Centre for the Advancement of Teaching and Learning - Information related to course/unit coordination in Resource Collection

Brass, K. (1998). Curriculum design - From guidelines to practice. Ballarat, Vic: University of Ballarat.

Section II provides examples (case studies) of the following, but it has an 'institutional focus' and parts of it may not apply to UWA:

Team writing and reviewing of unit outlines and unit descriptions
Designing and managing learning tasks and assessment to facilitate student learning
Providing students with timely feedback

Foster, G. (1993). Design of university courses and subjects: A strategic approach (HERDSA Green guide no. 15). Campbelltown, NSW: Higher Education Research and Development Society of Australasia.

The book is divided into: Course planning, Subject planning and Subject production. The second and third sections are relevant to unit coordination. There is a brief discussion of "group processes" in relation to course/subject planning.

Herrmann, A. & Fox, B. (1992). Planning a unit of study. In A. Radloff & E. Murphy. Teaching at university (pp.76-84). Perth, WA: Curtin University of Technology.

Tips on writing unit outline, aims and objectives, and on organising, presenting and evaluating a unit.

Sodersten, K., Purcell, A.T., & Ancher, C. (2001). The go-between: The influence of the interrelationship between co-ordinator, tutor and student on the achievement of learning objectives in a first year architectural design studio. Research & Development in Higher Education: Vol. 24. Learning Partnerships (pp. 159-170).

The article argues for better co-ordination if stated learning objectives are to be achieved. Research outcomes indicate that not all tutors were effective learning partners with their students and did not equally achieve the course objectives in terms of desired student learning outcomes. This suggests the need for the establishment of an effective learning partnership between design coordinator and design tutor. (p. 159)

Svinicki, M. (1994). The teaching assistantship: A preparation for multiple roles. In W.J. McKeachie (Ed.), Teaching tips: Strategies, research, and theory for college and university teachers (pp. 239-249). Lexington, Massachusetts: D.C. Heath & Co.

Course/unit co-ordination may involve supervising tutors, demonstrators, etc. This chapter can be useful for both teaching assistants and supervisors of teaching assistants. "The teaching assistant is a wonderful bridge between student and instructor ... the bridge should be built thoughtfully and reflectively if it is to stand up to the stresses it is bound to experience" (pp. 248-249).