Division of the Deputy Vice-Chancellor (Students & Education)

Breadth Units

This website provides information on breadth units on the call for expression of interest, the development and approval for the introduction and review of breadth units, and guidance and resources available to assist staff in these processes.

Definition of breadth units

A proposal to introduce breadth units to the University curriculum was approved by Academic Senate at its meeting on 15 November 2013. Breadth units align and support Degrees of Difference: The University of Tasmania Education Model. A breadth unit is defined as a unit that:

  1. Targets the University's overarching graduate statement  rather than specific subject or discipline-based learning outcomes, must not be bound (i.e. led, designed or delivered) by a single discipline and must have a global relevance; or alternatively is commissioned to target the University's overarching graduate statement and addresses a specified skill that is applicable across disciplines and with a global relevance.
  2. Can be delivered consistent with the UTAS Blended Learning model, either fully on-line or both fully online and face to face, and available state wide.
  3. Can be readily adaptable to Open Educational Practice, to build on UTAS' ambition to be recognised as a premier university for Open Educational Resources (OER).

Breadth Unit Offerings

A list of the breadth units currently on offer is available here.  To introduce and develop breadth units, teaching teams are invited to respond to a call for expressions of interest.  If successful, assistance will be provided to teaching teams in the design and development of breadth units through a dedicated Academic Developer from the Tasmanian Institute of Learning and Teaching.

More information on the expression of interest process is available here.

Plans for the Introduction of New Breadth Units

In alignment with the UTAS Graduate Statement breadth units are designed to deepen and extend learning and provide students with the skills and understanding to make a difference in their own lives and that of others.

Given the resourcing and workload implications for breadth unit development, it has been agreed that the process for development and preparation for delivery of breadth units will be rolled out in a managed way with central support.

A schedule has been prepared for the planned roll out of breadth units. The schedule includes the expectation that each breadth unit will be reviewed in the year following its introduction. The schedule is calculated using the following assumptions:

  • Introduction of approximately 40 breadth units
  • A total of approximately 50 offerings annually by 2018, with some units offered more than once in a calendar year
For year of introduction New Units Targets New Units Introduced
2014 5 3
201510 6
201610 12
201710 10
20185 

Process for developing, introducing and review of breadth units.

The following is an overview of the key steps involved in the development and approval for the introduction and review of breadth units.

  1. Submit an expression of interest to the Divisional and Cross Faculty Learning and Teaching Committee for approval to develop a new breadth unit, or convert an existing unit.
  2. Develop the breadth unit with support from an Academic Developer from TILT, using tools and templates available on this website.
  3. Submit the unit outline to the Divisional and Cross Faculty Learning and Teaching Committee for approval to offer the proposed breadth unit, and for it to be available for student enrolments.
  4. Review of the breadth unit, with an Academic Developer, in the year following its first offering.  The review will be shared with the Divisional and Cross Faculty Learning and Teaching Committee.
  5. Revisions to the breadth unit curriculum, assessment, or faculty teaching contributions will require Divisional and Cross Faculty Learning and Teaching Committee approval.

More detail on each of these key steps is included on the breadth unit webpages.