAAC

For information 9

6. Report from the Associate Dean (Education)

For information

7 Report from Program Convenors

For information

Part 3 – Curriculum Proposals

8. RSCS Curriculum Proposals Recommendation: That the Committee: 1. Note the Master of Innovation and Professional Practice

and send any feedback to [email protected] 2. Review the Bachelor of Data, Statistics and Society

Honours Plan and send any feedback to [email protected]

3. Note the status of the Master of Applied Data Analytics and the Bachelor of Data, Statistics and Society

For discussion 11

Part 4 – Education Policy and Related Issues

9. Undergraduate Education Working Party U/G Curriculum Proposal Attachment: Appendix 9A - Report from the RSCS Undergraduate

For discussion

63

RSCS Curriculum Development Committee Agenda 1/2016

mailto:[email protected]



Education Working Party

10. Pre-requisites on Programs & Courses Attachment: Appendix 10A - Issues with P&C Entries for MCOMP Specialisation Courses

For discussion 80

11. Honours courses: Embedded and 3+1

For information

12. SELS – Courses under 50% for the second time Attachment: Appendix 12A - Semester 2 SELS Overall satisfaction rates under 60%

For information 93

13. UEC Scoping Item Attachment: Appendix 13A - UEC Item 9

For information 94

14. Report of the Internships Project Management Group

Attachment: Appendix 14A - UEC Item 15 Appendix 14B – Internships Project Management Group Report

For information 96

15. Academic Calendar 2017, 2018, 2019 Attachment: Appendix 15A - UEC Item 22

For information 176

16. Implementation of the 2017 Academic Calendar Attachment: Appendix 16A - UEC Item 23

For information 180

Part 5 – Items of other business

17. Meeting Dates Attachment: Appendix 17A - Meeting dates 2016

For information 185 186

18. Other business and question time For discussion 185


Part 1 – Procedural matters

* Item 1 Announcements and apologies

1.1 Apologies To be received

1.2 Announcements

* Item 2 Minutes

The minutes of meeting of the RSCS CDC Committee 4/2015 held on 24 September 2015 are to be confirmed.

Recommendation

Item 3 Matters Arising from the Minutes

For the Committee to raise and note any matters arising from the Minutes. Current Action Items

ID DETAILS RESPONSIBILITY STATUS NOTES 3/2015 - 3.1

Director to consolidate feedback gathered on the “why, How, What” Discussion of the Grounding Principles and Graduate Attributes and appoint a group to review the efficacy of the current educational programs against the identified mission/values.

Alistair Rendell

3/2015 - 3.2

Associate Director (Education) to annotate the Masters Working Group documentation with action items and circulate to the Committee for discussion and action.

Ramesh Sankaranarayana

4/2015 - 5

Feedback on common position descriptors to be sent to Ramesh Sankaranarayana by 29 September 2015

CDC Members

4/2015 - 6

Reviews be conducted of learning outcomes for all 3000 and 4000 series courses with feedback to Ramesh by 16 October 2015

CDC Members

4/2015 - 9

Report of external audit of Honours projects to be written and presented to CDC.

John Slaney

4/2015 -

Student Services to be informed of any course which require course requisite changes

Ramesh Sankaranarayana

That the Committee confirm the minutes of the meeting 4/2015. ACTION REQUIRED For discussion ☐ For decision For information ☐ School response ☐


Item 4 Confidential items

Consistent with the policy and practice of Council, all matters in the agenda of the University Education Committee relating to individual persons, including appointments, enrolment, candidacy for degrees, personal details, performance and conduct are declared to be confidential. If any member wishes to raise a confidential matter in relation to any other item, he or she should do so under this Item. After consideration of the confidential items, observers will be admitted to the meeting.


Research School of Computer Science

Curriculum Development Committee Meeting ___________________________________________________________________________

Meeting No. 3/2015

Thursday, 24 September 2015, 1.30 – 3.00pm

Location: R212 Ian Ross Conference Room

Apologies and enquiries to Natalie Young (Deputy Manager – CECS Student Administration) T: 6125 8809 E: [email protected]

___________________________________________________________________________

Minutes

Apologies: Dirk Pattinson, Lynette Johns-Boast, Alistair Rendell, Mark Reid Attendance: Tom Gedeon, Paul Melloy, Ramesh Sankaranarayana, Shayne Flint, Rod Kennedy,

Eric McCreath, John Slaney

Procedural Items

1. Welcomes, Apologies and Announcements

2. Minutes of Previous Meeting Confirmed by John Slaney and seconded by Shayne Flint

3. Chair's report

3.1 ACS Accreditation, BSEng All documentation has been submitted. There has been only minimal feedback from ACS. The feedback provided by EA has more items that need to be actioned.

3.2 Peer review process status Three courses were reviewed that have been targeted due to poor SELS returns. It is all still in progress. The course convenors have been advised to request the open ended question from the SELS

Appendix 2A



reports. 3.3 SELS Self-nomination required for teaching evaluation A reminder that academics need to request SELT by self nomination.

4. Matters arising from previous meeting and action Items Action ID 1: Director to consolidate feedback gathered on the “why, How, What” Discussion of the Grounding Principles and Graduate Attributes and appoint a group to review the efficacy of the current educational programs against the identified mission/values. Different groups have been identified and input is being gathered. Action ID 2: Associate Director (Education) to annotate the Masters Working Group documentation with action items and circulate to the Committee for discussion and action. This item is ongoing. Action ID 3: COMP1730 Audit Report to be circulated to CDC and College Executive. The report was posted to the internal RSCS education page. Action ID 4: Circulate schedule for CECS Teaching and Learning Seminar Series This has been done. Upcoming seminars will be by Tom Worthington (MOOKS) and Shayne Flint (plagiarism).

5. Position Description statements for Program Convenors At this stage no position description statements have been provided. There was some discussion about how specific the descriptions should be and what should be included. It was advised that the ANU Glossary be used in the first instance for definitions of the positions. It was agreed that there should be common position descriptions across the College.

ACTION: Feedback to Ramesh by 29 Sept

6. Learning outcome reviews

ACTION: Feedback to Ramesh by


Reviews of all co-badged courses have been made to ensure that the wording of the learning outcomes are AQF8 compliant. It was asked that the reviews be conducted for all 3000 and 4000 series courses.

16 Oct

7. Formalisation of the program objectives and graduate outcomes for the BSEng. Program objectives have been made compliant with AQF8. The research component was discussed, especially how to best represent it in the objectives.

Graduate and Undergraduate Coursework Degrees Program/Course Additions/ Amendments/ Audits

8. Changes to the Honours requirements to include a 6 unit Research Methods course (a COMP4xxx version of the existing COMP2560 course)? Carried over from CDC 2/2015 meeting. Discussion on the coding of the Research Methods proposed course and if it should be a 4000 series course.

9. External audit of Honour's projects. There is currently an arrangement with UNSW for 2015. A number of thesis samples will be compared. It is a lightweight process but will possibly have some interesting results. If it goes well it will be made a fixture for future years.

ACTION: John Slaney to write a short report when complete.

10. Review of Grad Dip of Computing - Waiving math and comp prerequisites for Graduate Diploma Computing Discussion regarding how to best use the Grad Dip and if it should be used for students with no computing background as a lead in to the MComp. The course has grown from 4 enrolments in its first year (2014) to 17 enrolments in 2015.


There are three main groups of students who undertake postgraduate coursework in computing. 1. Students with no maths/computing background, 2. Computing graduates and 3. Engineering students. Currently the MComp is trying to cater to all of these groups and it is difficult to manage. Options to consider are:

• Having two different Masters degrees for cognate and non-cognate (Transition Masters and an Advanced Masters)

• Having the GradDip as the entry to the MComp if the student is from a non-cognate background

11. Prerequisites for the MCOMP courses Discussion regarding the use of prerequisites on some of the MComp course resulted in the following:

• All courses will remain as having assumed knowledge except for a few specific courses (to be identified)

ACTION: Ramesh - Courses to be communicated to Student Services


CAAC meeting 1/2016 (20 Jan 2016)

(Report by Ramesh)

Item 7: International Coursework Admission Turnaround Times

• A working party will be setup to create a standardised assessment. There was talk about includingappropriate admin staff from the relevant areas in the Colleges (Angela mentioned Paul Melloy’sname, I think). Angela will lead this process and the College will be contacted to confirm the Collegerepresentative.

• The working party will look at setting a target turnaround time. All other Go8 unis have one.

• The issue of deferral requests being managed by International Admissions will be considered. If achecklist can be provided, then this will simplify the process.

• Angela is going to talk to Shirley and Elanor about centralized credit. UQ have a credit database(Elizabeth pointed out that so does UNSW). This can be used by admissions to make status decisions.Would also help students in deciding roughly how much status they would get for courses done atanother university.

Actions

1. Ramesh to include this in his report at the next CDC.

Item 8: Review of Admission Requirements for Graduate Course-work Programs

• A default entry requirement will be set across ANU for all graduate coursework programs, includingGrad Dip/Certs. After some discussion, it was decided that GPA would be used, with the value being5.5 (a mid-credit). This is not reflected in the minutes, which still says a GPA of 5 (a bare credit). Ichecked with Bronwen (AD(E) CBE) and her recollection is the same as mine - that we had agreed ona GPA of 5.5 and the DVC(A) said that the recommendation would be changed accordingly.

• This would not apply retroactively, only moving forward. Seems to be effective from 2018.

• Does not include Advanced Masters programs, which can have a higher requirement.

• Programs can have a higher or lower requirement, but a case needs to be made.

• The benchmarking input from some Colleges, such as CECS, was much appreciated.

• The document would be modified and recirculated.

• Elizabeth checked with Andrew. Grad Certs will remain at pass bachelor. The Grad Dips will have thesame default as the Masters. These new defaults will come into play from 2017.

• The changes not being retrospective means that the new default will not apply for 2016. The paperdid recommended that non-default graduate coursework admission standards for particular programsoutlined in Appendix 8A-E be endorsed for 2017, so if you did the benchmarking and put forward acase any existing entry requirements will be endorsed until end of 2017.

Actions

Appendix 5A


1. Elizabeth to follow up with Andrew for more information regarding the entry for Grad Dip/Certs andwhat is meant by “this would not apply retroactively, only moving forward”. Is it only for new programsor for existing programs, when renewed? Completed

2. Ramesh to include this in his report at the next CDC.

Item 10: Admission Based on Vocational Experience: For DomesticUndergraduate and Postgraduate Admission

• Will use the ANZSCO schedule. Only for domestics with work experience in Australia and New Zealand.

• For p/g entry (10 years experience), the experience needs to be in a cognate area. The word cognatewould be added to the recommendation.

• This would also be used to determine if applicants met English Language requirements, but they wouldbe cautious about this and only do it centrally, if they are confident that the requirements have beenmet (work type, cognate area, position, etc). If in doubt, they will refer this to the discipline area.

Actions

• None at this point.

2RSCS Curriculum Development Committee Agenda 1/2016

Part 3 – Curriculum Proposals

Item 8 Research School of Computer Science

Purpose To review curriculum proposals from the Research School of Computer Science submitted to the Committee for their endorsement

Recommendation That the Committee: 1. Note the Master of Innovation and Professional Practice and send any feedback

to [email protected] 2. Review the Bachelor of Data, Statistics and Society Honours Plan and send any feedback

to [email protected] 3. Note the status of the Master of Applied Data Analytics and the Bachelor of Data, Statistics and

Society

ACTION REQUIRED For discussion For decision ☐ For information ☐ School response ☐

Background

New Program Page Program Code Title

XXXX Master of Innovation and Professional Practice 3702XHSAS Bachelor of Data, Statistics and Society Honours plan 7716 Master of Applied Data Analytics (for noting) 3702XDSAS Bachelor of Data, Statistics and Society (for noting)

Sponsor

Associate Director of Education, Research School of Computer Science

Appendices Appendix 8A – RSCS Curriculum Proposal forms


12

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DiscussionPaper

ANUMasterofInnovationandProfessionalPractice

ANUTechLauncherteam'DesignProfile'.https://cecs.anu.edu.au/news/anu-computing-students-present-new-ideas-innovation

PhotobyStuartHay

AProposal

tohelpprepareallANUstudentsforcareersinacomplexworld

Version0.4,February2016

[email protected]


ExecutiveSummary

“TheAustraliaofthefuturehastobeanationthatisagile,thatisinnovative,thatiscreative.Wecan’tbedefensive,wecan’tfuture-proofourselves.Wehavetorecognisethatthedisruptionthatweseedrivenbytechnology,thevolatilityinchangeisourfriendifweareagileandsmartenoughtotakeadvantageofit.”

MalcolmTurnbull

Increasinghumanlongevity,technologicaladvancesandautomation,globalizationandtheemergenceofnewcollaborativestructuresdrivenbysocialtechnologiesarechangingthewayweliveandwork.

Thesechangesbringwiththemcomplexchallengesaswellasexcitingopportunitiesforalldisciplines.

Inordertotacklethesechallengesandopportunities,universitystudentsinalldisciplineswillneedtodevelopgenericknowledgeandskillsinareassuchasdesignthinking,newmedialiteracy,computationalthinkingandmulti-disciplinaryteamwork,alongwithtraditionalprofessionalknowledgeandskillsinareassuchascriticalthinking,communicationsandethics.Recentreportshavealsohighlightedtheneedforstudentstodevelopinnovationandentrepreneurialcapabilitiesthroughincreasedengagementwithindustry,government,NGOsandthebroadercommunity.

Thisdocumentproposesasuiteofuniversity-wideprogramsthatrespondtothesetrendsbypreparingANUgraduatesfromanydisciplinewiththeknowledgeandskillsnecessarytoworkeffectivelyinourincreasinglycomplexandexcitingworld.

Specifically,weproposeanewMasterofInnovationandProfessionalPractice(MIPP).Thisdegreewillbemulti-disciplinaryincontentandteaching,andwillprovidestudentswithextensiveopportunitiestodevelopprofessional,innovationandentrepreneurialknowledgeandskillsbyengagingwithindustry,thelocalinnovationecosystem,government,NGOsandthebroadercommunity.

TheproposedMIPPwillusuallybetakeninaVerticalDoubleDegreewithanyANUBachelor’sdegree.Itwillalsobeofferedasastand-alonedegree,alongwithGraduateCertificateandGraduateDiplomavariants,forpeopleinindustry,government,NGOsandthebroadercommunity.Thesestand-aloneprogramswillalsobeavailabletoANUHDRstudentsandEarlyCareerResearchers.Aminorandmajorisproposedforsinglebachelordegreestudentsand,withsomeredesignofexistingdegrees,aspectsoftheproposedprogramscouldalsobemadeavailabletoFlexibleDoubleDegree(FDD)students.

EachoftheproposedprogramswillbuilduponthesuccessofexistingViceChancellor’scourses,theCECSTechLauncherinitiativeandrelatedcoursesandinitiativesacrosstheuniversity.

Withappropriatesupportandresources,theMIPPandassociatedprogramscouldstartin2017.

APitchforSchoolLeavers

“ANUgraduatesarereadyforacareerandnotjustajob”

“AttheANUyouwillreceiveaworld-classeducationinadisciplineofyourchoice.Atthesametime,youcanreceiveamaster’sdegreewhichwillgiveyoutheinnovationandprofessionalpracticeskills,aswellastheconfidencenecessarytofacechallenges,grow,adaptandseizeopportunitiesinourincreasinglycomplex,excitingandrapidlychangingworld.”


NextSteps

ThisdocumenthasbeenproducedasabasisfordiscussingtheproposedMasterofInnovationandProfessionalPractice(MIPP).IthasbeendevelopedinconsultationwithmanypeopleacrosscampusincludingDeanCECS,DirectorRSCS,PVC(Innovation),PVC(StudentExperience),DirectorRSPE,DirectorRSBS,studentservicesstaff,existingstudents,potentialstudentsandrepresentativesfromindustry,governmentandtheinnovationsector.Allhaveindicatedenthusiasticsupport.

Thefollowingarepossiblenextsteps.

1) ObtainfeedbackandsupportfromDVC(A).

2) Completeadetaileddesignoftheproposedprogrammakinguse,whereappropriate,ofexistingANUcoursesandinitiatives.

3) DevelopapproachestofundingMIPPplaceswithinVerticalDoubledegrees.

4) PrepareandsubmitaformalProposalforaNewAcademicProgramtostartin2017.


TableofContents

1 Motivation.............................................................................................................................................52 MasterofInnovationandProfessionalPractice...................................................................................6

2.1 Objective.......................................................................................................................................62.2 GraduateOutcomes......................................................................................................................62.3 IndicativeProgramRequirementsandRecommendedStudypattern..........................................7

3 MIPPVerticalDoublewithanyBachelor’sDegree................................................................................74 OtherPrograms,MinorandMajor........................................................................................................7

4.1 GraduateCertificateandDiplomaofInnovationandProfessionalPractice.................................74.2 MinorandMajorinInnovationandProfessionalPractice............................................................7

5 SupportforHDRStudentsandEarlyCareerResearchers.....................................................................8

ListofFigures

Figure1.VariantsofInnovationandProfessionalPracticeareavailableacrossprograms..........................9Figure2.AfuturecontextinwhichtheproposedMIPPcouldoperate......................................................11Figure3.TheMIPPwithinthecontextofthebroadercommunity.............................................................12Figure4.IndicativeMIPPcoursesandrecommendedstudypattern.........................................................13Figure5.ProposedMIPPinVerticalDoubledegreewithany3-yearANUBachelor’sdegree...................14Figure6.ProposedMIPPinVerticalDoubledegreewitha4-yearANUBachelor’sdegreewithembedded

honours...............................................................................................................................................15Figure7.ProposedGraduateCertificateandGraduateDiplomaofInnovationandProfessionalPractice.

.............................................................................................................................................................16


1 Motivation

Universitiesmustensurethatstudentsgraduatewithamixofskillsthatwillequipthemfortheirprofessions,notjustastheyarenow,butastheywillbeintenortwentyyears’time.Asthenatureofemploymentchanges,theabilitytobeflexible,adaptive,andproactivelyseekoutproblemsanddesignsolutionsforthemwillbecomeevermoreimportant.Developingprogramsthatencourageinterdisciplinary,solutions-basedlearningforstudents,supportenterpriseandindependence,andrewardanentrepreneurialmindsetisoneofourtopeducationalpriorities.

ProfessorMargaretGardnerAOPresidentandVice-Chancellor,MonashUniversity

[1,p4]

Ourenvironment,alongwiththewayweliveandworkisrapidlychanging.Thedriversofthischangeincludeincreasinghumanlongevity,theemergenceofsmartmachinesandsystems,increasedglobalconnectivity,thepervasivenessofnewmediaandtheemergenceofnewcollaborativestructuresdrivenbysocialtechnologies[1][3][5][6].

Thisemergingfuturepresentsgreatchallengesaswellasexcitingopportunities.TheANUneedstopreparegraduateswhoarecapableoffacingthesechallengesandseizingtheassociatedopportunitieswithanentrepreneurialmindset,innovativeideasandmodernprofessionalpractices.Thiswill,inpart,involvepreparinggraduateswithknowledgeandskillsinareassuchasthoseidentifiedinFutureWorkSkills2020[2]:

SensemakingNovelandAdaptiveThinking(agility)DesignmindsetTrans-Disciplinarity

SocialIntelligenceNewMediaLiteracyComputationalThinking

CognitiveLoadManagementCrossculturalcompetencyVirtualcollaboration

Recentreportshavealsohighlightedtheneedforgraduateswithinnovationandentrepreneurialcapabilitiesdevelopedthroughincreasedengagementwithindustry,government,NGOsandthebroadercommunity[1][2].

TheANUalreadyrunsinitiativessuchastheViceChancellor’scourses[7]andTechLauncher[8]thatarehelpingproducegraduateswithmuchofthisknowledgeandmanyoftheseskills.WhilesomeoftheseinitiativesalreadyreflectbestpracticeasoutlinedinTable1(derivedfrom[1,p51]),theyarenotwellintegratedand,mostimportantly,arenotreadilyavailabletoallANUstudents.

ThisdocumentoutlinesaproposalthatintegratesexistinginitiativesandcourseswithasetofnewcoursestoformaMasterofInnovationandProfessionalPractice(MIPP).Thisnewprogramwillbemulti-disciplinaryinenrolments,contentandteaching,andpositionedaspartofabroaderecosystemofANUinitiativesaimedatprovidingallANUstudentswithavarietyoflearningopportunitiesdeeplyengagedwithindustry,governmentandsocietymoregenerally.Thisbroaderengagedlearningenvironmentwillproduce‘careerready’graduatescapableofeffectivelytacklingthemostcomplexchallengesandopportunitiesfacingournationandtheworld.

Figure2depictstherelationshipbetweentheMIPPandexistingorproposedANUinitiativesaimedatprovidingstudentswithanengagedlearningenvironment.Figure3depictstherelationshipbetweentheMIPPandthebroadercommunitywithinwhichANUoperates.


2 MasterofInnovationandProfessionalPractice

Entrepreneurialskillsarenotjustforstartups.Employeeswithentrepreneurialskillsarealsoextremelysought-afterinlargeorganisations,suchasGoogle.Wefindthatsuchemployeescanidentifyopportunities,andusetheirinitiativeanddrivetofindsolutionsthatarenotapparenttoothers.

Thecommontrait,whetherthefounderofastartup,oran“intrapreneur”workingwithinamultinational,isthesingle-mindedpassiontobeanagentforchangeandtomakeithappen.

AlanNobleEngineeringDirector,GoogleAustralia

[1,p8]

Entrepreneurshipprogramsshouldengagestudentsfromawiderangeofdisciplinestoensurethattheprogramdoesnotbecomesiloedwithinanyfacultyorschool,andtoallowthestudentstobenefitfromdiverseinputsandskillsets.

[1,p43]

Progresswillalwaysrequirethesparkofindividualgenius,butitalsobenefitsfromanenvironmentthatnurturesideas,fosterscollaborationanddevelopsthecomplexmixofskillstomakesomethingofrawpotential.

IanChubbChiefScientistofAustralia

[4]

2.1 ObjectiveTheobjectiveoftheMIPPistopreparegraduatesfromanydisciplinewiththegenericknowledge,skills,expertiseandentrepreneurialmindsetnecessarytoapplytheirdisciplinaryexpertiseindiverseteamstotacklesociety’smostcomplexchallengesandopportunities.

2.2 GraduateOutcomesOncompletionoftheMIPP,graduateswillbeabletodemonstrate:

1) anadvancedunderstandingofthesystemscontextinwhichcomplexchallengesandopportunitiesemergeincludingenvironmental,economic,political,social,safety,historical,sustainabilityandethicalaspects;

2) anadvancedunderstandingandpracticalexperienceofoperatingwithintheinnovationeco-system;

3) theabilitytoapplyresearchmethodsandexercisecriticalthinkingandprofessionaljudgementtoselect,adaptandapplyappropriateknowledge,practicesandtoolstomakesenseof,andaddresscomplexproblemsandopportunitiesinabroadrangeofcontexts;

4) theabilitytolearnquickly,adaptandinnovateinnewandcomplexenvironments;

5) theabilitytoleadandworkeffectivelyinmulti-disciplinary,multi-culturalanddistributedteams;

6) theabilitytocommunicateeffectivelywithpeoplefromdiversedisciplinesandculturalbackgrounds;

7) theabilitytoconductthemselvesinaprofessionalandethicalmanner;and

8) acapacityforlifelonglearning.


2.3 IndicativeProgramRequirementsandRecommendedStudypatternFigure4identifiesanddescribesanindicativesetofcoursesthatcouldcomprisetheproposedMIPP.Thefigurealsodepictsanassociatedrecommendedstudypattern.

3 MIPPVerticalDoublewithanyBachelor’sDegreeThemainwayinwhichtheMIPPwillbeusedisinaVerticalDoubleDegreewithanyANUbachelor’sdegreethatincludeseightuniversityelectives1.

TheobjectiveoftheBachelor/MIPPverticaldoubledegreeistoproducegraduateswithdeepunderstandingandexpertiseinaspecificdisciplinealongwithabroadrangeofdisciplineindependentknowledgeandskillsthatenablethemtoworkindiverseteamscapableoftacklingsociety’smostcomplexchallengesandopportunities.

Figure5depictsarecommendedstudypatternforaMIPPVerticalDoublewithathree-yearBachelor’sdegree,whileFigure6depictsastudypatternforaMIPPVerticalDoublewithafour-yeardegreesuchasengineering.

NotethatstudentswillbeabletoexittheVerticalDoublewithaBachelor’sdegreeplusaminorormajorinInnovation&ProfessionalPractice(IPP)describedinSection4.2.

4 OtherPrograms,MinorandMajor

InordertomeettheneedsofallANUstudents,includingHDRstudents,thecontentandstructureoftheMIPPhasbeendesignedtosupportabroadrangeofawards.

4.1 GraduateCertificateandDiplomaofInnovationandProfessionalPracticeTheobjectiveoftheseprogramsistoprovide:

• ExitpointsfromtheVerticalDoubledegreedescribedinSection3shouldastudentnotwishtocompletetheentireMIPP.

• Pathwaysforstudentsworkingtowardsthestand-aloneMIPP.

AnindicativestructurefortheGraduateCertificateandGraduateDiplomaofInnovationandProfessionalPracticeisdepictedinFigure7.

4.2 MinorandMajorinInnovationandProfessionalPracticeSingleBachelordegreestudentscouldtakethefollowingMIPPcoursestocompleteaMinorinInnovationandProfessionalPractice(IPP).

• VCUG2001–CreatingKnowledge• VCUG2xxx–WaysofThinking• VCUG2xxx–Innovation• VCUG2xxx–ProfessionalPractice

1TheproposedMIPPwillalsoworkwithdegreessuchasSoftwareEngineeringthathavefewerthaneightuniversityelectives,butcancountVCandotherMIPPcoursesasrequiredcourses.


StudentswhopassthehurdledepictedinFigure5couldtakethefollowingadditionalcoursestocompleteaMajorinIPP.

• VCUG3001–UnravellingComplexity• VCUG3xxx–AgilePractices• VCUG3xxx–GroupResearch,InnovationandPracticeI(6-12u)and/orVCUG3xxx–Internship(6-

12u)

5 SupportforHDRStudentsandEarlyCareerResearchers

EveryAustralianvice-chancellorshouldask:“AretherestudentsatmyuniversitywhoareworkingonwhatcouldbecomethenextAtlassian(orRadiataorCochlearorResMed),andwhatarewedoingtohelpthem?”

[1,p17]

TheproposedMIPPandassociatedGraduateCertificateandDiplomawouldbeavailabletoHDRstudentsandEarlyCareerresearchers(ECR).Byworkingtowardstheseawards,HDRstudentsandECRscoulddeveloptheinnovationandprofessionalskillsnecessarytopursueacareeroutsideoftheacademicdomain.

References

[1]SpikeInnovation(2015).BoostingHigh-ImpactEntrepreneurshipinAustralia-Aroleforuniversities.Availablefromhttp://www.chiefscientist.gov.au/2015/10/new-report-boosting-high-impact-entrepreneurship-in-australia/

[2]Bell,J,Dodgson,M,Field,L,Gough,PandSpurling,T(2015).Translatingresearchforeconomicandsocialbenefit:countrycomparisons.ReportfortheAustralianCouncilofLearnedAcademies.Availablefromhttp://www.acola.org.au/index.php/projects/securing-australia-s-future/saf09.

[3]InstitutefortheFuture(2011).FutureWorkSkills2020.Availablefromhttp://www.iftf.org/futureworkskills/

[4]Chubb,I.Maintainthefireinthebelly(2015).InterviewwiththeAustralian.Availableathttp://www.theaustralian.com.au/business/in-depth/ian-chubb-maintain-the-fire-in-the-belly/story-fnw66tov-1227480211512

[5]CommitteeforEconomicDevelopmentofAustralia,Australia’sfutureworkforce?,(2015).Availablefromhttp://adminpanel.ceda.com.au/FOLDERS/Service/Files/Documents/26792~Futureworkforce_June2015.pdf

[6]FoundationforYoungAustralians,Thenewworkorder:EnsuringyoungAustralianshaveskillsandexperienceforthejobsofthefuture,notthepast,(2015).Availablefromhttp://www.acara.edu.au/verve/_resources/fya-future-of-work-report-final-lr.pdf

[7]ANUViceChancellor’sCourses.http://vc-courses.anu.edu.au

[8]ANUTechLauncher.https://cs.anu.edu.au/TechLauncher/


Figure1.VariantsofInnovationandProfessionalPracticeareavailableacrossprograms

Graduate Certificate in Innovation and

Professional Practice

Year 1

Year 2

Year 3

Year 4

Year 5

Graduate Diploma in Innovation and


Master ofInnovation and




Any 3-yearANU

Bachelor’sDegree

Any 4-yearANU

Bachelor’sDegree withEmbeddedHonours



Stand-Alone programs for graduatesas well as ANU HDR students and ECRs Vertical Double Degrees

Min

or o

r Maj

or in

Inno

vatio

n an

d Pr

ofes

sion

al P

ract

ice

Any 3-yearANU

Bachelor’sDegree

Single Degrees

Min

or o

r Maj

or in

Inno

vatio

n an

d Pr

ofes

sion

al P

ract

ice

Any 4-yearANU

Bachelor’sDegree withEmbeddedHonours


Table1Entrepreneurshipeducationinuniversities–ContrastingbestpracticewithpoorpracticeandexistingANUinitiatives(Derivedfrom[1,p51])

Attributesofpoorpractice Attributesofbestpractice BestpracticesreflectedinexistingANUVCCoursesandTechLauncher

Singleprogram MultipleopportunitiesforengagementANUstudentshaveopportunitiesforengagementviatheVCcourses,InternshipsandTechLauncher.However,duetodegreeprogramrestrictions,numbersinthesecoursesfromdiversedisciplinesislimited.

Theoretical,classroom-based Experiential,strongemphasisonlearningbydoing

TechLauncherstudentsspend25%oftheirtotalstudyloadover1or2yearsworkingonreal-worldproblemswithpartnersinindustry,governmentandNGOs.Thefocusison“LearningbyDoing”

Encouragespassivelearning Encouragesconcreteactiontopursueideas

TechLauncherstudentsdeliveroutcomesofrealvaluetoexternalclientsorputtheirstartupideasintopractice.

Basedonout-of-dateconcepts(eg.writingbusinessplans)

Basedonmodernstartupmethods(eg.LeanStartup)

TechLauncherstudentsareintroducedtothesepractices.Insomecases,industrymentorshelpthemimplementthesepracticesintheirgroupprojects.

Availableonlytoanarrowgroupofstudents(eg.inbusinessschool)

Encouragesmulti-disciplinarycollaboration

TheANUVCcoursesaremulti-disciplinaryindesignandparticipation.TechLauncherisalsoopentoalldisciplines,howeveruptakebynon-computingdisciplineshasbeenlimitedsofar.

Coursestaughtbyacademicswithnofirst-handexperienceinentrepreneurship

Engagessuccessfulentrepreneuralumniasguestlecturers/mentors/teachers

SuccessfulentrepreneursandinvestorsgiveregularlecturestoTechLauncherstudents.TheyalsomentorTechLauncherprojectteams.ExpertsinotheraspectsofinnovationanddealingwithcomplexchallengesareinvolvedintheVCcourses.

Isolatedfromexternalstartupecosystem Connectswithoutsidestartupecosystem

TechLauncherstudentsworkwithclientsandmentorsfromtheoutsideinnovationecosystem.TheyalsoengagewithexternalprogramssuchasInnovationACT,Hackathons,andotherinnovationevents.

Taughtatasetpointincurriculum(eg.1st/2ndyear) Availabletostudentswhentheyareready Wehavenotreachedthispoint,butitwouldbepossibleandofvalueto

students.

Mandatory“ENT-101”course Studentsself-selectintoprogramsbasedoninterest

WhileTechLauncherismandatoryformanystudents,theyallhaveachoicebetweenundertakingatraditionalclientprojectorworkingtowardstheirownstudent-runstartup.Thischoiceimprovesstudentengagementandlearningoutcomes.

Focusontheidea Focusongrowingtheindividualratherthantheiridea

TheTechLauncherinitiativeisdevelopingacultureoflearningfromfailure.


Figure2.AfuturecontextinwhichtheproposedMIPPcouldoperate

ANU

Inter

nships

College Internships

Aus

tralia

n N

atio

nal

Master of Innovation & Professional Practice

Multi-D

isciplinary Group P

rojects

Graduate-run Startups

and Student-R

un Startups

The ANU Vice-Chancellor courses develop graduate attributes in areas such as teamwork, multi-disciplinarity, dealing with complexity, leadership and contemporary management practices. These courses will form a foundation for internships, the Master of Innovation & Professional Practice, industry-based group projects and student-run startups.

The Australian National Internships Program (ANIP) gives undergraduate and postgraduate students an opportunity to work at the heart of Australian policy and politics.

This elite program arranges research-orientated internships at the Australian Federal Parliament, the Australian Capital Territory Legislative Assembly, in the public service or non-government organisations.

College internships allow students to learn in a variety of professional settings within Australia or overseas.

These internships are offered in professional fields by each ANU college, and are often available in Commonwealth and State government agencies, NGOs and the private sector, including local startups.

The Master of Innovation & Professional Practice (MIPP) builds upon a Bachelor’s degree to develop the generic knowledge and skills necessary to tackle complex problems and opportunities. This includes the ability to work effectively in multi-disciplinary, multi-cultural and geographically distributed teams, as well as a solid grounding in skills such as entrepreneurship, systems thinking, design thinking, sense-making, agility, new media literacy and cognitive load management. Teaching will involve people from a broad range of disciplines and extensive engagement with industry, government, NGOs and the broader community.

Graduates of the ANU MIPP will not be prepared for a ‘job’. Instead, they will be prepared for a ‘career’ and to make a very real and positive difference to the world around them.

The MIPP can be combined with any ANU Bachelor’s degree to form a Vertical Double Degree. The program will add one year to a student’s studies.

The ANU will support student-run startups after graduation. This support is aimed at helping students transition from university to co-working spaces, accelerators and incubators run by the local innovation ecosystem.

Receive support after graduationANU offers a range of world-class undergraduate degrees in disciplines such as the arts, science, engineering, computing, commerce, business and law. These degrees provide the graduate with deep knowledge and skills in a specific discipline.

Students can build upon this deep discipline-based foundation by combining their Bachelor’s degree with the Master of Innovation & Professional Practice (MIPP) and/or by participating in other opportunities described on this page.

Starting with a world-class Bachelor’s degree

Prepare for a ‘career’ rather than just a ‘job’, with a Master of Innovation & Professional PracticeLearning in a professional setting

Learning in the Public Sector

Students can develop and practice key graduate attributes, including entrepreneurial skills, by working closely with the local innovation sector to create student-run startups. These startups cover the spectrum from technology to policy and the arts, and will have access to expertise, equipment, facilities and intellectual property from across the ANU and the broader community.

Creating a startup

Students can develop and practice key graduate attributes by working in multi-disciplinary teams with government agencies, NGOs and the private sector, including local startups. These teams will make use of expertise, equipment, facilities and intellectual property from across the ANU to tackle complex problems and opportunities in a diverse range of domains.

‘Learning by Doing’

Learning with students and academics from other disciplines

Bachelor’sDegree

Inte

rnsh

ip P

rogr

am

Vice-Chancellor Courses

ANU

+

The ANU formally recognises the contribution, learning and skills developed by students through co-curricular, leadership, community service and voluntary roles.

Learning through Co-Curricular Activities


Figure3.TheMIPPwithinthecontextofthebroadercommunity

The ANU

ANUResearch

Internships

GroupProjects

CaseStudies

WorkExperience

Scholarships

Clients

Mentors

Sponsors

Supervisors

Guest Speakers

Lecturers

Tutors

Prizes

ProfessionalBodies

Year

1Ye

ar 2

Year

3*

Year

4Any

BachelorDegree

MIPP

Business, Startups, Government Agencies,

NGOs

* The MIPP will work withany 3 or 4 year bachelor degree

Real-WorldProblems andOpportunities

Underpins


Figure4.IndicativeMIPPcoursesandrecommendedstudypattern.

VCPG8xxx (12u)Group Research,Innovation and

Practice II

VCPG8xxx (6 or 12u)Group Research, Innovation and

Practice I

OR

VCPG8xxx (6 or 12u)Internship

8000 Series Discipline Elective

VCPG8xxxIgnorance

VCPG6xxxInnovationSemester 1

Year 1

Semester 2

Year 2

Semester 1

Semester 2

VCPG6xxxCreating Knowledge

VCPG6001Unravelling Complexity

VCPG8xxxAgile Practices

VCPG6xxxMobilisingResearch




VCPG6xxxWays of Thinking

Unravelling Complexity offers students from any discipline the opportunity to explore a series of complex issues. The connections between economic, historical, social, legal, scientific, engineering, environmental and moral dimensions of complex problems will be explored.

Unravelling Complexity (existing)

The course will examine the linked themes of ‘integration’ and ‘implementation’ of research to address problems and issues in societal contexts such as: expert witness services and research consultancies; the research and intellectual property base for new businesses; approaches to introducing change to professional practice, and; the contribution of research to the development of public policy.

Mobilising Research (existing)

A university is one of the places where people gather to make sense of the world and Creating Knowledge brings students from across the ANU together to do just that. It affords students early in their degree the time and the space to consider the nature of academic inquiry and its relationship to other ways of knowing and creating knowledge

Creating Knowledge (existing)

This course will introduce students to entrepreneurship and innovation. It will be taught in close collaboration with the ACT innovation ecosystem and based on existing innovation courses such as ENGN3230, MGMT3027 and MGMT7161

Innovation (derived)

This course will introduce students to modern agile management and delivery practices. It will be derived from existing modern project management courses such as COMP3120

Agile Practices (derived)

This course will introduce students to different ways of thinking including Analytical Thinking, Systems Thinking, Design Thinking, Creative Thinking and Critical Thinking within a real-world problem-based framework.

Ways of Thinking (new)

Students will take four masters level electives in their core discipline. These courses could be selected by the student to form a specialisation.

It is anticipated that students will apply what they learn in the core MIPP courses to their study of these elective courses.

Discipline Electives (existing)

These are year-long courses based on the ANU TechLauncher initiative. Students will work in multi-disciplinary teams to tackle complex problems and opportunities in a variety of domains and industries. They will work with external experts and will have access to expertise, equipment, facilities and intellectual property from across the ANU. Students in GRIP-II will generally lead students in GRIP-I. Lectures could include common lectures/workshops with courses such as VCUG2002 - Leadership & Influence.

Students may also choose to develop their entrepreneurial skills by working closely with the local innovation sector to create student-run startups in a broad range of domains from technology to policy and the arts.

Group Research, Innovation & Practice (derived)

Students will be able to develop their knowledge and capability by taking a 6 or 12 unit internship with an external organisation (as an alternative to GRIP I described below)

Internships (existing)

This course will be derived from the existing ANU Ignorance MOOC. It presents a comprehensive framework for understanding, coping with, and making decisions in the face of ignorance. Course participants learn that ignorance is not always negative, but has uses and benefits in domains from everyday life to the farthest reaches of science where ignorance is simultaneously destroyed and new ignorance created. They discover the roles ignorance plays in human relationships, culture, and how it underpins important kinds of social capital.

Ignorance (derived)

COMP6xxxProfessional Practice

This course will develop professional expertise in areas such as communication, ethics, integrity, values, stress management, accountability and image. This course will be derived from existing professional practices courses such as COMP8705

Professional Practice (derived)


Figure5.ProposedMIPPinVerticalDoubledegreewithany3-yearANUBachelor’sdegree

VCUG2001Creating Knowledge


VCUG2xxxWays of Thinking

Bachelors DegreeCourse


VCPG8xxxIgnorance

VCUG2xxxInnovation

Year 3

Year 4


VCPG6002Mobilising Research







Semester 1

Year 1

Semester 2

Year 2

Semester 1

Semester 2













Hurdle - Students require x.x GPA to continue with MIPP

Students who do not achieve a specified hurdle will not be permitted to continue with the vertical double degree. They will, instead, complete their undergraduate degree.

Hurdle

In order to develop innovation and professional practice knowledge and capability throughout a student’s time at the university, several key MIPP courses are pushed back into the early years of the bachelor’s degree.

Note that these courses will ensure that those students who do not complete the vertical double, will also develop basic innovation and professional practice knowledge and capability.

MIPP Courses pushed back into Bachelor’s degree


Practice II


Practice I

OR


VCUG3xxxProfessional Practice

These four courses form a Minor in Innovation and Professional Practice for those students who do not continue on to complete the MIPP

Four Courses form a Minor

These four courses plus the four in years 1 & 2 form a Major in Innovation and Professional Practice for those students who meet the hurdle for continuation with the MIPP but do not wish to continue on to complete the MIPP. That is, they can leave after three years with a Bachelor’s degree including a major in Innovation and Professional Practice.

Eight Courses form a Major

Semester 1

Semester 2

Semester 1

Semester 2


Figure6.ProposedMIPPinVerticalDoubledegreewitha4-yearANUBachelor’sdegreewithembeddedhonours

Semester 1

Year 1

Semester 2

Year 2

Semester 1

Semester 2

Hurdle - Students require x.x GPA to continue with MPP

Year 3

Semester 1

Semester 2









VCUG2001Creating Knowledge

VCUG2xxxWays of Thinking

VCUG2xxxInnovation













VCUG3xxxProfessional Practice




VCPG8xxxIgnorance

Year 4

Year 5


VCPG6002Mobilising Research








Practice II


Practice I

OR


Semester 1

Semester 2

Semester 1

Semester 2

Degrees such as the Bachelor of Engineering, Bachelor of Software Engineering, Bachelor of Advanced Computing and Bachelor of Laws include embedded honours. As such, they could be used to form a vertical double with the MIPP.

4 year Degrees with Embedded Honours


Figure7.ProposedGraduateCertificateandGraduateDiplomaofInnovationandProfessionalPractice.

VCPG8xxxIgnoranceSemester 1

Year 1

Semester 2



VCPG6xxxMobilising Research

Semester 1

Year 1

Semester 2


Practice I


Practice I

This set of courses would be a viable and useful GradCert for industry as well as HDR students and ECRs.

It is spread out over a year because Group Research, Innovation and Practice is a year long course. This will also provide more flexibility to students who have full-time jobs.

Graduate Certificate of Innovation & Professional Practice

This set of courses would be a viable and useful GradDip for industry as well as HDR students and ECRs.

Graduate Diploma of Innovation & Professional Practice

VCPG6xxxInnovation


VCPG6xxxInnovation



New Academic Award / AugmentationExpression of Interest / Proposal (Coursework)

Doc number 329/2016

Award name Bachelor of Data, Statistics and Society (Honours)

Summary ● Provide an executive summary of this proposal for University Education Committee and Academic

Board (100 words or fewer).

Australia requires a workforce with skills in data analytics as applied to high-quality, data-informed decision-making. This reflects a wider challenge to Australian business, government and community in terms of the effective use of public and commercial data for decision-making. The rapid expansion of a digitally enabled environment has broadened both the threat and the opportunity in data-driven innovation. We propose an honours year as an addition to the three year Bachelor of Data, Statistics and Society to allow students to specialise in one of the three core disciplines of the bachelor degree.

Part 1 – Priority approval criteria

Check all relevant criteria that this Award meets. • Provide justification for each checked criterion in the ‘Rationale’ section in Part 2 below.

Will attract, challenge and retain students of outstanding talent.

Will be included in a double degree with at least one graduate Award (e.g. Vertical DoubleDegree or Double Masters Degree).

Will respond to or anticipates changing national or global workforce needs.

Will utilise learning technologies and teaching approaches to extend the University’seducational reach on a national or global level.

Will promote executive education pathways, especially in the area of public policy and otherdisciplines of national significance.

Will be offered in partnership with one or more university of outstanding reputation.

Will provide pathways of demonstrated efficacy for underrepresented cohorts, in line with theUniversity’s access and equity strategies.

If this new plan does not satisfy any of the University’s priority approval criteria, complete only Part 2 – Expression of interest.

If this new plan satisfies any of the University’s priority approval criteria, complete both Part 2 – Expression of interest and Part 3 – New plan proposal.

Part 2 – Expression of interest

New plan details

Australian Qualifications Framework level and type Level 8 - Bachelor Honours Degree

Admission pathway (e.g. exit only) Direct admission

External accreditation body (if any) 41T


N e w A c a d e m i c P l a n E x p r e s s i o n o f I n t e r e s t / P r o p o s a l

Full-time duration in years (Single degree or vertical double degree)

1

Units required for completion 48

Available for enrolment from: First Semester 2017

Linked qualifications ● If this is a pathway (i.e. required for admission) or an early exit, list all relevant Awards.

41T

Double degrees ● Is this Award to be part of a double degree? Flexible Double Degree (Arts, Social Sciences, Sciences and Business 4 Year) Flexible Double Degree (Arts, Social Sciences, Sciences and Business 5 Year) Flexible Double Degree (Law, Engineering and Advanced Computing 6 Year) Flexible Double Degree (Law) Flexible Double Degree (Engineering and Advanced Computing) Vertical Double Degree Double Masters Degree

Governance

Responsible College ANU College of Engineering & Computer Science

Who is the convener of the plan? Dr Qing Wang

Does this Award have a dedicated governance committee or advisory board (other than College Education Committee)? If so, detail membership and frequency of meetings.

A Data Analytics Board of Studies will be established that is comprised of Associate Deans Education from CASS, CAP, CBE, CECS, CMBE, CPMS and CoL plus the Directors of RSCS, RSFAS and RSSS, chaired by the AD-E for CECS. Its mandate will be to advise the Associate Dean (Education) for CECS on issues of quality and internal alignment of courses to the degree – not the structure or business case for the degree. The latter will come under the remit of a data analytics education management committee comprising the Deans of CECS, CASS and CBE plus some external advisors, chaired by the Dean of CECS.

Rationale

Academic merit and strategic alignment • Give details of how this Award aligns with University and College strategy (see ANU by 2020) and

contributes to the standing of the discipline or interdisciplinary area nationally and (if relevant) internationally (200 words or fewer).

This proposed Honours degree is part of a suite of new degrees that will contribute to the national standing of the ANU in the emerging fields of data analytics and data science and allow for the continued building or research strength in this area. It is a distinctive inter-disciplinary degree drawing from expertise across three different Colleges. Along with the new Masters in Data Analytics, it will see ANU well placed to contribute to national debate and policy formulation. It is also allows high achieving students to pursue an honours pathway and will attract outstanding national and international students to the university.


http://www.anu.edu.au/about/strategy/


Research Led Education • Identify the initiatives in this Award that contribute to the University’s goal of offering research-led

education and how sustained scholarship will inform teaching and learning. (200 words or fewer)

The program is built on world-leading and unique expertise across three disciplines – computing, statistics and social science. The honours year places a major emphasis on students developing their research skills. Students will be provided with research methods and principles training, undertake some advanced coursework, and complete a major research project under the supervision of world class staff.

Market competition • Identify a minimum of two competing Awards in the sector nationally or internationally.• Highlight the ways in which this ANU Award is superior to competitors (200 words or fewer).

Data analytics is an emerging area but in the current environment is most commonly limited to business or data science. WSU have recently launched a bachelor degree in Data Science, RMIT have launched a 4 year Bachelor of Analytics, while other universities are also in the process of developing data science degrees. There are also a small number of undergraduate majors in business analytics (eg Deakin BComm) or data analytics (eg UTS BSc). There are currently no degrees that capture the inter-disciplinary nature of data analytics as proposed in this new ANU degree. There is therefore an opportunity to occupy a key space in inter-disciplinary data analytics in the Australian landscape, and offer an honours degree to high achieving students.

Internationally, there are few similar degrees. Southern New Hampshire University in the US offers an online Bachelor of Science in Data Analytics which is more related to business data analytics and does not truly capture the social science aspects of the ANU degree. There are a number of MOOC’s on data science.

Estimated enrolment • Provided an estimate of enrolment numbers in EFTSL.• Provide evidence for estimated enrolment numbers (200 words or fewer).

5-10 EFTSL pa

Joint award responsibilities

• If this Award is offered in conjunction with another institution, describe how responsibilities for coursedelivery, fees, pre-enrolment engagement of students, student services and care and student visarequirements are shared (200 words or fewer).

• These details may be provided to TEQSA.

N/A.

Monitoring of performance and quality

• Provide targets for the following indicators: enrolment, student retention, student experience(including SELS), student outcomes and pathway to further study (200 words or less).

Monitoring of performance and quality will be managed by a Board of Studies. Due to our relatively high entrance requirement and continued support through close monitoring of student progress, pastoral care and ongoing tutoring support, we would expect few students to withdraw. It is therefore anticipated that retention



rates will be around 90%. CECS also schedules SELT surveys for all courses and would also expect an agreement rate of at least 60% in SELS surveys undertaken for the courses within this degree.

• Provide details of how performance will be monitored against the above targets, including timeframes(200 words or less).

Monitoring of all of the above will be provided by a Board of Studies on a bi-annual basis. Performance indicators will be measured in EFTSL per year, the honours performance of students, and SELT response rates each semester. CECS will also maintain close contact with its alumni and follows their careers through email, Facebook and LinkedIn and makes contact when opportunities arise through overseas visits to international graduates.

Consultation

Academic consultation

• Includes ANU and external consultation about academic merit and strategic alignment, contribution toteaching, cross-College disciplines, and cross-College pathway degrees

• Include evidence of consultation, such as meeting dates, links to published minutes, etc.

This program was developed across CECS, CASS and CBE. Key people involved include from CECS: Prof Elanor Huntington (Dean), Prof Alistair Rendell (Director RSCS), Assoc Prof Peter Christen (RSCS), Dr Jochen Trumpf (Associate Dean (Education)(CECS)); Dr Qing Wang (RSCS)from CBE: Prof Steven Roberts (Director RSFAS), Assoc Prof Stephen Sault (Deputy Director and Director of Education RSFAS); and from CASS: Prof Matthew Gray (Director CSRM / RSSS), Prof Darren Halpin (Head SS, RSSS). The Deans of CASS, CAP, CBE and Directors of MSI, RSPH have been consulted.

Consultation with Division of Student Administration • Includes degree structures, nomenclature, AQF and legislative compliance, Commonwealth support,

CRICOS eligibility• Include evidence of consultation, such as meeting dates, links to published minutes, etc.

ASQO provided significant support in the development of the degree orders.

Consultation with Division of Student Services • Includes support for specific cohorts, international students under the age of 18• Include evidence of consultation, such as meeting dates, links to published minutes, etc.

Minimal impact is anticipated for the Division of Student Life as this is a small number of additional undergraduate students relative to the total size of the student population.

Consultation with Division of International Operations and Student Recruitment

• Includes admissions, student recruitment, international agreements, international experiences,University publications




Recruitment –All three Colleges involved will assist with student recruitment but does anticipate support from the ANU Student Recruitment team as part of their normal activities Admission – Normal ANU processes will be used for admission of students

Consultation with Information Technology Services

• Includes support for specific software and infrastructure needs• Include evidence of consultation, such as meeting dates, links to published minutes, etc.

Minimal impact

Consultation with ANU Library

• Includes access to specific online and physical collections, specialist information literacy training• Include evidence of consultation, such as meeting dates, links to published minutes, etc.

Minimal impact

Note that insufficient consultation may preclude or delay approval or implementation

Part 3 – New plan proposal

Description and study requirements

Marketing and publication description

• This section is published on the ‘Programs and Courses’ website to an external audience and is usedprimarily for marketing.

• Describe the plan including any key features, its research led elements and any external accreditationof the plan (100 words or fewer).

The Bachelor of Data, Statistics, and Society (Honours) is a one year full-time (or equivalent part-time) degree available in one of Computing, Statistics, or Social Sciences that exemplifies the ANU commitment to research-led education. Building upon the Bachelor of Data, Statistics, and Society, the degree will provide you with high level preparation for life as a practitioner or for undertaking a higher degree by research. You will be provided with research methods and principles training, undertake some advanced coursework, and complete a major research project.

Single degree study requirements and Orders

• Provide requirements for the completion of this Award as a single degree.• New courses must be approved before being entered into requirements.• Orders will be drafted by the Academic Standards and Quality Office for confirmation of the

appropriate ANU College Associate Dean to then be made by the Deputy Vice-Chancellor(Academic) (see Undergraduate Awards Rules and Graduate Awards Rules).

• This section is published on the ‘Programs and Courses’ website to an external audience.

The Bachelor of Data, Statistics, and Society (Honours) requires completion of 48 units, which must consist of:

48 units from completion of one of the following Honours specialisations:



Computer Science Honours Statistics Honours Sociology Honours

HONS4700 Final Honours Grade will be used to calculate the class of Honours and the mark. It will be calculated using the formula: Σ (mark x units) / Σ units, giving NCN and WN a nominal mark of zero

Learning outcomes ● Learning outcomes are high-level statements of the skills and knowledge which ANU certifies that all

graduates of the plan possess. ● If this plan is within a Vertical Double Degree or Double Masters Degree, provide full learning

outcomes for both degrees. ● This section is published on the ‘Programs and Courses’ website to an external audience.

Upon successful completion, students will have the skills and knowledge to:

Upon successful completion, students will be able to: 1. Demonstrate a sound knowledge and critical understanding of research design and methods2. Apply that knowledge to the development of a research proposal and research plan3. Develop the capacity to perform high-level independent research4. Exhibit in-depth knowledge of their chosen research topic5. Demonstrate a high level of ability to critically analyse and evaluate research questions and

communicate the results.

Assessment alignment (Bachelor Honours Degrees only) • Provide an explanation of how the structure of assessment will determine whether the Honours learning

outcomes have been met.

The thesis reports the student's work on a research project. Evaluation is based on the extent to which the thesis demonstrates understanding of the research topic (outcomes 4 and 5), the quality of project planning and execution (outcomes 1, 2 and 3), the significance of results obtained (outcome 3) and the structure of the document and clarity of writing (outcome 5). In addition, students must complete two presentations to staff. These presentations are assessed principally for effectiveness in communication of research topics and results (outcome 5), but also as demonstrations of knowledge and understanding (outcome 4) and as reports of the conduct of the project (outcomes 2 and 3). The coursework component includes 6 units specifically on research methods (outcome 1), and the other 18 units consist of 4000-level courses all of which have as a minimum assessment components directly related to outcome 5.

Timing of Honours assessment (Bachelor Honours Degrees only) ● Provide an explanation of how either: a minimum of 25% of the assessment which contributes to the final

honours grade or; 15% of the assessment which contributes to the final Honours mark and formalised monitoring of progress by staff other than each student’s supervisor or Honours convener is completed in the first half (in terms of duration) of Honours study.

Students will have completed at least 25% (12 units) of their graded coursework in the first half of their honours year.


http://programsandcourses.anu.edu.au/2016/course/HONS4700


Honours research training availability (Bachelor Honours Degrees only) ● If Honours research training courses are to be available to students only once per calendar year, describe

the strategies to be used to ensure that students who commence Honours in the Period in which these courses are not taught will not be disadvantaged.

Students who have not undertaken research training will complete a Research Methods course as identified in the degree requirements as one of their approved honours courses and/or will have research training embedded in their honours thesis.

Admission requirements

Honours Awards (with specialisations)

• Complete the template below.• Delete text in brackets if not required.• Delete Item 1 if the degree name is specified.• Final admission requirements will be drafted by the Academic Standards and Quality Office for

confirmation of the appropriate ANU College Associate Dean.• This section is published on the ‘Programs and Courses’ website to an external audience.

A Bachelor of Data, Statistics and Society from ANU, or equivalent from another institution.

Either: 48 units from completion of the Computer Science major

A weighed average mark of at least 70 per cent, calculated from the 36 units of courses with highest final marks, excluding 1000-level courses, from the major

Written approval of an identified supervisor for COMP Thesis

Or: 48 units from completion of the Statistics major

A weighted average mark equivalent to an ANU 75 per cent calculated from the 36 units (i.e. 0.75 EFTSL) of courses with highest final marks, excluding 1000-level courses (i.e. introductory undergraduate courses), from the major above

Written approval of an identified supervisor for STAT4500 Thesis

Or: 48 units from completion of the Sociology major

A weighed average mark of at least 70 per cent, calculated from the 36 units of courses with highest final marks, excluding 1000-level courses, from the major

Written approval of an identified supervisor for THES4103 Thesis

Cognate disciplines (Bachelor Honours and direct-entry Graduate Coursework only) ● List each discipline considered to be ‘cognate’ for the purposes of admission and/or credit.● This section is published on the ‘Programs and Courses’ website to an external audience.


http://programsandcourses.anu.edu.au/2016/course/THES4103

http://programsandcourses.anu.edu.au/2016/course/THES4103


Computing, Statistics, Sociology

Delivery

Delivery mode(s): In person - 75% or more on campus, maximum 25% of courses online

Off campus – this plan is to be administered and completed externally to the Acton campus.

Intensive – this plan is to be completed by undertaking accelerated courses in a full-time block. Intensive plan duration in weeks (from commencement to submission of final assessment): 41T

There is a compulsory work-based training of 41T hours per week for 41T weeks.

List all teaching periods in which students may commence study. ● i.e. Summer, First Semester, Autumn, Winter, Second Semester and/or Spring ● Note that international student visa holders must be able to complete within the normal duration of

study without the need to ‘underload’ or take leave.

First Semester, Second Semester

To be registered on CRICOS for student visa eligibility.

International student visa holders are able to complete within the normal duration of study without the need to ‘underload’ or take leave when commencing in all listed teaching periods.

Typical full-time pattern of study

Provide typical full-time patterns of study for each teaching period in which students may commence study. ● Each study pattern should demonstrate completion of the Orders given above in the full-time plan

duration. ● Give the course type, level and unit value in each cell (see Examples below).● Cells should be merged for courses of 12 or more units.● Copy and paste rows as needed

Honours in Computer Science

Year 1

COMP4005F 12 units

COMP4450 6 units

COMP 4000 course 6 units

COMP4005F 12 units

41T

COMP 4000 course 6 units

COMP 4000 course 6units

Honours in Statistics

Year 1 STAT4500 12 units

STAT4102 6 units

STAT4010 6 units



STAT4500 12 units

41T

STAT4027 6 units STAT4029

Honours in Sociology

Year 1

THES4103 12 units

SOCY4010 12 units

THES4103 12 units

41T

SOCY4009 12 units

Fees

Fee places available: Commonwealth Support and International Student Fees ● For Awards with ISF places, identify an existing Award with the same indicative international student

fee (see the annual fee schedule).

Bachelor of Advanced Computing (Honours)

● Provide details of additional costs, such as compulsory fieldwork expenses (excludes SA Fee).

N/A.

Division of Student Administration use only

Consistent with Australian Qualifications Framework, including Level 9 research component where relevant

If not consistent, give details: 41T

Consistent with National Code 2007 If not consistent, give details: 41T

Consistent with policy: Academic Programs and Courses Accreditation


Consistent with policy: Nomenclature If not consistent, give details: 41T

Consistent with policy: Structure and Wording of Coursework Award Requirements, including Registrar approval


Consistent with other relevant University If not consistent, give details:


http://students.anu.edu.au/fees/international/isf.php


policies and standards (e.g. Admission requirements template)

41T

Formal Award name Bachelor of Data, Statistics and Society (Honours)

Formal Award post nominal BDataStats&SoctHons

Career UGRD - Undergraduate

Does this new plan require a new program? New program - a new program must be created

Program code(s) (4 digits each) 3702

Single degree program type (if new) 09 - Bachelors Honours

Duration / units per year 48/1

Plan code HDSAS

Detailed Field of Education code 010199 – Mathematical Sciences n.e.c.

First available term 2730

Indicative annual international student fee from first term available, above. $36,720

CRICOS study duration 46

CRICOS full cost of student from year of registration, i.e. the current year. $35,234.00

Detail of Plan - Australian Higher Education Graduation Statement (AHEGS)

The Bachelor of Data, Statistics and Society (Honours), BDataStats&SoctHons, is an AQF Level 8 Bachelor Honours qualification taught in English and normally takes one year of full-time-equivalent study following a three-year-long AQF Level 7 Bachelor Degree. The program structure requires the successful completion of both compulsory and elective courses (units of study) and includes a supervised thesis.

Admission is normally based on the successful completion of an AQF Level 7 Bachelor Degree with at least a 70 per cent average mark.

Full study details and learning outcomes are published on the University website: www.anu.edu.au

Plan Features - Australian Higher Education Graduation Statement (AHEGS)

U

Plan Pathway - Australian Higher Education Graduation Statement (AHEGS)

Graduates may progress to an AQF level 9 qualification (Masters Degree) or AQF level 10 qualification (Doctoral Degree), subject to specific admission requirements.

Plan Accreditation - Australian Higher Education Graduation Statement (AHEGS)



U

College Education Committee

Date considered by College Education Committee (CEC) Tuesday 22 December 2015

CEC recommendation to UEC Endorse with no conditions Endorse with conditions (specified below) Do not endorse

Note: New Award Proposal approved by College Education Committee Out-of-Session – 22/12/2015.

As approved by the Dean or delegated authority Dr Jochen Trumpf on Tuesday 22 December 2015

University Education Committee

Date considered by University Education Committee (UEC) 41T

Document Number 41T UEC recommendation to Academic Board

Accredit with no conditions Accredit with conditions (specified below) Do not accredit

41T

Academic Board

Date considered by Academic Board 41T Document Number 41T Academic Board

Accredits with no conditions from 41T Accredits with conditions (specified below) from 41T Does not accredit

41T



Doc number 1270/2015

Award name Master of Applied Data Analytics

Augmentation (if any) 42T



The Australian Public Service (APS) and industry in general faces a current and future challenge in recruiting, developing and retaining workforce with skills in data analytics as applied to high-quality, data-informed decision-making. This reflects a wider challenge to Australian business, government and community in terms of the effective use of public data for decision-making. The rapid expansion of a digitally enabled environment has broadened both the threat and the opportunity in data-driven innovation. We propose a multi-disciplinary Masters program comprising of computer science, applied statistics, and social science courses for graduate-level reskilling and upskilling in the area of applied analytics which can be applied across a host of settings from health to national security.













New plan details

Australian Qualifications Framework level and type Level 9 - Masters Degree (Coursework)

Nomenclature type Broad Field Named Award (e.g. Master of Science)



(Graduate Coursework only)


External accreditation body (if any) N/A.


1.5


Available for enrolment from: Autumn (1 April) 2016


42T


Governance


Who is the convener of the plan? Associate Professor Peter Christen


No.

Rationale



From 'ANU by 2020': “Central to the outreach role of ANU is engagement with government, and building a critical mass of research and education excellence in public policy which will act as a resource for the nation and our region.” With the challenge of the APS and industry generally to recruit, develop and retain a workforce with skills in data analytics as applied to high-quality, data-informed decision-making, this proposed Masters program will be crucial to overcoming this challenge and contribute to the national standing of the ANU in the emerging fields of data analytics and data science. There is a national and global shortage of graduates with skills in Data Analytics.The long-term vision is that this program will be made available more widely than the APS or even just for domestic students.






Underlying all courses of this proposed Masters program will be the common theme of practical hands-on projects using real data (as provided by participating government agencies) tackling real-world research questions as relevant to the APS and industry. The program is built on world-leading and unique expertise across three disciplines – computing, statistics and social science. Courses will also cover current industry and research developments in data analytics.


This Masters program has been designed in consultation with three of the leading data-intensive APS agencies plus the Public Service Commission. We are also in the final stages of negotiating commitments from them regarding student numbers (see more below in enrolment estimates).

Most Data Analytics Masters programs in Australia are either computing/IT, or business focussed. Below are two examples. In contrast, the proposed Master program is strongly multi-disciplinary, with a specific focus on the needs of effective use of public data for decision-making.

Monash University Master of Data Science – includes computing courses only. http://www.monash.edu.au/pubs/handbooks/courses/C6004.html

University of Sydney Master of Data Science – includes computing and statistics courses only. http://sydney.edu.au/courses/master-of-data-science

Other Data Analytics Masters degree are business focused, such as the University of Melbourne (Melbourne Business School) Master of Business Analytics: https://mbs.edu/programs/master-of-business-analytics/program


In consultation with the APS, the estimate in the first year is 40 enrolments (~20 EFTSL) with a planned ramp-up to ~100 enrolments per annum over the next 3 years. Currently, the closest computing course is COMP8400 (Algorithms and Techniques for Data Mining) which in the past 5 years has had enrolment numbers between 36 and 57.




N/A.



http://www.monash.edu.au/pubs/handbooks/courses/C6004.html

http://sydney.edu.au/courses/master-of-data-science

https://mbs.edu/programs/master-of-business-analytics/program



The estimate in the first year is 40 enrolments (~20 EFTSL) with a planned ramp-up to ~100enrolments per annum over the next 3 years.We expect a completion rate of at least 65%, plus 30% of students selecting an early exit via eitherthe Grad Cert of Applied Data Analytics or Grad Dip of Applied Data Analytics.We also expect an agreement rate of at least 60% in SELS surveys undertaken for the courses withinthis degree.


Monitoring of all of the above will be provided by ISIS, CECS (RSCS), CBE (RSFAS), and CASS (RSSS and CSRM) examination results through the program Convenor and the College Education Committees, SELS responses rate and Unistats on a bi-annual basis.

ANU Graduate Coursework model (Graduate Coursework only) This Award is consistent with the University’s Graduate Coursework Model

This Award requires approval as an exception to the ANU Graduate Coursework model. ● For Graduate Certificates and Graduate Diplomas, provide a strategic case for the creation of this

Award and attach all available evidence. ● For Masters Degrees requiring more or less than 96 units, or with admission requirements than a

non-cognate Bachelor Degree, provide significant justification for creation of this Award (e.g. professional accreditation or international standards) and attach all available evidence.

See covering memo.

Consultation




This program was developed across CECS, CASS and CBE, and involved discussions with senior management of several Government Departments over a four month period from July to October 2015. Key people involved include from CECS: Prof Elanor Huntington (Dean), Prof Alistair Rendell (Director RSCS), Assoc Prof Peter Christen (RSCS), Dr Jochen Trumpf (Associate Dean (Education)(CECS)); from CBE: Prof Steven Roberts (Director RSFAS), Assoc Prof Stephen Sault (Deputy Director and Director of Education RSFAS); and from CASS: Prof Matthew Gray (Director CSRM / RSSS).

Other key personnel consulted: Prof Kiaran Kirk (Dean of CMBE), Prof Archie Clements (Director RSPH), Dr Royston Gustavason (Associate Dean, CASS), Prof Paul Pickering (Dean, CASS), Shirley Leitch (Dean CBE), and Bronwen Whiting (Associate Dean (Education) CBE).

Consultation with Division of Student Administration



• Includes degree structures, nomenclature, AQF and legislative compliance, Commonwealth support,CRICOS eligibility


The College has liaised with ASQO (Jake Francis) via telephone and email between 26/10/2015 and 29/10/2015 to ensure the degree structure and nomenclature is compliant with AQF and legislative standards. It is anticipated that there may be some impact on DSA once these programs are implemented; however, discussions with these areas will occur in due course.


Minimal impact is anticipated for the Division of Student Life. Limited support is expected to be required for these students.




Recruitment – Limited requirements for support; Local marketing team plus direct recruitment via APS. Admission – The College will engage the Domestic Admissions team within DIOSR in due course to discuss processes for receiving applications.



Minimal impact. Use of external computer labs is subject to further discussions and negotiations with APS (due to security requirements of APS data).



Not required.


College Education Committee (Expressions of interest only)

Date reviewed by College Education Committee (CEC) 42T

CEC recommendation to UEC Proceed with new plan proposal Proceed with new plan proposal with conditions (specified below)



Do not proceed with new plan proposal

Please note: The Research School of Computer Science and the College Executive have endorsed this proposal and it will also be included in the upcoming College Education Committee agenda (7/2015 – 27/11/2015) for noting.

As approved by the Dean or delegated authority Professor Elanor Huntington on Thursday 29 October 2015

University Education Committee (Expressions of interest only)

Date reviewed by University Education Committee (UEC) 42T


Proceed with new plan proposal Proceed with new plan proposal with conditions (specified below) Do not proceed with new plan proposal

42T






The Master of Applied Data Analytics is a 1.5 year full-time (or equivalent part-time) degree that provides students with: - Exposure to best practice in data analytics. - Cutting edge courses in areas of relevance to data analytics practitioners. - An opportunity to deepen knowledge in one of the three areas of computation, statistics, or social science. - Professional development for practicing data analytics professionals. - The opportunity to undertake research of professional relevance.

The program will be taught in intensive blended mode with students expected to be enrolled part-time.





The Master of Applied Data Analytics requires the completion of 72 units, which must consist of:



60 units from the following compulsory courses: COMP7230 Introduction to Programming for Data Scientists COMP7240 Introduction to Database Concepts COMP8410 Data Mining COMP8430 Data Wrangling SOCR8201 Introduction to social science methods and types of data SOCR8202 Using data to answer policy questions and evaluate policy STAT7055 Introductory Statistics for Business and Finance STAT7001 Applied Statistics STAT6039 Principles of Mathematical Statistics STAT7026 Graphical Data Analysis

12 units from completion of courses from any of the following lists:

Data Science COMP8600 Introduction to Statistical Machine Learning COMP6490 Document Analysis COMP8420 Bio-inspired Computing: Applications and Interfaces

Social Science SOCR8203 Advanced techniques in the creation of social science data SOCR8204 Advanced social science approaches to inform policy development and service delivery

Statistical Data Analytics STAT7040 Statistical Learning STAT7016 Introduction to Bayesian Data Analysis STAT7017 Big Data Statistics





1. Select, adapt, apply, and communicate advanced data analytics methods and techniques;

2. Apply data analytics to decision making about policy, business and service delivery;

3. Examine current issues in data analytics using leading-edge research and practices in the field;

4. Demonstrate strong cognitive, technical, and communication skills to work independently andcollaboratively to collect, process, interpret and communicate the outcomes of data analytics problems; and

5. Communicate complex data analytics outcomes to diverse audiences.

Research component (Masters Degrees only) ● Provide an explanation of and list of courses for how the AQF Level 9 Masters Degree (Coursework)

requirement that graduates must be able to “plan and execute a substantial research-based project, capstone experience and/or piece of scholarship” is demonstrated.



This Masters program will be designed to allow students to apply their skills to solve real-world research issues that reflect problems in the APS. This will be reflected in case studies and examples embedded throughout key courses in the curriculum. List of courses at AQF9: COMP8410 – Data Mining COMP8430 – Data Wrangling COMP8600 – Statistical Machine Learning COMP6490 – Document Analysis COMP8420 – Bio-inspired Computing: Applications and Interfaces SOCR8203 – Advanced Techniques in the Creation of Social Science Data SOCR8204 – Advanced Social Science Approaches to Inform Policy Development and Service Delivery STAT7026 – Graphical Data Analysis STAT7040 – Statistical Learning STAT7016 – Introduction to Bayesian Data Analysis STAT7017 – Big Data Statistics


Direct-entry Graduate Coursework

● Complete the template below.● Final admission requirements will be drafted by the Academic Standards and Quality Office for

confirmation of the appropriate ANU College Associate Dean.● This section is published on the ‘Programs and Courses’ website to an external audience.

- A completed AQF8 degree or equivalent in any discipline from a recognised university; OR - A completed AQF7 degree + 3 years of relevant work experience. - Applicants who have completed a degree in a cognate discipline may be eligible to receive credit in line with the ANU Graduate Coursework Award Rules towards their Master of Applied Data Analytics degree.

Cognate disciplines (Bachelor Honours and direct-entry Graduate Coursework only) ● List each discipline considered to be ‘cognate’ for the purposes of admission and/or credit.● This section is published on the ‘Programs and Courses’ website to an external audience.

Engineering Maths Physics Statistics Finance Actuarial Studies Computer Science Information Technology Criminology Sociology Political Science Psychology Epidemiology/Public Health Anthropology



Demography/Population Studies

Delivery

Delivery mode(s): Blended - 25% to 99% of courses are online, some courses on campus






Summer, First Semester, Autumn, Winter, Second Semester and/or Spring



Typical part-time pattern of study

Provide typical full-time patterns of study for each teaching period in which students may commence study. ● Each study pattern should demonstrate completion of the Orders given above in the part-time plan


Computer Science

Year 1

COMP7230 6 Units

STAT7055 6 Units

COMP7240 6 Units

SOCR8201 OR

SOCR8202 6 Units

Year 2

COMP8410 6 Units

STAT7001 6 Units

COMP8420 6 Units

SOCR8203 OR

SOCR8204 6 Units



Year 3

COMP8600 6 Units

STAT6039 6 Units

COMP6490 6 Units

STAT7026 6 Units

Statistical Data Analytics

Year 1

COMP7230 6 Units

STAT7055 6 Units

COMP7240 6 Units

SOCR8201 OR

SOCR8202 6 Units

Year 2

COMP8410 6 Units

STAT7001 6 Units

COMP8420 6 Units

STAT6039 6 Units

Year 3

STAT7040 6 Units

STAT7026 6 Units

STAT7016 or

STAT7017 6 Units

SOCR8203 OR

SOCR8204 6 Units

Social Science

Year 1

COMP7230 6 Units

STAT7055 6 Units

COMP7240 6 Units

SOCR8201 6 Units

Year 2

COMP8410 6 Units

STAT7001 6 Units

COMP8420 6 Units

SOCR8202 6 Units



Year 3

STAT6039 6 Units

SOCR8203 6 Units

STAT7026 6 Units

SOCR8204 6 Units

Fees

Fee places available: Domestic Tuition Fees only ● For Awards with ISF places, identify an existing Award with the same indicative international student


To be consistent with the final agreement.


N/A.




Consistent with National Code 2007 If not consistent, give details: Non-ESOS program


If not consistent, give details: Admission requirements and credit allowance exceeds policy limits




Consistent with other relevant University policies and standards (e.g. Admission requirements template)

If not consistent, give details: Admission requirements and credit allowance exceeds policy limits

Formal Award name Master of Applied Data Analytics

Formal Award post nominal MAppDataAnalyt

Augmentation name (Use for Print on Diploma and Print on Transcript) 42T




Career PGRD - Graduate Coursework



Single degree program type (if new) 04 - Masters (Coursework)


Plan code MADAN

Detailed Field of Education code 010199 Mathematical Sciences, n.e.c.


Indicative annual international student fee from first term available, above. N/A

CRICOS study duration N/A

CRICOS full cost of student from year of registration, i.e. the current year. N/A


The Master of Applied Data Analytics, MAppDataAnalyt, is an AQF Level 9 Masters Degree (Coursework) qualification taught in English and normally takes one and one half-year of full-time-equivalent study. Course credit may be granted for students with cognate qualifications. The program structure requires the successful completion of both compulsory and elective courses (units of study) Admission is normally based on the successful completion of an AQF Level 8 Bachelor Honours Degree, Graduate Certificate or Graduate Diploma.



U


Graduates may progress to an AQF level 10 qualification (Doctoral Degree), subject to specific admission requirements.


U


Date considered by College Education Committee (CEC) Thursday 29 October 2015




Please note: The Research School of Computer Science and the College Executive have endorsed this proposal and it will also be included in the upcoming College Education Committee agenda (7/2015 – 27/11/2015) for noting.

As approved by the Dean or delegated authority Professor Elanor Huntington on Thursday 29 October 2015





42T

Academic Board



42T



Doc number 328/2016

Award name Bachelor of Data, Statistics and Society



Australia requires a workforce with skills in data analytics as applied to high-quality, data-informed decision-making. This reflects a wider challenge to Australian business, government and community in terms of the effective use of public and commercial data for decision-making. The rapid expansion of a digitally enabled environment has broadened both the threat and the opportunity in data-driven innovation. We propose a multi-disciplinary bachelor degree comprising of computer science, statistics, and social science courses which can be applied across a host of settings from business, finance, health through to national security.













New plan details

Australian Qualifications Framework level and type Level 7 - Bachelor Degree




External accreditation body (if any) 41T


3


Available for enrolment from: First Semester 2017


Possible pathway to an Honours program in a relevant field ie. Computer Science, Sociology, Statistics etc.


Governance


Who is the convener of the plan? Dr Qing Wang


A Data Analytics Board of Studies will be established that is comprised of Associate Deans Education from CASS, CAP, CBE, CECS, CMBE, CPMS and CoL plus the Directors of RSCS, RSFAS and RSSS, chaired by the AD-E for CECS. Its mandate will be to advise the Associate Dean (Education) for CECS on issues of quality and internal alignment of courses to the degree – not the structure or business case for the degree. The latter will come under the remit of a data analytics education management committee comprising the Deans of CECS, CASS and CBE plus some external advisors, chaired by the Dean of CECS.

Rationale



This proposed Bachelor degree will contribute to the national standing of the ANU in the emerging fields of data analytics and data science and allow for the continued building or research strength in this area. It is a distinctive inter-disciplinary degree drawing from expertise across three different Colleges. Along with the new Masters in Data Analytics, it will see ANU well placed to contribute to national debate and policy formulation. It is also a high entry point degree which will attract outstanding national and international students to the university.






The program is built on world-leading and unique expertise across three disciplines – computing, statistics and social science. Courses will also cover current industry and research developments in topics related to data analytics. The program places a major emphasis on students developing their research and analytical skills.


Data analytics is an emerging area but in the current environment is most commonly limited to business or data science. WSU have recently launched a bachelor degree in Data Science, RMIT have launched a 4 year Bachelor of Analytics, while other universities are also in the process of developing data science degrees. There are also a small number of undergraduate majors in business analytics (eg Deakin BComm) or data analytics (eg UTS BSc). There are currently no degrees that capture the inter-disciplinary nature of data analytics as proposed in this new ANU degree. There is therefore an opportunity to occupy a key space in inter-disciplinary data analytics in the Australian landscape.

Internationally, there are few similar degrees. Southern New Hampshire University in the US offers an online Bachelor of Science in Data Analytics which is more related to business data analytics and does not truly capture the social science aspects of the ANU degree. There are a number of MOOC’s on data science.

The proposed degree has been tested with potential employers for the recently approved Master of Applied Data Analytics and has been received favourably.


20 EFTSL in Year 1, 30 commencing EFTSL in Yr 2, and 40+ commencing EFTSL each year after that.




N/A.



Monitoring of performance and quality will be managed by a Board of Studies. Due to our relatively high entrance requirement and continued support through close monitoring of student progress,



pastoral care and ongoing tutoring support, we would expect few students to withdraw. It is therefore anticipated that retention rates will be around 90%. CECS also schedules SELT surveys for all courses and would also expect an agreement rate of at least 60% in SELS surveys undertaken for the courses within this degree.


Monitoring of all of the above will be provided by a Board of Studies on a bi-annual basis. Performance indicators will be measured in EFTSL per year and SELT response rates each semester. CECS, CBE and CASS will also maintain close contact with its alumni and follows their careers through email, Facebook and LinkedIn and makes contact when opportunities arise through overseas visits to international graduates.

Consultation




This program was developed across CECS, CASS and CBE. Key people involved include from CECS: Prof Elanor Huntington (Dean), Prof Alistair Rendell (Director RSCS), Assoc Prof Peter Christen (RSCS), Dr Jochen Trumpf (Associate Dean (Education)(CECS)); Dr Qing Wang (RSCS)from CBE: Prof Steven Roberts (Director RSFAS), Assoc Prof Stephen Sault (Deputy Director and Director of Education RSFAS); and from CASS: Prof Matthew Gray (Director CSRM / RSSS), Prof Darren Halpin (Head SS, RSSS). The Deans of CASS, CAP, CBE and Directors of MSI, RSPH have been consulted.

Consultation with Division of Student Administration • Includes degree structures, nomenclature, AQF and legislative compliance, Commonwealth support,

CRICOS eligibility• Include evidence of consultation, such as meeting dates, links to published minutes, etc.

ASQO provided significant support in the development of the degree orders.


Minimal impact is anticipated for the Division of Student Life as this is a small number of additional undergraduate students relative to the total size of the student population.






Recruitment –All three Colleges involved will assist with student recruitment but does anticipate support from the ANU Student Recruitment team as part of their normal activities Admission – Normal ANU processes will be used for admission of students



Minimal impact



Minimal impact







The Bachelor of Data, Statistics, and Society is a three year full-time (or equivalent part-time) inter-disciplinary degree that is designed to address a global shortage of graduates with skills in data analytics as applied to high-quality, data-informed decision-making. It is designed to develop inter-disciplinary knowledge across the three base disciplines of computing, statistics and social science. You will receive exposure to best practice in data analytics as well as an opportunity to acquire knowledge in a discipline that relies on data analytics, or deepen knowledge in one of computation, statistics, or social science.





The Bachelor of Data, Statistics, and Society requires the completion of 144 units, of which:

A maximum of 60 units may come from completion of 1000-level courses



The 144 units must consist of:

78 units from completion of the following compulsory courses COMP2400 Relational Databases COMP3425 Data Mining COMP3430 Data Wrangling SOCR1001 Foundations of Social Research SOCR3001 Data for Decision Making SOCY2038 Introduction to Quantitative Research Methods SOCY2043 Introduction to Qualitative Research Methods SOCY2166 Social Science of the Internet STAT1003 Statistical Techniques STAT2001 Introductory Mathematical Statistics STAT2008 Regression Modelling STAT3011 Graphical Data Analysis STAT3040 Statistical Learning

6 units from completion of courses from the following list: COMP1030 Art of Computing COMP1130 Introduction to Programming and Algorithms (Advanced) COMP1730 Programming for Scientists

6 units from completion of courses from the following list: COMP1040 The Craft of Computing COMP1140 Introduction to Software Systems (Advanced)

6 units from completion of courses from the following list: MATH1003 Algebra and Calculus Methods MATH1013 Mathematics and Applications 1 MATH1115 Mathematics and Applications 1 Honours

48 units from completion of elective courses offered by ANU

Double degree study requirements and Orders

• Provide requirements for the completion of this Award as a double degree (if applicable).• For Flexible Double Degrees, provide only the Global Requirements (e.g. maximum of 1000-level

courses) and any additional requirements specific to Flexible Double Degrees.• For Vertical Double Degree undergraduate plans and Double Masters Degree plans, provide full

requirements for the double degree (i.e. both Awards’ components).• New courses must be approved before being entered into requirements.• Orders will be drafted by the Academic Standards and Quality Office for confirmation of the



The Bachelor of Data, Statistics and Society flexible double degree component requires completion of 96 units, of which:

A maximum of 48 units may come from completion of 1000-level courses 12 units count towards the requirement of the other degrees

For Bachelor of Engineering (Honours)/ Bachelor of Data, Statistics and Society:

12 units from completion of courses from the following list required for the Bachelor of Engineering contribute towards the Bachelor of Data, Statistics and Society component of this double degree:



6 units from the following list of courses: MATH1013 Mathematics & Applications 1 MATH1115 Mathematics & Applications 1 Honours

6 units from the following list of courses: COMP1730 Programming for Scientists

For Bachelor of Engineering (Research and Development) (Honours)/ Bachelor of Data, Statistics and Society:




For Bachelor of Software Engineering (Honours)/ Bachelor of Data, Statistics and Society:



6 units from the completions of course from the following subject area: COMP Computer Science






1. Select, adapt, apply, and communicate advanced data analytics methods and techniques;

2. Apply data analytics to decision making about policy, business and service delivery;

3. Examine current issues in data analytics using leading-edge research and practices in the field;

4. Demonstrate strong cognitive, technical, and communication skills to work independently andcollaboratively to collect, process, interpret and communicate the outcomes of data analytics problems; and

5. Communicate complex data analytics outcomes to diverse audiences.




Undergraduate ● ATAR, QLD Band and International Baccalaureate score.● Include any other requirements, such as current ‘Working with Vulnerable People’ check, successful

medical check, etc.● Include secondary schooling prerequisites● This section is published on the ‘Programs and Courses’ website to an external audience.

ATAR of 95, Qld Band 3, IB 38, or equivalent

Assumed Knowledge: ACT Math Methods, NSW Mathematics, or equivalent

Note that we will be working with ANU College and MSI to deliver (online) bridging modules to assist students with preparation for MATH1003 if they have only done Maths Applications or General Maths

Delivery

Delivery mode(s): In person - 75% or more on campus, maximum 25% of courses online






First Semester, Second Semester



Typical full-time pattern of study

Provide typical full-time patterns of study for each teaching period in which students may commence study. ● Each study pattern should demonstrate completion of the Orders given above in the full-time plan




Year 1

COMP1030 6 units

STAT1003 6 units

MATH1003 6 units

Elective 6 units

COMP1040 6 units

COMP2400 6 units

SOCR1001 6 units

Elective 6 units

Year 2

COMP3425 6 units

STAT2001 6 units

SOCY2038 6 units

Elective 6 units

COMP3430 6 units

STAT2008 6 units

SOCY2043 6 units

Elective 6units

Year 3

SOCY2166 6 units

SOCR3001 6 units

Elective 6 units

Elective 6 units

STAT3011 6 units

STAT3040 6 units

Elective 6 units

Elective 6units

Fees

Fee places available: Commonwealth Support and International Student Fees ● For Awards with ISF places, identify an existing Award with the same indicative international student


Bachelor of Advanced Computing (Honours)


N/A.




Consistent with National Code 2007 If not consistent, give details: 41T









Consistent with other relevant University policies and standards (e.g. Admission requirements template)


Formal Award name Bachelor of Data, Statistics and Society

Formal Award post nominal BDataStats&Soct

Career UGRD - Undergraduate



Single degree program type (if new) 10 - Bachelors Pass


Plan code BDSAS

Detailed Field of Education code 010199 – Mathematical Sciences n.e.c.


Indicative annual international student fee from first term available, above. $36,720

CRICOS study duration 150

CRICOS full cost of student from year of registration, i.e. the current year. $111,060.00


The Bachelor of Data, Statistics and Society, BDataStatsSoct, is an AQF Level 7 Bachelor Degree qualification taught in English and normally takes three years of full-time-equivalent study The program structure requires the successful completion of both compulsory and elective courses (units of study).

Admission is normally based on secondary and/or tertiary education academic results.



U


Graduates may progress to an AQF level 8 qualification (Bachelor Honours Degree, Graduate Certificate or Graduate Diploma) or an AQF level 9 qualification (Masters Degree), subject to specific admission requirements.




U


Date considered by College Education Committee (CEC) Tuesday 22 December 2015


Note: New Award Proposal approved by College Education Committee Out-of-Session – 22/12/2015.

As approved by the Dean or delegated authority Dr Jochen Trumpf on Tuesday 22 December 2015





41T

Academic Board



41T


Report from the RSCS Undergraduate Education Working Party

The$working$group$comprises$Alistair$Rendell,$Ramesh$Sankaranarayana,$Tony$Hosking,$Shayne$Flint,$Lexing$Xie,$Stephen$Gould$and$Uwe$Zimmer$(with$some$invited$

input$from$Lynette$JohnsFBoast$on$curriculum$design)$

$

The$working$group$consulted$with$a$number$of$groups,$including$industry,$students,$ANU$academic$stakeholders$outside$of$RSCS.$In$addition$CECS$commissioned$an$

external$company$–$the$Knowledge$Partnership$–$to$undertake$some$market$research$on$our$programs$and$related$programs.$Some$key$observations$were$

• Name$of$degree$program$is$not$particularly$important,$and$there$is$certainly$no$urgent$need$or$imperative$to$change$degree$names$(although$this$is$not$

ruled$out$in$the$future)$

• Duration$of$the$degree$program$is$significant$(3$v$4$years)$

• The$entry$score$(ATAR)$was$extremely$important$

• Links$to$industry$were$seen$as$important$

Given$the$above$a$decision$was$made$early$to$work$within$the$existing$degree$containers$and$names,$at$least$for$the$immediate$future.$With$this$decided$the$focus,$

purpose$and$graduate$attributes$of$our$three$degree$programs$were$reviewed$and$refined$as$follows.$


Appendix 9A

Proposed New Alignment of Existing Degrees

BIT BAC/BAC(R&D) BSEngDuration 3 (+1) 4 4

Focus Practice Science Engineering

Purpose Obtain skills and capabilities for professional practice of computing across a range of domains

Obtain skills and capabilities for professional practice, scientific innovation and research within

the field of computing

Obtain skills and capabilities for professional software engineering practice, innovation and

research

Overarching Graduate Characteristics An appreciation that computing interacts with many different domains and that solutions to many problems require both computing skills and domain knowledge, plus an ability to communicate with, and learn from, experts from different domains.

Ability to solve real world problems using computing in a range of domains

Ability to enhance the foundations of computing and develop new computing technologies

Knowledge and skills required to construct safe reliable and effective software systems at scale and develop new software engineering practices

and technologies

Graduate Attributes

Context An understanding of the systems context in which software is developed and operated including economic, social, historical, sustainability and ethical aspects

Foundational Knowledge and Skills An operational understanding of the foundations

of computer science including programming, algorithms, logic, architectures and data structures

An operational and theoretical understanding of the foundations of computer science including

programming, algorithms, logic, architectures and data structures

An operational understanding of systems engineering and the foundations of computer

science including programming, algorithms, logic, architectures and data structures

Themes Understanding recurring themes across the discipline such as abstraction and complexity

Advanced Knowledge and Skills Deep knowledge in at least two areas of computer science

An advanced understanding of software engineering practices in requirements

engineering, system level architecture, data management, security, design, construction,

evaluation, and project management.


Design Ability to analyse well defined problems, and

design, implement and evaluate solutions based on the use of computational techniques

Ability to define and analyse complex problems, and design, implement and evaluate solutions based on the use of computational techniques

Communication Skills Ability to communicate complex concepts effectively with diverse audiences using a range of modalities

Teamwork Experience of and ability to work effectively within a team in order to achieve a common goal

An ability to lead, manage and work effectively within multi-disciplinary, multi-cultural and

distributed teams in order to achieve a common goal.

Professional Practice Understanding of and commitment to professional conduct and development, recognising the social, legal and ethical implications of their work. An ability to work independently, and self- and peer-assess performance.

Adaptability The ability to adapt to new environments and technologies, and to innovate

Research

An understanding of the fundamentals of research methodologies, including defining research

problems, background reading and literature review, designing experiments, and effectively

communicating results. Experience in the application of research methods to the solution of contemporary research problems in computing.

An understanding of the fundamentals of research methodologies, including defining research

problems, background reading and literature review, designing experiments, and effectively

communicating results. Experience in the application of research methods to the solution of

contemporary research problems in software engineering.


The ACM/IEEE Knowledge Areas (for reference)

Previous work had identified the ACM/IEEE 2013 Curriculum as a valuable resource and reference point. The core knowledge areas are as follows:

Associated with each knowledge area are learning outcomes, with three levels of attainment (familiarity, usage and assessment). An audit of our existing courses against these learning outcomes was undertaken.

No Code Knowledge+Area Tier+1 Tier+21 AL Algorithms,and,Complexity, 19 92 AR Architecture,and,Organization 0 163 CN Computational,Science 1 04 DS Discrete,Structures 37 45 GV Graphics,and,Visualization 2 16 HCI HumanFComputer,Interaction 4 47 IAS Information,Assurance,and,Security 3 68 IM Information,Management 1 99 IS Intelligent,Systems 0 1010 NC Networking,and,Communication 3 711 OS Operating,Systems 4 1112 PBD PlatformFbased,Development 0 013 PD Parallel,and,Distributed,Computing 5 1014 PL Programming,Languages 8 2015 SDF Software,Development,Fundamentals 43 016 SE Software,Engineering 6 2217 SF Systems,Fundamentals 18 918 SP Social,Issues,and,Professional,Practice 11 5

Total+Hours 165 143


Audit of our existing courses against ACM/IEEE

Introduction to Programming and AlgorithmsIntroduction to Software SystemsIntroduction to Programming and Algorithms (Advanced)Introduction to Software Systems (Advanced)Introduction to Software EngineeringWeb Development and DesignArt and Interaction in New MediaProgramming for ScientistsSoftware ConstructionSoftware Analysis and DesignIntroduction to Computer SystemsConcurrent and Distributed SystemsRelational DatabasesNetworked Information SystemsFormal Methods in Software EngineeringInformation TheoryLogic Software Engineering Group ProjectManaging Software DevelopmentOperating Systems ImplementationComputer NetworksSoftware Engineering ProjectSystems Engineering for Software EngineersAlgorithmsPrinciples of Programming LanguagesArtificial IntelligenceManaging Software Quality and ProcessParallel SystemsReal-Time and Embedded SystemsSoftware Engineering PracticeComputer GraphicsOverview of Logic and ComputationBio-Inspired Computing

1100 1110 1130 1140 1510 1710 1720 1730 2100 2130 2300 2310 2400 2410 2600 2610 2620 3100 3120 3300 3310 3500 3530 3600 3610 3620 4130 4300 4330 4500 4610 4630 4660

43 78 15 4.3 2.8 11 0.5 0.5 17 10 14 27 10 13 31 8 7 2 24 8 9 2 3 4 1 10 1 2 3 5.3 3 2.5 1.520 40 5 0 0.3 6.5 0 0.5 0 3 2 6 0 4 17 0 5 0 2.5 4 4 0 0 0 0 0 0 0 0 0.3 0 0 02 11 1 0 0.5 3.5 0 0 11 0 12 13 7 1.5 0 0 0 2 15 4 5 2 0 0 1 10 0 0 3 5 0 2.5 1.5

KA KU Tier 1Tier 2CoreAL Basic Analysis 2 2 4 2 2 2 2AL Algorithmic Strategies 5 1 6 3.5 5 2.5 1 1AL Fundamental Data Structures and Algorithms 9 3 12 5 3 10 1 3AL Basic Automata Computability and Complexity 3 3 6 0 2 4AR Digital logic and digital systems 0 3 3 -0.5 1.5 1AR Machine level representation of data 0 3 3 1.5 1.5 3AR Assembly level machine organization 0 6 6 -1 1 4AR Memory system organization and architecture 0 3 3 1.5 1.5 2 1AR Interfacing and communication 0 1 1 -0.5 0.3 0.3CN Introduction to Modeling and Simulation 1 0 1 -0.5 0.5DS Sets, Relations, and Functions 4 0 4 -1 3DS Basic Logic 9 0 9 5 9 5DS Proof Techniques 10 1 11 2.5 2 9.5 2DS Basics of Counting 5 0 5 -4 1DS Graphs and Trees 3 1 4 0 4DS Discrete Probability 6 2 8 0 8GV Fundamental Concepts 2 1 3 0.75 0.3 0.5 3HCI Foundations 4 0 4 -0.3 0.3 3.5HCI Designing Interaction 0 4 4 0.5 1 3.5IAS Foundational Concepts in Security 1 2 3 0 3IAS Principles of Secure Design 1 2 3 -2 1IAS Defensive Programming 1 2 3 -3IAS Threats and Attacks 0 1 1 -1IAS Network Security 0 2 2 -1 1IAS Cryptography 0 1 1 1.5 1 1 0.5IM Information Management Concepts 1 2 3 0 3IM Database Systems 0 3 3 0 3IM Data Modeling 0 4 4 0 4IS Fundamental Issues 0 1 1 0 1IS Basic Search Strategies 0 4 4 0.5 0.5 4IS Basic Knowledge Representation and Reasoning 0 3 3 2.5 3 2.5IS Basic Machine Learning 0 2 2 1.5 2 1.5NC Introduction 1.5 0 1.5 1 1 1.5NC Networked Applications 1.5 0 1.5 1.5 1.5 1.5NC Reliable Data Delivery 0 2 2 0 2NC Routing and Forwarding 0 1.5 1.5 0 1.5NC Local Area Networks 0 1.5 1.5 0 1.5NC Resource Allocation 0 1 1 0 1NC Mobility 0 1 1 -1OS Overview of Operating Systems 2 0 2 0 2OS Operating System Principles 2 0 2 0 2OS Concurrency 0 3 3 0 3OS Scheduling and Dispatch 0 3 3 0 3OS Memory Management 0 3 3 0 3OS Security and Protection 0 2 2 -2PD Parallelism Fundamentals 2 0 2 0 2PD Parallel Decomposition 1 2 3 0 3PD Communication and Coordination 1 3 4 0.5 0.5 4PD Parallel Algorithms, Analysis, and Programming 0 3 3 0 3PD Parallel Architecture 1 2 3 0 1 2PL Object-Oriented Programming 4 6 10 -2 8PL Functional Programming 3 4 7 0 5 2PL Event-Driven and Reactive Programming 0 2 2 1.5 1.5 2PL Basic Type Systems 1 4 5 3 4 3 1PL Program Representation 0 1 1 0 1PL Language Translation and Execution 0 3 3 -0.5 1 1.5SDF Algorithms and Design 11 0 11 7 7 11SDF Fundamental Programming Concepts 10 0 10 5 5 10SDF Fundamental Data Structures 12 0 12 8 4 12 4SDF Development Methods 10 0 10 -1 2 6 1SE Software Processes 2 1 3 3.5 2 3 0.5 1SE Software Project Management 0 2 2 23 0.5 0.5 2 15 2 5SE Tools and Environments 0 2 2 2 2 2SE Requirements Engineering 1 3 4 2 3 3SE Software Design 3 5 8 0 1 3 4SE Software Construction 0 2 2 0.25 0.3 2SE Software Verification Validation 0 3 3 0 1 0.5 1.5SE Software Evolution 0 2 2 0 2SE Software Reliability 0 1 1 0 1SF Computational Paradigms 3 0 3 -0.5 1 1 0.5SF Cross-Layer Communications 3 0 3 0 3SF State and State Machines 6 0 6 2 2 1 4 1SF Parallelism 1 0 1 0 1SF Evaluation 3 0 3 -3SF Resource Allocation and Scheduling 0 2 2 0 2SF Proximity 0 3 3 -3SF Virtualization and Isolation 0 2 2 -2SF Reliability through Redundancy 0 2 2 0 2SP Social Context 1 2 3 0.5 0.5 3SP Analytical Tools 2 0 2 0 2SP Professional Ethics 2 2 4 2.5 0.5 3 3SP Intellectual Property 2 0 2 -2SP Privacy and Civil Liberties 2 0 2 0.5 2 0.5SP Professional Communication 1 0 1 4.25 3 2 0.3SP Sustainability 1 1 2 -2

Core Coverage Old Core

• White&columns&are&not&in&core&of&BAC&

• With&exception&of&security&we&pretty&much&cover&the&topic&(we&have&the&material)&

• Material&is&however&scattered&broadly&and&not&just&in&core&

• COMP1100&&&1110&appear&to&have&way&too&much&content,&while&courses&like&2100&are&lightHon,&suggesting&

drift&has&occurred&over&the&years&with&tendency&to&pull&everything&into&first&two&courses&


Proposed Mapping of ACM/IEEE Knowledge Areas into New Course Containers

• We&proposed&the&rough&mapping&of&knowledge&areas&to&course&containers&

• Progression&of&4&programming&courses&(view&as&1100,&1110,&2100,&2130)&where&first&3&are&core&to&all&degrees&

and&the&4

th

&core&to&4&year&degrees&

• Progression&of&2&architecture&and&concurrency&courses&(like&2300&&&2310)&where&first&is&taken&by&all&degrees&

and&second&by&4&year&degrees&only&

• Some&material&is&scattered&across&the&core&courses&

Tier%1 Tier%2 Total

PROG1,%PROG2,%PROG3%2%Programming%Stream%(like%COMP1100/1110/2100)AL Algorithms,and,Complexity, 19 9CN Computational,Science 1 0PL Programming,Languages 8 20SDF Software,Development,Fundamentals 43 0GV Graphics,and,Visualization 2 1HCI HumanKComputer,Interaction 4 4

Total 77 34 111SEng%2%Software%Engineering/Design%(like%COMP2130)

SE Software,Engineering 6 22Total 6 22 28

ARCH1,%ARCH2%2%Architecture%and%Concurrency%stream%(remix%of%COMP2300/2310)AR Architecture,and,Organization 0 16NC Networking,and,Communication 3 7OS Operating,Systems 4 11PD Parallel,and,Distributed,Computing 5 10

Total 12 44 56Math,%Theory%2%Discrete%Structures%%and%elements%of%COMP2600

DS Discrete,Structures 37 4Total 37 4 41

Data&Sec%2%Information%Management%and%Security%(replace%COMP2400)IM Information,Management 1 9IAS Information,Assurance,and,Security 3 6IS Intell igent,Systems 0 10

Total 4 25 29

Distributed%throughoutSP Social,Issues,and,Professional,Practice 11 5SF Systems,Fundamentals 18 9

Total 29 14 43308

• We&augment&the&PROG1H3&sequence&with&an&additional&“warmHup”&course&to&cater&for&students&who&are&ill&

prepared&to&directly&enter&PROG1&

• We&offer&PROG1H3&in&both&semesters&(maybe&also&PROG0)&


Existing and Proposed New Degree Structures

8 MGMT3027 4550 4550 3000+C 3000+C 4500 ENGN3230

7 Any+COMP 4550 4550 3000+C 3000+C 4500 4130

8 3000+C/I 3000+C/I 3000+C/I 6 5 3600 3100 6 2+of+ENGN+ 3500 3600

7 3000+C/I 3000+C/I 3120 3630 3530 3120 3100 5 3120 3500 3530

6 Any+C/I Any+C/I 2600 4 2600 2310 2130 4 2600 2310 2130

5 4 Any+C/I Any+C/I 3 STAT+Opt 2300 2100 3 2300 2+of+ENGN+ 2500

3 MATH1005 2400 1110 2 MATH1014 Any+COMP 1110/1140 2 MATH1014 2400 1150

2 1 1710 1100 1 MATH1013 ENGN1211 1100/1130 1 MATH1013 ENGN1211 1100/1130

8 COMP PROJ PROJ 8 COMP COMP4500 ENGN3230

7 COMP PROJ PROJ 7 COMP COMP4500 COMP4130

8 COMP COMP COMP 6 COMP COMP RMethod 6 COMP3120 COMP3500 RMethod

7 COMP COMP COMP 5 COMP COMP SEng1 5 COMP3530 COMP3500 SEng1

6 COMP COMP COMP PROG3 4 COMP3600 ARCH2 COMP PROG3 4 COMP3600 ARCH2 COMP PROG3

5 Data&Sec ARCH1 PROG3 PROG2 3 Data&Sec ARCH1 PROG3 PROG2 3 Data&Sec ARCH1 PROG3 PROG2

4 3 THEORY PROG2 PROG1 2 COMP THEORY PROG2 PROG1 2 COMP THEORY PROG2 PROG1

2 1 Math PROG1 PROG0 1 COMP Math PROG1 PROG0 1 ENGN1211 Math PROG1 PROG0

CORE MATH+CORE COMP+ELECTIVE FREE+ELECTIVE PROG0 Optional+warmRup+course

BIT(2016)* BAC(2016) BSEng(2016)

BIT(2017) BAC(2017) BSEng(2017)

1000 Level 2000 Level 3000 Level 4000 Level

COMP1100 Intro to Programming COMP2100 Software Construction COMP3100 SEng Group Project COMP4130 Managing Soft Quality Process COMP1110 Intro to Soft Sys COMP2130 Software Analysis and Design COMP3120 Managing Soft Dev COMP4500 SEng Practice COMP1710 Web Dev & Design COMP2300 Intro Computer Systems COMP3530 Sys Eng for SEng ENGN1211 Discovering Eng COMP2310 Concurrent & Distributed Sys COMP3600 Algorithms MATH1005 Discrete Maths Models COMP2400 Relational Databases COMP3630 Theory of Computation MATH1013 Maths & App I COMP2600 Formal Methods in SEng ENGN3230 Eng Innovation MATH1014 Maths and App II MGMT3027 Entrepreneurship & Innovation

!• PROG0!is!a!warm!up!class!for!students!less!familiar!with!CS!–!it!is!available!to!students!in!all!degree!programs,!but!only!shown!in!BIT!and!BAC!here!• PROG0D3!are!offered!in!both!semesters!• RMethod!is!a!research!methods!course!(required!by!ANU!in!4!year!programs)!


Approximate ACM/IEEE Breakdown of new courses

• We#are#in#process#of#mapping#knowledge#units#and#learning#outcomes#to#the#course#containers.#In#particular#the#mapping#for#the#PROG1=3#and#SEng#courses#is#incomplete#

Discrete Mathematical ModelsFoundations of Computer ScienceProgramming 1Programming 2Programming 3Software EngineeringArchitecture 1Architecture 2 Data

1005 THEORY PROG1 PROG2 PROG3 SE ARCH1 ARCH2 DATA

25.5 34 77.75 0 0 0 34 35 2610 8 40.25 0 0 0 13 0 0

0.5 3 7.5 0 0 0 21 25 20

KA KU Tier 1Tier 2Core AllocatedAL Basic Analysis 2 2 4 1 5 4 1AL Algorithmic Strategies 5 1 6 -3 3 3 AL Fundamental Data Structures and Algorithms 9 3 12 -2 10 4 6AL Basic Automata Computability and Complexity 3 3 6 0.5 6.5 6 0.5AR Digital logic and digital systems 0 3 3 0.3 3.25 0.25 3AR Machine level representation of data 0 3 3 0.3 3.25 0.25 3AR Assembly level machine organization 0 6 6 0 6 6AR Memory system organization and architecture 0 3 3 0 3 3AR Interfacing and communication 0 1 1 0 1 1CN Introduction to Modeling and Simulation 1 0 1 -1 0.5 0.5DS Sets, Relations, and Functions 4 0 4 0 4 4DS Basic Logic 9 0 9 1 10 2 8DS Proof Techniques 10 1 11 0 11 5 6DS Basics of Counting 5 0 5 -1 4 4DS Graphs and Trees 3 1 4 -1 3 3DS Discrete Probability 6 2 8 -1 7 7GV Fundamental Concepts 2 1 3 -3 0HCI Foundations 4 0 4 -4 0HCI Designing Interaction 0 4 4 -4 0IAS Foundational Concepts in Security 1 2 3 0 3 3IAS Principles of Secure Design 1 2 3 -3 0IAS Defensive Programming 1 2 3 -2 1 1IAS Threats and Attacks 0 1 1 -1 0IAS Network Security 0 2 2 0 2 2IAS Cryptography 0 1 1 0 1 1IM Information Management Concepts 1 2 3 0 3 3IM Database Systems 0 3 3 0 3 3IM Data Modeling 0 4 4 0 4 4IS Fundamental Issues 0 1 1 0 1 1IS Basic Search Strategies 0 4 4 0 4 4IS Basic Knowledge Representation and Reasoning 0 3 3 0 3 3IS Basic Machine Learning 0 2 2 0 2 2NC Introduction 1.5 0 1.5 0 1.5 1.5NC Networked Applications 1.5 0 1.5 0 1.5 1.5NC Reliable Data Delivery 0 2 2 0 2 2NC Routing and Forwarding 0 1.5 1.5 0 1.5 1.5NC Local Area Networks 0 1.5 1.5 0 1.5 1.5NC Resource Allocation 0 1 1 0 1 1NC Mobility 0 1 1 0 1 1OS Overview of Operating Systems 2 0 2 0 2 2OS Operating System Principles 2 0 2 0 2 2OS Concurrency 0 3 3 0 3 3OS Scheduling and Dispatch 0 3 3 0 3 3OS Memory Management 0 3 3 0 3 3OS Security and Protection 0 2 2 0 2 2PD Parallelism Fundamentals 2 0 2 0.5 2.5 0.5 2PD Parallel Decomposition 1 2 3 0.5 3.5 0.5 3PD Communication and Coordination 1 3 4 1 5 1 4PD Parallel Algorithms, Analysis, and Programming 0 3 3 1 4 1 3PD Parallel Architecture 1 2 3 0 3 3PL Object-Oriented Programming 4 6 10 0 10 10PL Functional Programming 3 4 7 0 7 7PL Event-Driven and Reactive Programming 0 2 2 0 2 2PL Basic Type Systems 1 4 5 -2 3 3PL Program Representation 0 1 1 0 1 1PL Language Translation and Execution 0 3 3 -2 1 1SDF Algorithms and Design 11 0 11 -5 6 6SDF Fundamental Programming Concepts 10 0 10 0 10 10SDF Fundamental Data Structures 12 0 12 0 12 12SDF Development Methods 10 0 10 0 10 10SE Software Processes 2 1 3 -3 0SE Software Project Management 0 2 2 -2 0SE Tools and Environments 0 2 2 -1 1 1SE Requirements Engineering 1 3 4 -4 0SE Software Design 3 5 8 -8 0SE Software Construction 0 2 2 -2 0.5 0.5SE Software Verification Validation 0 3 3 0.5 3.5 3 0.5SE Software Evolution 0 2 2 -2 0.5 0.5SE Software Reliability 0 1 1 -1 0SF Computational Paradigms 3 0 3 -3 0.25 0.25SF Cross-Layer Communications 3 0 3 0 3 3SF State and State Machines 6 0 6 -5 1 1SF Parallelism 1 0 1 0 1 1SF Evaluation 3 0 3 -3 0SF Resource Allocation and Scheduling 0 2 2 0 2 2SF Proximity 0 3 3 0 3 3SF Virtualization and Isolation 0 2 2 0 2 2SF Reliability through Redundancy 0 2 2 0 2 2SP Social Context 1 2 3 -3 0SP Analytical Tools 2 0 2 -2 0SP Professional Ethics 2 2 4 -4 0SP Intellectual Property 2 0 2 -2 0SP Privacy and Civil Liberties 2 0 2 -2 0SP Professional Communication 1 0 1 -1 0SP Sustainability 1 1 2 -2 0

Core Coverage New Core


Division of Maths and Theory Course We have looked closely at the discrete maths course run from MSI (MATH1005) and this appears to cover a large part of what is needed.

Maths (MATH1005) ACM

core hours

Core Tier 1 only

Core Tier 2 only

25.5 37 10 AR Digital logic and digital systems 0.25 0 3 AR Machine level representation of data 0.25 0 3 DS Sets, Relations, and Functions 4 4 0 DS Basic Logic 2 9 0 DS Proof Techniques 5 10 1 DS Basics of Counting 4 5 0 DS Graphs and Trees 3 3 1 DS Discrete Probability 7 6 2

THEORY ACM core

hours

Core Tier 1 only

Core Tier 2 only

34 38 13 AL Basic Analysis 4 2 2 AL Algorithmic Strategies 3 5 1 AL Fundamental Data Structures and Algorithms 4 9 3 AL Basic Automata Computability and

Complexity 6 3 3

DS Basic Logic 8 9 0 DS Proof Techniques 6 10 1 SE Software Verification Validation 3 0 3


Current Majors/Minors/Specializations

Current List of Majors, Minors and Specializations

BIT

BSEng

BAC

MAJOR MINOR SPEC

MAJOR MINOR SPEC

MAJOR MINOR SPEC

Computational Foundations Y

Y

Y

Computer Engineering Y

Y

Y

Human-Centric Computing Y

Y

Y

Y

Y

Y

Information Systems Y Y

Information-Intensive Computing Y

Y

Y

Intelligent Systems Y

Y

Y

Software Development Y Y

IT in New Media

Y

Algorithms and Data

Y

Y

Y

Computer Systems

Y

Y

Y

Artificial Intelligence

Y

Y

Y Computational Foundations (Major Only) 30 units from completion of the following course(s): C O D E T I T L E U N I T S COMP2610 Information Theory 6 COMP2620 Logic 6 COMP3600 Algorithms 6 COMP3630 Theory of Computation 6 MATH2301 Games, Graphs and Machines 6 18 units from completion of the following course(s): C O D E T I T L E U N I T S COMP3610 Principles of Programming Languages 6 COMP4600 Advanced Algorithms 6 COMP4630 Overview of Logic and Computation 6 MATH3301 Number Theory and Cryptography 6 MATH3343 Advanced Foundations of Mathematics 6 Computer Engineering (Major Only) 24 units from completion of the following course(s): C O D E T I T L E U N I T S COMP2300 Introduction to Computer Systems 6 COMP2310 Concurrent and Distributed Systems 6 COMP3310 Computer Networks 6 ENGN3213 Digital Systems and Microprocessors 6 24 units from completion of the following course(s): C O D E T I T L E U N I T S COMP3300 Operating Systems Implementation 6 COMP3320 High Performance Scientific Computation 6 COMP3610 Principles of Programming Languages 6 COMP4300 Parallel Systems 6


COMP4330 Real-Time & Embedded Systems 6 COMP4340 Multicore Computing: Principles and Practice 6 ENGN1218 Introduction to Electronics 6 ENGN2218 Electronic Systems and Design 6 ENGN3226 Digital Communications 6 ENGN4536 Wireless Communications 6 Human Centric Computing (Major and Specialization) 12 units from completion of the following course(s): C O D E T I T L E U N I T S COMP1720 Art and Interaction in New Media 6 COMP3900 Human Computer Interface Design and Evaluation 6 36 units from completion of the following course(s): C O D E T I T L E U N I T S ARTV2619 Digital Compositing: Creative Possibilities 6 COMP1710 Web Development and Design 6 COMP3650 System Architectural Understanding and the Human Brain 6 COMP4610 Computer Graphics 6 COMP4660 Bio-inspired Computing: Applications and Interfaces 6 ENGN4528 Computer Vision 6 PSYC1003 Psychology 1: Understanding Mind, Brain and Behaviour 6 PSYC2008 Cognition 6 PSYC3011 Perception 6 Specialization C O D E T I T L E U N I T S COMP3650 System Architectural Understanding and the Human Brain 6 COMP3900 Human Computer Interface Design and Evaluation 6 COMP4660 Bio-inspired Computing: Applications and Interfaces 6 COMP4610 Computer Graphics 6 Information Systems (Major and Minor) 36 units from completion of the following course(s): C O D E T I T L E U N I T S INFS1001 Business Information Systems 6 INFS2024 Information Systems Analysis 6 COMP2130 Software Analysis and Design 6 COMP2410 Networked Information Systems 6 INFS3024 Information Systems Management 6 INFS3059 Project Management and Information Systems 6 12 units from completion of the following course(s): C O D E T I T L E U N I T S COMP 3410 IT in E-Commerce COMP3420 Advanced Databases and Data Mining 6 COMP3900 Human Computer Interface Design and Evaluation 6 COMP4650 Document Analysis 6 INFS3002 Enterprise Systems in Business 6 Minor C O D E T I T L E U N I T S INFS2024 Information Systems Analysis 6 INFS3024 Information Systems Management 6 12 units from completion of the following course(s): C O D E T I T L E U N I T S


COMP2400 Relational Databases 6 COMP2410 Networked Information Systems 6 COMP3420 Advanced Databases and Data Mining 6 COMP3900 Human Computer Interface Design and Evaluation 6 COMP4650 Document Analysis 6 INFS3059 Project Management and Information Systems 6 Information Intensive Computing (Major Only) 18 units from completion of the following course(s): C O D E T I T L E U N I T S COMP2400 Relational Databases 6 COMP3420 Advanced Databases and Data Mining 6 MATH2307 Bioinformatics and Biological Modelling 6 30 units from completion of the following course(s): C O D E T I T L E U N I T S BIOL2151 Principles of Genetics 6 BIOL3157 Bioinformatics and Functional Genomics 6 COMP2310 Concurrent and Distributed Systems 6 COMP2410 Networked Information Systems 6 COMP 3410 IT in E-Commerce COMP4650 Document Analysis 6 ENVS2015 GIS and Spatial Analysis 6 MATH3346 Advanced Data Mining 6 MATH3353 Advanced Topics in Bioinformatics 6 Intelligent Systems (Major Only) 18 units from completion of the following course(s): C O D E T I T L E U N I T S COMP2600 Formal Methods in Software Engineering 6 COMP3620 Artificial Intelligence 6 PSYC1003 Psychology 1: Understanding Mind, Brain and Behaviour 6 30 units from completion of the following course(s): C O D E T I T L E U N I T S COMP2610 Information Theory 6 COMP3650 System Architectural Understanding and the Human Brain 6 COMP4620 Advanced Topics in Artificial Intelligence 6 COMP4650 Document Analysis 6 COMP4660 Bio-inspired Computing: Applications and Interfaces 6 COMP4670 Introduction to Statistical Machine Learning 6 COMP4680 Advanced Topics in Statistical Machine Learning 6 PSYC2007 Biological Basis of Behaviour 6 PSYC3016 Issues in Behavioural Neuroscience 6 ECON2141 Strategic Thinking: An introduction to Game Theory OR 6 ECON 2142 Strategic Thinking (H) Software Development (Major and Minor) 48 units from completion of the following course(s): C O D E T I T L E U N I T S COMP2100 Software Construction 6 COMP2130 Software Analysis and Design 6 COMP2300 Introduction to Computer Systems 6 COMP2310 Concurrent and Distributed Systems 6 COMP3100 Software Engineering Group Project 6 COMP3100 Software Engineering Group Project 6


COMP3600 Algorithms 6 COMP3300 Operating Systems Implementation OR 6 COMP3310 Computer Networks OR 6 COMP3610 Principles of Programming Languages 6 Minor 24 units from completion of the following course(s): C O D E T I T L E U N I T S COMP2100 Software Construction 6 COMP2130 Software Analysis and Design 6 COMP2300 Introduction to Computer Systems 6 COMP2310 Concurrent and Distributed Systems 6 COMP3100 Software Engineering Group Project 6 COMP3600 Algorithms 6 COMP3300 Operating Systems Implementation 6 COMP3310 Computer Networks 6 COMP3610 Principles of Programming Languages 6 IT in New Media (Minor) 12 units from completion of the following course(s): C O D E T I T L E U N I T S COMP1710 Web Development and Design 6 COMP1720 Art and Interaction in New Media 6 12 units from completion of the following course(s): C O D E T I T L E U N I T S ARTV2619 Digital Compositing: Creative Possibilities 6 COMP3900 Human Computer Interface Design and Evaluation 6 COMP4610 Computer Graphics 6 Algorithms and Data (Specialization) 24 units from completion of the following course(s): C O D E T I T L E U N I T S COMP3420 Advanced Databases and Data Mining 6 COMP3600 Algorithms 6 COMP3630 Theory of Computation 6 COMP4610 Computer Graphics 6 COMP4650 Document Analysis 6 Artifical Inteligence (Specialization) 24 units from completion of the following course(s): C O D E T I T L E U N I T S COMP3620 Artificial Intelligence 6 COMP3650 System Architectural Understanding and the Human Brain 6 COMP4620 Advanced Topics in Artificial Intelligence 6 COMP4650 Document Analysis 6 COMP4660 Bio-inspired Computing: Applications and Interfaces 6 COMP4670 Introduction to Statistical Machine Learning 6 COMP4680 Advanced Topics in Statistical Machine Learning 6 Computer Systems (Specialization) 24 units from completion of the following course(s): C O D E T I T L E U N I T S COMP3300 Operating Systems Implementation 6


COMP3310 Computer Networks 6 COMP3320 High Performance Scientific Computation 6 COMP3610 Principles of Programming Languages 6 COMP4300 Parallel Systems 6 COMP4330 Real-Time & Embedded Systems 6 COMP4340 Multicore Computing: Principles and Practice 6


Proposed Major/Minor/Specialization Model Major: Only use with BIT requiring 8 courses above and beyond the core. The BIT is about the practice of computing. The majors should be about a collection of 8 courses that are oriented towards employment destinations. We propose just 4 majors

• Information#systems#–#business#analyst#• Software#development#–#programmer#• Data#science#–#data#analyst#• Computer#systems#–#system#administrator,#system#designer,#network#engineer#

Research Specialization: A specialization represents 4 courses beyond the core. We use these within the BAC to take the student to the leading edge of research in our three theme areas. We make it compulsory for each BAC student to take at least one research specialization. BSEng students can take a specialization if they want/have room. Each research specialization requires student to take at least one “advanced” 4000 level course (eg advanced AI, SML, Algorithms etc). Thus specializations are

• Theoretical#computer#science#–#including#logic,#algorithms,#etc#• Systems#and#architecture#–#hardware,#programing#language#implementation#etc#• Intelligent#systems##–#including#AI,#ML,#Datamining,#etc#

Software Development Specialization: In addition to the research specialization we offer a software development specialization. This is used to encapsulate the accreditation requirements and to provide a transfer path between BSEng and BAC

• Software#development#–#including#3rd#year#group#project#(12units),#project#management#(6units),#and#a#new#course#in#“computational#problem#solving”#that#draws#on#the#knowledge#and#skills#developed#over#the#first#3#years#to#develop#software#solutions#to#a#variety#of#contemporary#problems.#We#look#to#have#this#course#delivered#all,#or#in#part,#by#practicing#computer#scientists/software#engineers#in#industry.#

Minors: We use this as a collection of 4 courses that are at the 1000-3000 level and that sit entirely outside of the core, majors or specializations. We make these available across all programs. Two target minors are

• Human#computer#Interaction#–#probably#viable#now#• Cyber#security#–#would#require#course#development#


Mapping of existing COMP courses to Majors/Minors and Specializations

BACInfoSys SoftDev DataSci CompSys SoftDev Systems Theory AI HCI Security?

No Course;Code Name NAME REMOVE CORE SERVICE Major Major Major Major Spec Spec Spec Spec Minor Minor1 3100;3500;4500 SEng&Grp&Proj GPROJ 1 2 22 1030 Art Merge 13 WarmUpCourse PROG0 14 1100/;1130 Intro&Prog PROG1 15 1710 intro&new&media & & 16 2100/;2500/;6442 s/w&construct PROG3 17 ENGN;2219;/;6719 Engn&&Simult 18 2300;/6300 intro&comp&sys ARCH1 19 2410;/;6340 Net&Inf&Sys 1 &10 2550 R&D&methods Rmethod 111 2620;/;PHIL;2080 Logic 112 3120 man&soft&devel COMP3120 1 1 113 3310 Network & 1 114 3320 HPC 1 115 3420 Adv&DB/DM Remove 1 &16 DataMining 1 117 DataWrangl ing 1 118 3530;/6353 SysEng&for&SE COMP3530 1 1 119 3620/;6320 AI & 120 3630/;6363 Th&Comput 121 4130 SW&Qual/V&V COMP4130 122 4300;/6430 para l lel &systems 1 123 4660/;8420 Bioinspired 1 124 4670/;6467 Stat&Mach&Learn 1 125 2140/;6700 Intro&Java Remove 137 1110/;1040/;1510/;;6710; Intro&Soft&Sys PROG2 138 1720;/;6720 Art&&&Inter&New&Media 139 1140 Craft&Comput Merge 140 1730/;6730 &Prog&for&Sci & Engn 141 2130/;6311 SW&Anal &Des ign& SEng 1 1 142 2310/;6310 Concur&&&Dis t ARCH2 1 1 143 Data&&&Securi ty Data+Sec 144 2400/;6240 Rel &Datab 1 1 ? ?45 2560 Stud&in&Adv&Comp 146 2600 Formal THEORY 1 &47 2610 Info&Theory & 148 3300 OS&Imp & 1 149 3410 IT&in&e^Commerce Remove 150 3600/;6466 Algori thms COMP3600 1 151 3610 Prog&Langs & 1 1 152 3650 Sys &Arch&Human&Bra in &53 3900/;6390 HCI & & 154 4330;/;6433 RT&and&Embed&Sys 1 155 4600 Adv&Algs &56 4610;/;6461 Graphics 157 4620/;8620 Adv&AI & 158 4630;/;6463 overview&logic 159 4650;/;6490 Doc&Analys is 1 1 160 4680;/;8650 Adv&SML 161 8110 Manag&Soft&Projects

62 8173 SoftPro

63 8190 Model &Driven&SW&devel

64 8320 Multi &core 15 15 9 4 7 6 7 4 7 5 8 4 0

!!!!! BIT;!!!!! !! ;All;!!! BAC;&;BSEng;!


What Next

• (1#week)#Complete#the#development#of#1#page#summaries#for#each#of#the#core#courses#(ACM/IEEE#

learning#outcomes#assigned#to#each#course).##• (1#week)#Assign#carriage#of#graduate#attributes#or#part#thereof#to#courses#• (2#weeks)#Expand#1#page#summaries#to#include#course#narrative#and#approximate#breakdown#by#

week#of#course#• (2#weeks)#tidy#up#major/minor/specialization#options#• (March)#Gather#feedback#on#design#from#key#stakeholder#groups#(industry#advisory#board,#students#

etc)#• (March/April)#Prepare#detailed#implementation#plan#including#paperwork#for#degree#rule#changes#

and#course#modification#• (MayIDec)#sort#out#accreditation,#develop#courses,#lots#of#stuff!!#• (Feb#2017)#New#students#enrolling#in#first#year,#begin#the#new#programs.#Students#transferring#from#

partner#institutions#join#old#program.#


ISSUES with P&C Entries for MCOMP Specialisation Courses

NOTES

We need to make sure that ISIS only allows students actually enrolled in the MCOMP to enrol in

this courses without permission. Currently, although the wording often says Master of

Computing I think underlying that in the system it also allows enrolment in the Grad. Dip. This

needs to be prevented.

This paper only lists courses included in each specialisation. A similar exercise needs to be

carried out across all post graduate courses.

I have only listed wording where I believe a change to what is already there is necessary, or

where that aspect is missing altogether from the P&C entry. Sometimes it is as simple as

changing an ‘or’ to an ‘and’ so may not be very obvious.

ARTIFICIAL INTELLIGENCE

Assumed Knowledge

This specialisation builds on artificial intelligence and logic knowledge and skills

developed during undergraduate studies. Prior to undertaking any of the courses listed

in this specialisation it is recommended that students first assure themselves that they

possess all the skills, knowledge and experience equivalent to the successful completion

of COMP6262. Where student do not possess adequate skills and knowledge it is highly

recommended that they first complete COMP6262.

Relevant Degrees

Please remove Graduate Diploma of Computing as the GDIP does NOT have any

specialisations associated with it.

COMP6320

Requisite and Incompatibility

To enrol in this course you must be studying a Master of Computing. You are unable to enrol in this course if you have successfully completed COMP3620.


Appendix 10A

ISSUES with P&C Entries for MCOMP Specialisation Courses – Prepared by Lynette J-B, November 2015

Assumed Knowledge

Programming knowledge, skills and experience equivalent at a minimum to completion of COMP6700 or COMP6710. It is recommended students complete COMP6442 prior to undertaking this course.

Logic knowledge and experience equivalent to completion of COMP6262 or COMP6260.

COMP6365

Seems OK

Do we know whether this will next be offered? Does it need something along the lines of the text included at the top of COMP8320 if we don’t have a definite schedule of offering?

COMP6490



Assumed Knowledge

At a minimum students require knowledge, skills and experience equivalent to successful completion of COMP6240. Advanced database knowledge and skills from successful completion of COMP8400 is recommended.

Logic and formal methods knowledge, skills and experience equivalent to completion of COMP6260.

COMP8400


To enrol in this course you must be studying a Master of Computing.

Assumed Knowledge

Database skills, knowledge and experience equivalent to the successful completion of COMP6240.

COMP8420


To enrol in this course you must be studying a Master of Computing. You cannot enrol in this course if you have successfully completed COMP4660.

Assumed Knowledge

Programming knowledge, skills and experience equivalent to successful completion of COMP6442.



COMP8600

Assumed Knowledge

Programming knowledge, skills and experience equivalent to successfully completing COMP6700, COMP6710 or COMP6730.

Knowledge, skills and experience equivalent to successfully completing MATH1013 and MATH1014.

COMP8620


To enrol in this course you must have successfully completed COMP6320 and be studying a Master of Computing. You are unable to enrol in this course if you have successfully completed COMP4620.

Assumed Knowledge

Students are assumed to have solid background knowledge in general computer science (e.g., programming experience; some basic theoretical CS), but no specialist knowledge.

It is recommended students possess the knowledge, skills and experience equivalent to the successful completion of COMP6442 prior to enrolling in this course.

COMP8650



Assumed Knowledge

It is recommended students have successfully completed COMP6442 or at least be enrolled at the same time.

COMP8670


To enrol in this course you must have successfully completed COMP6700 or COMP6710 and be studying a Master of Computing. You are unable to enrol in this course if you have successfully completed COMP4680.

Assumed Knowledge

It is recommended that students have successfully completed COMP6442 or at least be enrolled at the same time. Logic and formal methods knowledge, skills and experience equivalent to completion of COMP6260 is also recommended.

ENGN6528




To enrol in this course you must be studying a Master of Engineering or a Master of Computing. You are unable to enrol in this course if you have successfully completed ENGN4528.

Assumed Knowledge

Basic calculus, linear algebra and basic probability theory.

Entry-level computer programming experience in either Matlab, Python, or C/C++.

Previous knowledge of digital signal processing or image and graphics processing will be helpful, but is not essential.

ECON8053

Not our course – seems OK.

COMPUTATIONAL FOUNDATIONS

Assumed Knowledge

This specialisation builds on computer science knowledge and skills developed during

undergraduate studies. It is strongly recommended that where students do not possess

the assumed knowledge, skills and experience, they complete the courses listed under

assumed knowledge prior to enrolling in the courses for this specialisation.

Relevant Degrees



COMP6261



Assumed Knowledge

A background in elementary statistics and probability.

COMP6361



Assumed Knowledge



Knowledge, skills and experience equivalent to the successful completion on COMP6300 and COMP6260.

COMP6363



Assumed Knowledge

Programming knowledge, skills and experience equivalent to successful completion of COMP6700 or COMP6710.

In-depth logic and formal methods knowledge, skills and experience equivalent to completion of COMP6260.

COMP8460



Assumed Knowledge

Knowledge, experience and skills equivalent to the successful completion of COMP6466. Programming knowledge, experience and skills equivalent to the successful completion of COMP6442.

COMP8670


To enrol in this course you must have successfully completed COMP6700 or COMP6710 and be studying a Master of Computing. You cannot enrol in this course if you have successfully completed COMP4630.

Assumed Knowledge

It is recommended students possess programming knowledge, skills and experience equivalent to successful completion of COMP6442. Knowledge, skills and experience equivalent to successful completion of COMP6262.

MATH6114

Not our course – looks OK.

MATH6203

Not our course – looks OK.



COMPUTER SYSTEMS

Assumed Knowledge

This specialisation builds on computer systems knowledge and skills developed during

undergraduate studies. Prior to undertaking any of the courses listed in this

specialisation it is recommended that students first assure themselves that they possess

the skills, knowledge and experience equivalent to successful completion of both

COMP6300 and COMP6310. Where students do not possess adequate skills and

knowledge it is highly recommended that they first complete COMP6300 and

COMP6310.

Relevant Degrees



COMP6330


To enrol in this course you must be studying a Master of Computing or have completed COMP6300. You are unable to enrol in this course if you have successfully completed COMP3300.

Assumed Knowledge

Knowledge, skills and experience equivalent to the successful completion of COMP6310. If students have any doubt that they possess the assumed knowledge and skills it is strongly recommended that they complete COMP6310 first.

This course also assumes students possess the knowledge, skills and experience equivalent to successful completion of COMP6260 as well as from MATH1013 and/or MATH1014.

Also – needs to indicate it is co-taught with COMP3300

COMP6361



Assumed Knowledge

Knowledge, skills and experience equivalent to the successful completion of COMP6300 and COMP6260. If students have any doubt they possess the assumed knowledge and



skills it is strongly recommended that they complete both COMP6300 and COMP6260 first.

COMP6464


To enrol in this course you must be studying a Master of Computing or have completed COMP6700 or COMP6710. You are unable to enrol in this course if you have successfully completed COMP3320.

Assumed Knowledge

It is highly recommended that students have completed COMP6442 prior to enrolling.

Knowledge, skills and experience equivalent to the successful completion of COMP6260. If students have any doubt they possess the assumed knowledge and skills it is strongly recommended that they complete COMP6260 first.


COMP7310

Seems OK

COMP8300


To enrol in this course you must be studying a Master of Computing or have completed COMP6300. You are unable to enrol in this course if you have successfully completed COMP4300.

Assumed Knowledge

Knowledge, skills and experience equivalent to the successful completion of COMP6310. If students have any doubt they possess the assumed knowledge and skills it is strongly recommended that they complete COMP6310 first.

COMP8320



Assumed Knowledge

Knowledge, skills and experience equivalent to successful completion of COMP6300 and COMP6310. If students have any doubt they possess the assumed knowledge and skills it is strongly recommended that they complete COMP6300 and COMP6310 first.




ENGN6213 (Note: May want to check with engineering whether they want this beefed

up in line with the U/G requirements as I have done for the MCOMP students)


To enrol in this course you must be studying a Master of Engineering. You cannot enrol in this course if you have successfully completed ENGN3213.

Assumed Knowledge

Prior to enrolment, Master of Computing students should possess knowledge, skills and experience equivalent to successful completion of COMP6300. If student have any doubt they possess assumed knowledge and skills it is strongly recommended that they complete COMP6300 first. MCOMP students will need to obtain permission to enrol from the lecturer.

INFORMATION AND HUMAN CENTRED COMPUTING

Assumed Knowledge

This specialisation builds on knowledge and skills developed during undergraduate

studies. It is strongly recommended that where students do not possess the assumed

knowledge, skills and experience, they complete the courses listed under assumed

knowledge prior to enrolling in the courses for this specialisation.

Relevant Degrees



COMP6365

Seems OK

Do we know whether this will next be offered? Does it need something along the lines of the text included at the top of COMP8320 if we don’t have a definite schedule of offering?

COMP6390


To enrol in this course you must have successfully completed COMP6442 and be studying a Master of Computing. You are unable to enrol in this course if you have successfully completed COMP3900.



COMP6461


To enrol in this course you must be studying a Master of Computing or have completed COMP6700 or COMP6710. You are unable to enrol in this course if you have successfully completed COMP4610.

COMP6490



Assumed Knowledge

At a minimum students require knowledge, skills and experience equivalent to successful completion of COMP6240. Advanced database knowledge and skills from successful completion of COMP8400 is recommended.

Logic and formal methods knowledge, skills and experience equivalent to completion of COMP6260.

COMP8400



Assumed Knowledge

Database skills, knowledge and experience equivalent to the successful completion of COMP6240.

COMP8420



Assumed Knowledge

Programming knowledge, skills and experience equivalent to successful completion of COMP6442.

MATH6100

Not our course – seems OK.



SOFTWARE ENGINEERING

Assumed Knowledge

This specialisation builds on knowledge and skills developed during undergraduate

studies. It is strongly recommended that where students do not possess the assumed

knowledge, skills and experience, they complete the courses listed under assumed

knowledge prior to enrolling in the courses for this specialisation.

Relevant Degrees



COMP6365



Assumed Knowledge

Systems knowledge, skills and experience equivalent to the successful completion of COMP6311. It is recommended that students complete COMP8190 either before or at the same time as taking this course.

COMP8100

Assumed Knowledge

UML knowledge, skills and experience equivalent to the successful completion of COMP6311 or COMP8190. Knowledge, skills and experience equivalent to the successful completion of COMP6700 or COMP6710.

COMP8110



Assumed Knowledge

Software and systems development knowledge, skills and experience equivalent to the successful completion of COMP6311 or COMP8190. Knowledge, skills and experience equivalent to the successful completion of COMP6700 or COMP6710.



COMP8173



Assumed Knowledge

Software and systems development knowledge, skills and experience equivalent to the successful completion of COMP6311 or COMP8190. Knowledge, skills and experience equivalent to the successful completion of COMP6700 or COMP6710. It is recommended that students complete COMP8110 prior to or at the same time as taking this course.

COMP8180

Assumed Knowledge

This course builds upon the knowledge, experience and skills gained from the successful completion of a Bachelor degree in some branch of engineering, including software engineering.

Programming knowledge, skills and experience equivalent to the successful completion of COMP6700 or COMP6710. It is recommended that students successfully complete COMP6442 prior to, or at the same time, as taking this course.

COMP8190

Assumed Knowledge

Understanding and knowledge of large software development projects.

COMP8440

Assumed Knowledge

Students will get more out of this course if they are already competent in at least one programming language. It will also help if they have some experience with Linux or Unix-like operating systems.

Knowledge, skills and experience equivalent to the successful completion of COMP6700 or COMP6710. It is recommended that students successfully complete COMP6442 prior to, or at the same time, as taking this course.

VCPG6001


You will need to contact the Research School of Computer Science to request a permission code to enrol in this course. You cannot enrol in this course if you have successfully completed VCUG3001.



PROFESSIONAL COMPUTING

Can we add to the introductory blurb to this one? If so I’d include something along these lines,

letting students know they also have to do the group project for ACS accreditation

Students wishing to apply for Australian Computer Society (ACS) Professional

Accreditation at the end of their degree, must also complete the computing project –

COMP8715 – in group mode.

COMP6240

Assumed Knowledge

Knowledge, skills and experience equivalent to the successful completion of COMP6700 or COMP6710.

COMP8110



Assumed Knowledge

Software and systems development knowledge, skills and experience equivalent to the successful completion of COMP6311 or COMP8190. Knowledge, skills and experience equivalent to the successful completion of COMP6700 or COMP6710.

COMP6331


To enrol in this course you must have successfully completed COMP6300 be studying a Master of Computing. You cannot enrol in this course if you have successfully completed COMP3310

Assumed Knowledge

Knowledge, skills and experience equivalent to the successful completion of COMP6700 or COMP6710. It is recommended that students successfully complete COMP6442 prior to, or at the same time, as taking this course.

Knowledge, skills and experience equivalent to successful completion of COMP6260.


COMP6340





Assumed Knowledge


COMP6311


To enrol in this course you must have successfully completed COMP6700 or COMP6442 and be studying a Master of Computing. You cannot enrol in this course if you have successfully completed COMP2130.

Assumed Knowledge


COMP8190

Assumed Knowledge

Understanding and knowledge of large software development projects.


Appendix 12A: Semester 2 SELS Overall satisfaction rates under 60%

Sem 2, 2014 Sem 1, 2015 Sem 2, 2015 COMP4500 37.5% 33.4% COMP3100 50.0% 43.8% COMP1730 62% 51.9% COMP3610 53.3% COMP8705 44% 53.3%


481/2016 *Item 9 UEC Scoping Items in 2016: internationalisation

Purpose To outline the program of scoping items for UEC in 2016.

Recommendation That the University Education Committee endorse the following recommendation: 1. To note the topics on internationalisation and dates for discussion at UEC and to circulate the

discussion list to teaching staff in their area.

ACTION REQUIRED For discussion For decision ☐ For information College response ☐

Background In 2013, the Associate Deans Education proposed that UEC focus on one substantive topic in its scoping items. In 2014 the focus was on eLearning and for 2015 was on learning spaces and design.

For 2016, it is proposed that the topic be on the many aspects of internationalisation.

For each meeting, a nominated topic will provide the focal point for discussion. Members will be provided relevant readings and a member of the committee will lead the discussion.

Suggested readings for any of the topics are most welcome and can be emailed to [email protected] prior to the relevant meetings. Members are also encouraged to nominate themselves to lead one of the topics.

The topics for discussion at each meeting are:

Meeting Topic 1/2016 What does ‘international typically mean in Australian Higher Education? How might

the National University think differently and more ambitiously about this?’ 2/2016 Who should ANU partner with in international education? Which regions do we have

strong connections with, and who might we grow connections with? What evidence do we use to make these decisions? Who do you view as our major competitors for international students, programs and research funding?

3/2016 What approaches to curriculum and teaching might we contemplate with international partners? How can we use international partnership to stretch our understandings of education?

4/2016 How is study abroad and student exchange changing, if at all? How important is Study Abroad and student exchange to ANU?

5/2016 What is it like to be an international student at ANU? How do we further build an inclusive education community?

6/2016 What are we expected to do? Education Services for Overseas Students Act (ESOS) essentials, with a focus on pastoral care and online education

The reading materials for meeting 1/2016 are:

1. Indiana University International strategic planhttp://ovpia.iu.edu/projects/strategic-plan.shtml

2. ETH Zurich global strategyhttps://www.ethz.ch/en/the-eth-zurich/global/about-ETH-global/global-strategy.html

3. National University of Singapore global strategyhttp://www.nus.edu.sg/global/global_strategy.html

4. Draft national strategy for international educationhttps://internationaleducation.gov.au/International-network/Australia/InternationalStrategy/Pages/National-Strategy.aspx

5. Australian Department of Education & Training international student enrolment data


Appendix 13A


http://ovpia.iu.edu/projects/strategic-plan.shtml

https://www.ethz.ch/en/the-eth-zurich/global/about-ETH-global/global-strategy.html

http://www.nus.edu.sg/global/global_strategy.html

https://internationaleducation.gov.au/International-network/Australia/InternationalStrategy/Pages/National-Strategy.aspx

https://internationaleducation.gov.au/International-network/Australia/InternationalStrategy/Pages/National-Strategy.aspx

481/2016 https://internationaleducation.gov.au/research/international-student-data/pages/default.aspx

6. Higher Education Academy, Internationalising Higher Education Frameworkhttps://www.heacademy.ac.uk/sites/default/files/resources/internationalisingheframeworkfinal.pdf

Members are invited to circulate the above schedule for discussion. If anyone would like to attend one of these discussions as an observer, they should contact Megan Easton ([email protected]).

Sponsor Deputy Vice-Chancellor (Academic)

Author Deputy Vice-Chancellor (Academic) & Pro Vice-Chancellor (International & Outreach) January 2016


https://internationaleducation.gov.au/research/international-student-data/pages/default.aspx

https://internationaleducation.gov.au/research/international-student-data/pages/default.aspx

https://www.heacademy.ac.uk/sites/default/files/resources/internationalisingheframeworkfinal.pdf

https://www.heacademy.ac.uk/sites/default/files/resources/internationalisingheframeworkfinal.pdf


481/2016

Item 15 Report of the Internships Project Management Group

Purpose For the committee to consider the report of the Internships Project Management Group.

Recommendations That the University Education Committee provide feedback to [email protected] by Thursday 28 April 2016 on the following recommendations from the Internships Project Management Group that:

1. ANU designate the option of completing an internship for academic credit as adistinguishing feature of undergraduate and graduate coursework education.

2. To enable every student potentially to have access to an internship, that eachCollege either broaden options in existing internship courses or establish newCollege- wide undergraduate and postgraduate internship courses available foracademic credit.

3. Internship courses be permitted to contribute to the ANU Minor in Leadership andResearch, with the contribution of the internship or internships to the minor limited to12 points. Internship courses may count toward existing majors and minors whereColleges allow this.

4. Each internship will be the subject of an agreement between the College, the host ofthe intern and the intern. While it is acknowledged that these agreements could takea number of forms, agreements must set out the key expectations andresponsibilities of the parties including:

i. The tasks to be undertaken by the intern during the internship;ii. The role and responsibilities of the host;iii. How the internship will be assessed academically;iv. Any intellectual property issues; andv. Any issues of confidentiality.

The above issues can be covered off in a single agreement signed by all three parties; or an agreement between the University and the host which is underpinned by an agreement between the University and the student. A generic agreement (Attachment E) is provided to assist with meeting this requirement.

5. Each College appoint a Convener of Internships who will be the College point ofcontact for students wishing to undertake internships would normally be expected torepresent the College on the Internships Coordination Group (see recommendation7).

6. ANU students have the option of proposing to their College an internship option ifthey can identify a willing academic and host institution supervisor. Where students‘self-source’ internships they must first consult their College Internships Convenerwho will assist them to approach the host institution; and provide guidance ondeveloping an internship agreement which covers points 4 i to 4 v above.

7. An Internships Coordination Group be established to consider cross Universityinternships issues. Each College will be represented on the group, normally by theCollege Internships Convener. The Group will consider relationships with hostorganisations including:


Appendix 14A


481/2016

i. Establishing and maintaining a database of host organisations;ii. Establishing and maintaining statistics on student internships (eg student

name, topicof internship, nature of assessment pieces completed and date ofinternship);

iii. University wide coordination of approaches to new host organisations;iv. Considering whether any organisations are not appropriate to host ANU

interns.

8. The University establish a central website for internships. This website will includegeneral information applicable to all ANU internships and have links to Collegeinternship websites.

9. A suite of pre and post placement activities be developed by ANU to enable internsto maximise the benefits of undertaking an internship.

ACTION REQUIRED For discussion For decision For information ☐ College response ☐

Background Meeting 4/2015 the University Education Committee (UEC) considered a paper by the Pro Vice-Chancellor (Student Experience) proposing that a common framework be established for ANU Internships to facilitate the development of internship opportunities and the ongoing coordination across of internships across the University.

The common framework was intended to address a number of scenarios which had arisen in the past:

• multiple approaches being made by both staff and students to some potential hostorganisation;

• students who have identified or ‘self-sourced’ an internship opportunity but wereunable to include the internship in their academic program due to a lack of anacademic structure to enable this or due the lack of an academic supervisor; and

• potential host organisations approaching the University seeking interns, but theUniversity unable to facilitate this in the absence of an appropriate academicstructure.

UEC noted that: • One of the goals of ANU by 2020, is for ANU to ‘… maintain employment rates for

graduates … above the Go8 average’.• The ANU currently provides students with access to a number of high quality

internship experiences.• Results of the 2014 Student Barometer surveys highlighted a lower level of student

satisfaction with work experience and/or work placements from ANU studentscompared with global benchmarks (58% compared to 68% for International studentsand 48% compared to 71% for domestic students). This placed ANU at 7/7 forAustralian universities that ran the Domestic Student Barometer in 2014 and 31/34amongst Australian universities that ran the International Student Barometer in 2014.

The UEC paper proposed that a single common internships course be developed and available to students across the University. It was thought that this would facilitate a consistent approach to internships across the University. It was further proposed that each internship be subject to a written agreement between the University, host organisation and


481/2016

intern. The agreement would set out the rights and responsibilities of each party, including tasks to be undertaken during the internship, learning outcomes and assessment.

UEC sought feedback from Colleges on nine principles which might form the basis of a University-wide internships program. These principles were:

1. That there is an option of a common “ANU internship” course, available across theUniversity.

2. That it is not mandated that all internships are included in this structure, i.e., the“ANUInternship” option does not replace existing internship options available to ANUstudents.

3. That an Internship Coordination Group be established, whose membership willinclude a College Internship Adviser from each academic College.

4. That a generic internship agreement be developed to provide a framework to assistinterns and their supervisors to produce an individual internship agreement.

5. That “ANU internship” interns have both an ANU supervisor and a workplacesupervisor and that an individual internship agreement, guided by the genericinternship agreement is drawn up by the student in consultation with these twosupervisors.

6. That learning outcomes for the “ANU internships” be developed by students wantingto have an internship in consultation with their academic supervisor and/or CollegeInternship Adviser. The learning outcomes will be included in the individual internshipagreement and be consistent with the learning outcomes of the student’s academicprogram.

7. That assessment of internships be determined and undertaken by Colleges, notingthat aconsistent approach to grading will need to be taken across the University.

8. That pre and post-placement activities be developed to ensure that interns maximisethebenefits of the placement.

9. That “ANU internships” can be counted as part of the ANU Minor in Research andLeadership.

At meeting 5/2015, UEC considered College feedback on these principles. There was conditional support for all principles and no principle was rejected. Based on this feedback UEC established an Internships Project Management Group (IPMG) to further develop the proposal to establish a University-wide internships program. UEC asked the IPMG to take into consideration issues raised in the feedback from Colleges.

The IPMG was asked to report to UEC 1/2016, with an interim report, including terms of reference, to be provided to UEC 6/2015.

Membership of the Group comprised a member of academic staff from each of the ANU Colleges; Registrar, Division of Student Life or nominee; Registrar, Division of Student Administration or nominee; representatives from ANUSA and PARSA. The Group was chaired by the Pro Vice-Chancellor (Student Experience) Professor Richard Baker and met four times between September and November 2015.

The following terms of reference were endorsed at UEC6/2105: The Internships Project Management Group has been established by the University Education Committee to:

• develop a detailed framework to enable a University-wide internshipsprogram, including an implementation plan. The detailed proposal will includea draft model; or models of a proposed ‘ANU Internship’ course, an academic


481/2016

framework for the course; a generic agreement between intern, College and intern host;

• consider issues raised in relation to the internships proposal by Colleges intheir feedback; and

• consider any other issues which it identifies in course of its deliberations.

The report from the IPMG is at Appendix 15A, which outlines the recommendations above against the terms of reference. The Pro Vice-Chancellor (Student Experience) will be attending College Education Committees over the coming months to discuss internships and aspects of implementation.

The implementation of this framework is not intended to replace the administrative arrangements for existing internships, though existing internship programs are welcome to draw on the framework should they wish.

Consultation record Internships Project Management Group: 17, 29 September 2015; 14 October 2015

University Education Committee (13 November 2015) noted: 1. the interim report of the ANU Internships Project Management Group; and2. that the final report of the ANU Internships Project Management Group will be

provided to meeting 1/2016.

University Education Committee (28 August 2015) endorsed for transmission to Academic Board the following recommendations:

(i) the establishment of an Internships Project Management Group to further develop the proposal to establish a University-wide internships program, commencing with domestic internships in the first instance.

(ii) taking into consideration issues raised in feedback from UEC. (iii) membership of the Group will include a member of academic staff from each of the

ANU Colleges; Registrar, Division of Student Life or nominee; Registrar, Division of Student Administration or nominee; representatives from ANUSA and PARSA. The Group will be chaired by the Pro Vice-Chancellor (Student Experience) Professor Richard Baker.

(iv) the Group will report to UEC 1/2016, with an interim report, including terms of reference, to be provided to UEC 6/2015.

University Education Committee (3 July 2015) were requested to provide feedback to [email protected] by Friday 7 August 2015 on the following principles for the establishment of a University-wide internships program: 1. That there is an analysis of the common types of internships underway in ANU.2. That an Internship Project Management Group be established, whose membership

will include a College Internship Adviser from each academic College to report backto UEC on progress by UEC 6/2015.

3. That a generic internship agreement be developed to provide a framework to assistinterns and their supervisors to produce an individual internship agreement.

4. That ‘ANU internship’ interns have both an ANU supervisor and a workplacesupervisor and that an individual internship agreement, guided by the genericinternship agreement is drawn up by the student in consultation with these twosupervisors.

5. That pre and post-placement activities be developed to ensure that interns maximisethe benefits of the placement.

6. That ‘ANU internships”’ can be counted as part of the ANU Minor in Research and Leadership.



481/2016

Author Dr Andrew Smith (Executive Officer, Education)

Sponsor Professor Richard Baker, Pro Vice-Chancellor (Student Experience)

Appendices (on UEC Alliance site) Appendix 15A ANU Internships Project Management Group


https://alliance.anu.edu.au/access/content/group/d0b2f8d6-0ac7-4ca8-aab2-90c839fc508b/2016/Meeting%201_2016/Appendix%2015A%20Internships%20UEC1-2016.pdf


Appendix 14B

481/2016

Item 22 Academic Calendar 2017, 2018, and 2019

Purpose To note the dates for the academic calendar for the years 2017, 2018, and 2019.

Recommendation That the University Education Committee endorse for transmission to Academic Board the academic calendar dates for 2017, 2018, and 2019.

ACTION REQUIRED For discussion ☐ For decision For information ☐ College response ☐

Background At Academic Board 5/2012, the Board discussed that the ANU Academic Calendar should be confirmed by the Board. Due to this decision, the dates for 2017, 2018, and 2019 are incorporated into the table below. These dates incorporate the introduction of the 12 week semester from 2017.

In addition, at Academic Board 5/2012 that Board approved that the central divisional system support areas have an annual maintenance calendar which is approved by Academic Board as part of the academic calendar; these dates are detailed in the table below.

These dates do not apply to the ANU Medical School.

Sponsor Registrar, Student Administration

Author Assistant Registrar, Academic Standards and Quality January 2016

Attachments Appendix 22A: 2017 – 2019 Academic Calendar dates


Appendix 15A

Appendix 22A: 2017 – 2019 Academic Calendar Dates

2017 2018 2019

January Summer Session begins 1 1 1 New Year's Day holiday 1 1 1 University Offices re-open 4 2 2 First Trimester begins 16 15 14 Last day to add first trimester courses on ISIS 23 22 21 Australia Day holiday 26 26 28 Last day to re-enrol for the academic year 31 31 31

February Due date for payment of tuition fees and up-front HECS for first Trimester 3 2 1 First Trimester census date 10 9 8 ANU Orientation Week 13 – 17 12 – 16 18 – 22 First semester begins 20 19 25 Semester 2 of prior year Deferred and Supplementary Final Examinations 20 – 24 19 – 23 25 – 29 Last day to add first semester courses on ISIS 27 26 -

March Last day to drop first Trimester courses without failure 3 2 1 Last day to add first semester courses on ISIS - - 4 Due date for payment of tuition fees and up-front HECS for first semester 10 9 15 Canberra Day holiday 13 12 11 First Trimester teaching ends 24 23 22 First Trimester Examination Period 27 – 31 26 – 29 25 – 29 First Semester Mid-Semester Examinations week 1 (concurrent with teaching)

27 – 31

Summer session ends 31 31 31 Good Friday - 30 - First semester census date 31 31 31

April Autumn Session Begins 1 1 1 Teaching break commences 3 2 8 IT Maintenance (Wattle) 3-4 2-3 8-9 Good Friday 14 - 19 Easter Monday 17 2 22 Return from teaching break 18 16 23 First Semester Mid-Semester Examinations week 2 (concurrent with teaching)

18 – 21 16 – 20 23 – 26

Results from First Trimester published 20 19 18 ANZAC Day 25 25 25

May First Semester Deferred and Supplementary Mid-Semester Examinations (concurrent with teaching)

1 – 5 30 Apr – 4 May

29 Apr – 3 May

Last day to drop first semester courses without failure 5 4 10 Second Trimester begins 8 7 6 Last day to add Second Trimester courses 15 14 13 Due date for payment of tuition fees and up-front HECS for Second Trimester

26 25 24

First semester ends 26 25 31 Second Trimester Census Date - - 31


2017 2018 2019

June First Semester Examination Period 1 – 17 31 May

– 16June

6 – 22

Second Trimester Census Date 2 1 - Queen’s Birthday Holiday 12 11 10 Last day to drop Second Trimester courses without failure 23 22 21 Results from First Semester published 29 28 - Autumn Session Ends 30 30 30 Last day to re-enrol for continuing students enrolling in second semester courses only

30 30 30

July Winter Session Begins 1 1 1 Result from First Semester Published - - 4 Graduations 12 – 14 11 – 13 17 – 19 Second Trimester Teaching ends 14 13 12 ANU Orientation Week 17 – 21 16 – 20 15 – 19 Second Trimester Examination period 17 – 21 16 – 20 15 – 19 Second Semester begins 24 23 22 Semester 1 deferred and supplementary final examinations 24 – 28 23 – 27 22 – 26 Last day to add second semester courses 31 30 29

August Second Trimester results released 10 9 8 Due date for payment of tuition fees and up-front HECS for second semester

11 10 9

Third Trimester begins 28 27 26 Second Semester Mid-Semester Examinations week 1 (concurrent with teaching)

28 Aug – 1 Sep

27 – 31 26 – 30

Second Semester Census Date 31 31 31

September Teaching break commences 4 3 2 Last day to add third trimester courses 4 3 2 Due date for payment of tuition fees and up-front HECS for Third Trimester

15 14 13

Return from teaching break 18 17 16 Second Semester Mid-Semester Examinations week 2 (concurrent with teaching)

18 – 22 17 – 21 16 – 20

Third Trimester census date 22 21 20 ACT Family and Community Day Holiday 25 24 30 Winter Session Ends 30 30 30

October Spring Session commences 1 1 1 Labour Day Holiday 2 1 7 Second Semester Deferred and Supplementary Mid-Semester Examinations (concurrent with teaching)

3 – 6 2 – 5 1 – 4

Last day to drop second semester course without failure 6 5 4 Last day to drop Third Trimester courses without failure 13 12 11 Second Semester ends 27 26 25

November Second Semester Examination Period 2 – 18 1 – 17 31 Oct –

16 Nov


2017 2018 2019 Third Trimester teaching ends 3 2 1 Third Trimester examination period 6 – 10 5 – 9 4 – 8 Results from Second Semester published 30 29 28 Results from Third Trimester published 30 29 28

December IT Maintenance (Wattle) 4-5 3-4 2-3 Graduations 12 – 15 11 – 14 10 – 13 Christmas Day Holiday 25 25 25 Boxing Day Holiday 26 26 26 Spring Session ends 31 31 31


481/2016

Item 23 Implementation of the 2017 Academic Calendar

Purpose To seek approval for the required implementation actions for the revised academic calendar in 2017.

Recommendations That University Education Committee endorse for transmission to Academic Board the implementation plan for the introduction of the revised Academic Calendar in 2017.

ACTION REQUIRED For discussion For decision For information College response

Background Academic Board 5/2015 approved the implementation of a revised academic calendar in 2017. It also approved that the Division of Student Administration prepare a list of implementation considerations and provide a progress report to UEC 1/2016.

The implementation plan requested is attached at Appendix 23A for consideration and approval.

If members have additional items for the implementation plan they may raise them at the meeting or through providing information via email to the Academic Standards and Quality Office at [email protected].

Considerations

Workload The typical workload of 130 hours for a 6 unit course is to be maintained. It should be noted that examination preparation and undertaking preliminary readings is counted in this workload.

When reviewing course information for 2017 Colleges will need to ensure that the workload statements are appropriately worded so as to not reference a 13 week semester. Investigation of whether an appropriate bulk update process might be possible, and a set of default wording be developed for use, is currently underway.

Tutorials The majority of tutorials the University currently offers commence in week 2. When establishing how courses will run, staff are reminded that tutorials are able to run from week 1 of semester if requested.

Course Descriptions

Some course descriptions may need to be updated to accommodate the revision in teaching weeks. A streamlined process is incorporated into the implementation plan and will be undertaken in the second half of 2016.

Implementation Implementation will be undertaken as per the plan with University Education Committee having oversight for delivery of the implementation actions.

Consultation and Discussion Record Academic Board 29 September 2015 The Academic Board approved the following recommendations: 1. A 12-week semester with a two week teaching break for introduction in 2017;2. That the default model for teaching be 6-2-6, with the possibility of moving the teachingbreak a week to allow for public holidays (i.e. potentially 5-2-7 or 7-2-5);


Appendix 16A


481/2016

3. The revised dates for the 2017 Academic Calendar, noting that the 2018 dates will bediscussed further by University Education Committee 4. That the Division of Student Administration prepare a list of implementation considerationsand provide a progress report to UEC1/2016.

Sponsor Deputy Vice-Chancellor (Academic)

Author Assistant Registrar, Academic Standards and Quality, Division of Student Administration

Appendices Appendix 23A: 12-Week Semesters Implementation Plan for 2017


12-Week Semesters Implementation Plan for 2017

Delivery Deadline

Action Responsibility Status

30 October 2015

Implementation plan ASQO UEC

Drafted

13 November 2015

Develop short PowerPoint for information sharing at relevant meetings ASQO Completed

27 November 2015

Revise semester commencement dates under Academic Program Table/Program Description for each program ASQO Completed

27 November 2015

Communication to Accommodation about the changes for 2017 ASQO Completed

27 November 2015

Communication to GP&E about the changes for 2017 ASQO Completed

27 November 2015

Communication to Venue Hire for 2017 academic calendar ASQO Completed

27 November 2015

Communication to StudyGroup Australia for 2017 academic calendar ASQO Completed

27 November 2015

Communication to CHELT on 12 week semesters ASQO Completed

4 December 2015

Review all checklist items for offers to ensure no reference to 13 weeks DSRA Completed

4 December 2015

Check offer letters for reference to weeks of the semester DSRA Completed

11 December 2015

Re-issue full offer letters with incorrect dates for 2017 Email students with conditional offers to advise them of the revisions

DSRA Underway

11 December 2015

Re-issue eCoE’s with incorrect dates for 2017 DSRA Underway

21 January 2016

Establish detailed dates for the semester, including: • Last date to enrol• Last date to drop without academic penalty• Last date to drop with academic penalty

ASQO Completed

• Weeks of mid-semester examination period• Week of supplementary and special examination period – regular• Week of supplementary and special examination period – mid-semester

EGAP Completed

• Invoicing and due dates STAR Completed 21 January 2016

Workload for a semester course: • Principles for the move to 12 weeks• Confirmation on when tutorials can commence

ASQO UEC

Completed

29 January 2016

System setup for revised Academic Calendars ASQO Completed

22 January 2016

Review methods for conveying administrative information in addition to Wattle, outside of content lectures. Might include information on accessing materials, referencing styles, due dates, study expectations, etc. If pursued, potentials might include: • O-week administrative lectures• Week 1 one-off lectures after 5pm

SECD ASQO

Requested 05/01/2016


• Template for information on Wattle29 January 2016

Paper to SAMM for: • Administrative date rules recommendation to Registrar• Weeks of mid-semester examination period• Week of supplementary and special examination period – regular• Week of supplementary and special examination period – mid-semester

ASQO Completed

7 March 2016 Commence College Education Committee briefings Registrar 7 March 2016 Commence review of published course content on Programs and Courses Colleges 7 March 2016 Note at GMs & Directors meeting Registrar 18 March 2016

Finalise review of 2017 recruitment guides DSRA Flagged 10/11/2015

18 March 2016

Revise ANU Principle Dates pages CGRO

18 March 2016

Draft revision to course outline policy for draft course outlines to be available two weeks prior to the semester start ASQO

8 April 2016 Staff Communication advising of change DVC(A) Registrar

29 July 2016 Billing and Adjustment Calendars SBS 29 July 2016 Ensure 2017 ANU wall planner reflects 12 week semesters Marketing 29 July 2016 Review of legislation and policies

• Assessment Rules• Student Academic Study Load and Progression• Student Assessment (Coursework) – including deadlines for return of assessment items• Etc.

ASQO

5 August 2016

Updated course outline template tabled to ESQC ASQO

5 August 2016

2017 Syllabus Plus dataset build revised to 12 weeks ASQO

5 August 2016

Process for mass updates to course descriptions on Programs and Courses to be circulated to Colleges. ASQO

5 August 2016

Resolution of how workloads are to be described, and whether they can be updated through an automated process. ASQO

26 August 2016 – 24 February 2017

Student Communications • Awareness• Dates

SIS

21 September 2016

Second staff communication about 2017 changes DVC(A) Registrar

30 September 2016

Ensure 2017 key dates student guide reflects agreed dates SIS

30 September 2016

Mass update to course descriptions information due back from Colleges/ Colleges

1 November 2016

Mass revision to course workload for Programs and Courses Colleges ASQO

1 November 2016

Complete review of published course content on Programs and Courses Colleges


1 November 2016

Course Structure reviews finalised Colleges CHELT

25 November 2016

Staff Communication advising of change DVC(A) Registrar

25 November 2016

Ensure information on web (other than principle dates) references 12 week semester SIS

25 November 2016

Review weeks detailed in CRICOS Registration durations ASQO

9 December 2016

Revision of legislation and policies CGAR ASQO

13 January 2017

2017 Semester 1 Wattle sites available to lecturers ANU Online

27 January 2017

Advise Centrelink of changed dates for their records Ensure CART dates are recorded correctly

ASQO

27 January 2017

Staff Communication advising of change DVC(A) Registrar

13 February 2017

2017 Semester 1 Wattle sites available to students ANU Online

20 February 2017

Semester 1 commences -

Key Stakeholders • Teaching staff• Students• Planning and Performance Measurement (PPM)• Student Central (SIS)• Division of Student Administration (DSA)• Marketing Office (MO)• Division of Student Recruitment and Admissions (DSRA)• Division of Global Programs and Engagement (GP&E)• Division of Student Life including accommodation (DSL)• StudyGroup Australia


Part 5 – Items of other business

Item 12 Meeting Dates 2016

Purpose To note the remaining meeting dates for 2016

Recommendation

Sponsor Associate Director (Education) Research School of Engineering

*Item 28 Other business and question time

Purpose

For Committee members to ask questions and raise items of other business

Recommendation

Sponsor Associate Director (Education) Research School of Engineering

RSE and RSCS CDC

Agenda Deadline

RSE CDC Meeting 12-2pm

RSISE B123

Notes and Deadlines

15 March 22 March

15 March - CDC DL for program review paperwork for BSEng/ BEng (R&D)/BEng (Hon)/ BAC (R&D) (CEC DL: 7 April)

4 April 12 April 4 April - CDC DL for Program Amendments (CEC DL: 12 April)

22 June 5 July

Final Deadline for: · Amendments to UG Awards for 2017· Amendments to PG Awards for 2017

· Creation of PG Awards for 2017· Disestablishment of PG Awards for 2017

(CDC DL: 22 June; CEC DL: 7 July)

29 August

6 September

29 August - CDC Deadline for amendments to courses which are scheduled for Semester 1, 2017 and Diploma of Computing

Program Review (CEC DL: 22 September); 13

October 25

October

That the Committee note the dates of the remaining 2016 meetings.

ACTION REQUIRED For discussion ☐ For decision ☐ For information For School response ☐

That the Committee note the matters raised and the responses.

ACTION REQUIRED For discussion ☐ For decision ☐ For information For School response ☐


2016 College and University Committee and Sub-Committee Meeting Dates and Deadlines (updated 18 February 2016)RSE and

RSCS CDCAgenda Deadline

RSE CDC Meeting 12-

2pm RSISE B123

RSCS CDC Meeting 12-

2pm RSISE B123

CECAgenda Deadline

CECMeeting -

1-3pm

CAACAgenda Deadline

CAACMeeting

ESQCAgenda Deadline

ESQCMeeting

UECAgenda Deadline

UECMeeting

Academic Board Agenda

Deadline

Academic Board

Meeting

UEC Curriculum deadlines Notes and Deadlines

TBC

Potential Extraordinary

Meeting

6 January 20January

15 February 7 March 21 January 11 February

23February

8 March 4 January

Deadline for:� Creation of UG Awards for 2017� Disestablishment of UG Awards for 2016� Creation of PG Awards for Int’lGraduate Guide 2017� Disestablishment of PG Awards for Int’lGraduate Guide 2017

18February

23February

25 February 3 March 17 March RSISE B123

2-Mar 23March

17 March 7 April 19 April 3 May 2 March

18 February - CDC Deadline for amendments to courses which are scheduled for Semester 2, 2016 (CEC DL: 3 March)

15 March 22 March 24 March 7 April 21 April Dean's Boardroom

N/A. N/A. 28 March 18 April 28 April 19 May 7 June 21 June 13 April 15 March - CDC DL for program review paperwork for BSEng/ BEng (R&D)/BEng (Hon)/ BAC (R&D) (CEC DL: 7 April)

4 April 12 April 14 April 12-May26 May Dean's Boardroom

18-May 8 June 9 May 30 May 9 June 30 June 19 July 2 August 26 May

4 April - CDC DL for Program Amendments

(CEC DL: 12 April)

26-May 24 June (Results) Dean's Boardroom

N/A. N/A. N/A. N/A. N/A. N/A N/A. N/A

22 June 5 July 30 June 7 July 21 July RSISE B123 10-Aug

31August

18 July 8 August 18 August

8September

13September

27September

27 July

Final Deadline for:� Amendments to UG Awards for 2017� Amendments to PG Awards for 2017� Creation of PG Awards for 2017� Disestablishment of PG Awards for 2017 (CDC DL: 22 June; CEC DL: 7 July)

29August

6September

8 September

22September

6 October Dean's Boardroom

21September

12October

26September

17October

27 October 17November

22November

6 December 12 October 29 August - CDC Deadline for amendments to courses which are scheduled for Semester 1, 2017 and Diploma of Computing Program Review (CEC DL: 22 September);

13October

25October

20 October

11November

25November (Results) Dean's

Boardroom

N/A. N/A. N/A. N/A. N/A. N/A N/A. N/A


Appendix 17A

RESEARCH SCHOOL OF COMPUTER SCIENCE (RSCS ...the MComp. The course has grown from 4 enrolments in...

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