Center for University Learning and Teaching

News

Overview
The Centre for University Learning and teaching (CULT) was established in order to improve learning and teaching at the Royal University of Bhutan (RUB). The idea of CULT had been discussed for some time. The purpose of the present consultancy was to build upon discussions and establish CULT. A CULT concept paper was developed (RUB 2008a) where in it was stated that the Centre was established in order to:

1.Assist the University in developing and supporting best academic practice in learning and teaching for the University;

2. Develop and deliver continuous professional staff development provisions;

3. Develop and deliver an award in learning and teaching in Tertiary Education that will advance the professional standards of University’s academic staff;

4. Provide and enhance access to resource materials (books, journals, manuals and guides) to all University staff and students; and

5.Support research on university learning and teaching.

CULT Rationale

The quality of education has become a matter of debate in recent times in Bhutan (Dorji 2005). The Royal University of Bhutan also has not escaped scrutiny in this regard and has itself drawn attention to the issues related to the quality in its own Strategic Plan (eg RUB 2007, p.78). Further, RUB is a young university having been inaugurated in 2003 under Royal Charter. RUB is a federation of member colleges and institutes spread across the country. This spread across a rugged geography brings with it considerable challenges.

This is the broad context into which the CULT at Samtse, as part of RUB and with an RUB-wide mandate, comes into being.Internationally, teaching is one of the central functions of a university along with research and service. The university teaching role has at its heart the idea that knowledge previously constructed can be learned as a result of student interaction with knowledge facilitated by university academics. University knowledge can be useful in itself, for example, in a future career following graduation. It can also be the basis upon which future knowledge is built in the workplace. This purpose is central to university teaching. University teaching has an unusual feature in that those who create the knowledge are also the teachers of it. This can bring a certain enthusiasm and interest to the learning and teaching of students and is considered one of the hallmarks of a university education.

However, learning needs to be facilitated by academics who not only are masters of content area but also highly competent in learning and teaching. Learning and teaching are complementary if done effectively. However, teaching can take place without any corresponding learning. Moreover, learning can take place without a teacher being present. However the teaching role of a university academic is to pass on the knowledge deemed worthwhile as part of a formal program leading to accreditation. Thus in a university context learning and teaching go together. Learning and teaching are subject to the personal histories of academics and indeed of
the socio-cultural context of the university itself. Thus RUB, as a new university 2008 CULT Establishment 9 developed from a federation of pre-existing colleges and institutes, will have academics with different backgrounds to, and attitudes about, learning and teaching.

The RUB CULT Concept paper (RUB 2008a, 1) the following observation was made:
The nature of the education offered in many parts of the University is characterized by the rather bookish nature of the teaching, by the rigidity of the boundaries between theory and practice, by limited choice of programmes and the limited student choice within programmes. CULT has professional development of RUB academic staff amongst its central objectives (see p. 7). In order to understand the difficulty of the central tasks of CULT it is necessary to trace the socio-cultural history of learning and teaching in Bhutan.

Code of Practice for Learning and Teaching

Introduction

Teaching and learning activities in all Colleges and Institutes of the University shall be governed by the codes of practice for students and staff set out below. The statement of the responsibilities at all levels of the university is to provide guidance on student and staff behaviour and rights in teaching and learning activities and to show how the responsibilities at different levels complement each other. The responsibilities of students, and the responsibilities of staff at different levels, are regarded as reciprocal, so the responsibilities of one group imply the rights of the other.

Responsibilities of Students

Students of the university have the following responsibilities to:

1. apply themselves to their studies to the best of their abilities;
2. become familiar with the rules and regulations governing the degree in which they are enrolled, and to ensure that the modules selected meet the award requirements;
3 . be aware of the policies practices and expectations of the university set out in the RUB Wheel of Academic Law (RUB 2008) and of any College/Institute and department in which they are enrolled and which are contained in the module materials and information made available to them;
4 . be aware of, and act according to, the rules and regulations concerning the use of College/Institute computing, library and other facilities, and so to respect the rights of other learners;
5. meet deadlines for module work to be submitted;
6. take the initiative and consult appropriately when problems arise in any module;
7. submit original work for assessment without plagiarising or cheating;
8. attend all organized teaching/learning activities, including professional placements, for each module in which they are enrolled (on-campus students) and, for distance education students, to consider thoroughly all program materials and participate in all prescribed residential schools;
9. accept joint responsibility for their own learning along with the teaching staff;
10. provide feedback to staff about (a) teaching and learning practices and (b) the quality of modules as well as to contribute to the development of university programs and policies as appropriate;
11. abide by the University's policies on occupational health and safety so that they can study in a safe and healthy environment;
12. be aware of the university's commitment to equal opportunity and to demonstrate tolerance and respect for all members of the university community including respect of the right of staff members to express views and opinions; and
13. respect the working environment of others in all areas of the university.

Note: Infringement of responsibilities d) and g) may lead to disciplinary action.

Responsibilities of Staff

Staff of the university has the following responsibilities to:

a) ensure the publication and distribution to students of clear, accurate and timely information concerning relevant regulations, policies, procedures and expectations of modules, and on other matters affecting students’ studies;
b) develop students' knowledge, understandings, skills and attitudes as defined in the objectives of the university, program and modules, by providing them with teaching programs, program materials, activities and tasks appropriate to the development of these attributes;
c) provide students with opportunities to be involved in the structuring of their own learning experiences, and encourage them to take joint responsibility for their own learning;
d) take into account the prior knowledge, abilities and backgrounds of students in planning teaching activities;
e) assist students to learn from assessment tasks by providing them with timely and constructive feedback especially during the work of the module;
f) attend all classes as timetabled and where this is not possible to ensure that a colleague, competent in that area, will act as a substitute teacher;
g) be available to discuss learning, including assessment tasks, with students or to arrange for a fully briefed delegate to be available for that purpose or academically engage the students or make alternative appropriate arrangements in consultation with the Dean, AA and HoD;
h) encourage and enable students to evaluate their own and each other's work critically;
i) make time available for giving advice to and for supervising individual students;
j) strive for excellence in their teaching, and to seek and pay attention to feedback from students about the effectiveness and appropriateness of their teaching and of the quality of the modules in which they teach;
k) abide by the University's policies on occupational health and safety so that students study and lecturers work in a safe and healthy environment;
l) ensure that all students, regardless of their background or characteristics, have an equal opportunity to learn and to demonstrate that learning;
m) respect students' right to express views and opinions;
n) demonstrate concern for the welfare and progress of individual students; and
o) ensure that they are not engaged in assessing or supervising the work of students with whom they have a relationship which could give rise to undue advantage or disadvantage or make alternative arrangements if such a situation arises.

Note: Infringement of responsibilities F, K and O are considered serious and may lead to disciplinary action.

Responsibilities of Departments

These responsibilities are exercised through the Head of Department. They may be delegated to a module coordinator or be exercised through a departmental or program committee. Such delegations should be clearly defined.

The Department has the responsibility to:

a) encourage staff to participate in professional development in teaching and learning (including those that relate to teaching cross culturally and acquiring skills in non-discriminatory teaching practice) organised by the Department, and CULT;
b) ensure workloads amongst Departmental staff are equitable where that workload consists of teaching, research and service;
c) encouraged academic staff to spend at least 20% of their time on research;
d) provide, during the first week of the commencement of a module, accurate, written information concerning the objectives of each module, attendance and assessment tasks, the methods of assessment to be used, and the weighting of that assessment;
e) ensure that all classes as timetabled have staff present for teaching and learning to take place;
f) provide access for students, by appointment, to academic staff outside timetabled class time;
g) ensure that contemporary information, properly referenced, informs student learning;
h) encourage academics to include information from research within the Department;
i) ensure that modules use relevant teaching and learning strategies, including, where appropriate, student-centred approaches and learning technology tools;
j) return assessed written work (excluding examination scripts) with constructive comments provided in a timely manner;
k) ensure that all assessment is appropriately related to the learning outcomes of the module; and
l) make special arrangements where performance is adversely affected by documented illness, disability or other serious cause; and
m) follow up on anonymous student evaluations of teaching and module evaluations with the lecturing staff concerned.

Responsibilities of Colleges/Institutes

Colleges/Institutes have the responsibility to:

a) ensure that applicants for admission to candidature are properly qualified with respect to the minimum requirements for entry to the program concerned and with respect to the particular program of study proposed;
b) ensure the appropriate timing of compulsory modules and the availability of sufficient optional modules so that a student passing all modules at the first attempt may complete the program of study within the specified minimum time;
c) provide the framework for module, program and curriculum development through conducting regular evaluation processes, including anonymous student evaluations of academics’ teaching and of modules;
d) ensure that workloads across Departments are equitable;
e) provide the resource framework for optimal learning conditions across the College/Institute including adequate library facilities;
f) encourage all staff members to value the work of general staff as essential to the work of the University;
g) adhere to the procedures laid down by the Academic Board for developing new programs, reviewing or making major changes to existing programs; and
h) Subsequent upon university’s approval, encourage consultancy services in the colleges;

Responsibilities of the University

The University has the responsibility to:

a) ensure that appropriate University policies in respect of teaching learning and assessment are developed, kept under review and are effectively promulgated;
b) abide by the University's policies on occupational health and safety so that students study and lecturers work in a safe and healthy environment;
c) ensure that resource provision across Colleges/Institutes is equitable and open according to principles established for this purpose;
d) ensure that adequate development opportunities in teaching, learning and assessment practices are available through the Centre for University Teaching and Learning, and/or through programs developed by departments and Colleges/Institutes;
e) ensure that clear policies exist with respect to the intellectual property rights of students and that students are aware of those rights;
f) ensure that all students are free in all matters relevant to enrolment, assessment and membership of the University community from discrimination or harassment on the basis of race, gender, age, political or sexual preference, marital status, religion, disability or personal beliefs;
g) uphold the RUB Code of Teaching and Learning; and
h) ensure a quality learning environment, including appropriate and properly maintained facilities.