ACADEMIC TERMINOLOGY AND RELATED INFORMATION

1. ACCREDITATION AND RECOGNITION

Tabor College offers government-accredited courses. These courses have been assessed by professional educators and deemed to be of equivalent standing to similar courses offered by universities and other recognised tertiary institutions. They satisfy the national accreditation principles and lead to qualifications under the Australian Qualifications Framework (AQF). These courses have been approved by the State Government of South Australia as accredited courses under the VEET Act, 1994. The College is a Registered Training Organisation for the delivery of vocational education and training under the Australian Recognition Framework (ARF).

The accreditation gained in South Australia for the College's certificate I, II, III and IV, and diploma courses is accepted in the other Australian States. Each of the College's higher education courses (bachelor degree and above) offered by a State campus is accredited in accordance with the government requirements in that State.

In addition, the Bachelor of Education courses offered by the College have been approved by the Teachers Registration Board of South Australia. This means that graduates from these courses are eligible to apply for positions in both government and non-government schools in Australia.

Tabor College is a member of the South Pacific Association of Bible Colleges and of the Association of Pentecostal and Charismatic Bible Colleges of Australasia.

2. MODULES - CORE, ELECTIVE AND OPTIONS

A module is a unit of work in a defined subject area, which results in the development of prescribed knowledge, understanding and skills. Most modules are one semester in duration.

Core modules are compulsory and are essential to a course.

Individual elective modules are non-compulsory but in some courses a specified number of elective modules must be included. Elective modules that must be selected from a restricted range of specified modules may be called options modules.

3. COURSES, STREAMS, STRANDS AND CLUSTERS

A course is a program of study leading to a qualification, e.g. Certificate II in Christian Studies, Bachelor of Theology or Graduate Diploma in Christian Counselling.

A stream is a broad general area of study/education. Currently, the College offers courses in the following major streams: Theology, Christian Counselling, Ministry, Intercultural Studies and Education Studies. The Theology major stream includes the minor streams of Christian Studies and Youth Development, which are sometimes listed as separate streams. The placing of some modules in particular streams is arbitrary, e.g. Theology of Mission could be placed in either the Theology stream or the Intercultural Studies stream. Modules of this sort may be part of major sequences in more than one stream.

A strand is a major group or sequence of modules within a stream that address related areas of knowledge/skill. Within the Theology stream, the strands are designated:

• Theology, which includes systematic theology and some of its practical applications;
• Biblical Studies which includes biblical theology and biblical languages; and
• History which includes Christian and Church history.

Pastoral Theology is included in the Ministry stream.

A cluster is a minor grouping of modules within a strand that address closely related areas of knowledge/skill, e.g. the Drama cluster in the elective strand in the Bachelor of Education (Primary) course.

4. MODULE CODING AND STAGING SYSTEM

Each module is identified by a numerical code.

The first digit indicates the major stream of a module, i.e.:

Generally, the second digit indicates the stage of a module, i.e. the position of a module in a course, hence:

Within each stream, the third and fourth digits are a guide to module content.
A fifth digit following a decimal point may be used to indicate the level of a module.
Thus, code 1101.3 can be interpreted as follows:

1101.3 = Theology stream,
1101.3 = stage 1,
1101.3 = foundational Christian Studies,
1101.3 = level 3 (see below).

5. LEVELS AND CREDIT POINTS

Tabor College's system of levels is unique. It does not correspond to systems of levels used elsewhere. Hence, level 1 modules are not synonymous with first-year modules, level 2 modules are not synonymous with second-year modules, and level 3 modules are not synonymous with third-year modules; neither are level 1 modules certificate 1 modules, level 2 modules certificate II modules, or level 3 modules certificate III modules.

In Tabor College's system of levels, modules in most of the College's certificate II courses are level 1 modules; modules in the College's certificate IV and diploma courses are level 2 modules; modules in the College's ordinary bachelor degree courses are level 3 modules; and modules in honours year and most graduate diploma courses are level 4 modules. Level 5 modules are normally taken in the fifth year of academic study as part of postgraduate courses and level 6 modules are part of the Doctor of Ministry course.

Within levels, modules may build on one another in stages. This is indicated by the staging system explained in point 4 above.

A more detailed description of the College's level system is given below.

Level 1

A standard semester module at level 1 entails about 64 hours of work in total and is worth 2 credit points. A standard term module at this level, entailing 32 hours of work, is worth 1 credit point. One year of full-time study at level 1 is worth 20 credit points.

For each standard semester module at level 1 there is normally a time allocation of 32 contact hours and 32 private-study hours. Usually, approximately 1,000-1,500 words of written work are required. Multiple-choice/short-answer tests are often included. The written work required at this level is less complex than that at level 2. Students are required to outline, explain, describe, summarise and apply basic understandings and concepts. For more practical modules, the ratio of practical to study time increases considerably, the total allocation of time is the same and the amount of written work varies.

Level 2

A standard semester module at this level entails about 96 hours of work in total and is worth 4 credit points. A standard term module at this level, entailing 48 hours of work, is worth 2 credit points. In most level 2 courses, one year of full-time study at level 2 is worth 40 credit points.

For each standard semester module at level 2 there is normally a time allocation of 32 contact hours and 64 private-study hours. Generally, approximately 3,000-4,000 words of written work are required. Multiple-choice/short-answer/assertion and reason tests are often included. The written work required at this level is more complex than that at level 1 and less complex than that at level 3. Students are required to explain, describe, discuss, summarise and apply a wide range of understandings and concepts. For more practical modules, the ratio of practical to study time increases considerably, the total allocation of time is the same and the amount of written work varies.

Modules in the second year of level 2 diploma courses generally build on knowledge, understanding and skills gained in the first year of these courses and develop competencies to a greater extent than modules in the first year of these courses.

Levels 3 and 4

Level 3 modules in the first year of a course are foundational and modules taken in each subsequent year build on knowledge, understanding and skills gained in the preceding year.

A standard semester module at level 3 or 4 entails about 160 hours of work in total and is worth 6 credit points. A standard term module, entailing 80 hours of work, is worth 3 credit points. One year of full-time study in most bachelor degree, graduate diploma or master degree courses is worth 48 credit points.

For each standard semester level 3 module in an ordinary bachelor course, there is normally a time allocation of 40 contact hours and 120 private-study hours. At honours or graduate level, where the level 4 designation is used, a similar amount of study time is required, but there is some variation in contact hours from module to module. Approximately 5,000-6,000 words of written work are required at level 3 and at least 6,000 at level 4. Those modules that are unique to honours or graduate courses often require a considerable amount of supervised independent study and do not have as much contact time as modules in the first three years of undergraduate courses. Some modules may be taken either as level 3 or level 4 modules. While the contact time is the same for both, the assignment work required at level 4 is generally more complex. For more practical modules, the ratio of practical to study time increases considerably but the total allocation of time is the same and the amount of written work varies.

Level 3 courses require the development of a high standard of academic skill in reading, explaining, evaluating, discussing, critiquing, summarising and synthesising information and concepts. These skills are further developed in level 4 courses.

Almost all level 3 and 4 modules entail tutorials, which are not generally included at level 1 or level 2. Some level 3 modules include final examinations. These are not normally included at lower or graduate levels.

Level 5

Level 5 modules comprise the Master of Education and Graduate Certificate in Education Studies courses, entry into which requires four years of prior academic study and at least one year of relevant professional experience. Most final-year work and all thesis work in other master degree courses is also at level 5.

A standard semester module at level 5 entails at least 160 hours of work in total and is worth 8 credit points. Modules at this level are normally taken in part-time study programs and delivery often includes a series of seminars. At least 6,000 words of written work are required per module and a very high level of academic skill in reading, explaining, evaluating, discussing, critiquing, summarising and synthesising information and concepts is expected. Thesis requirements vary in different types of master awards.

Level 6

Level 6 modules comprise the Doctor of Ministry and Master of Ministry Studies courses, entry into which requires four years of prior academic study and at least three years of relevant professional experience. Module delivery normally includes on-campus seminars, extensive reading and written work integrated with professional ministry experience.

At level 6, a 9 credit point module entails approximately 2,250 pages of pre-seminar reading and written work totalling approximately 9,000 words, while a 12 credit point module entails approximately 3,000 pages of pre-seminar reading and written work totalling approximately 12,000 words.

Upgrading from level 2 to level 3

Students are advised to think carefully before deciding to change to a higher level of study, as this can be complicated. Upgrading from level 2 to level 3 generally involves more work in total than starting at level 3 in the first place; level 3 is more academically demanding than level 2 and the work required at level 2 is usually of a different nature from that required at level 3. To be permitted to upgrade from level 2 to level 3 in any module, a student must have obtained a C+ or higher for that module at level 2.

Average patterns of module distribution in some Tabor courses

Key: The distribution of [+] symbols represents the distribution of modules in a course, e.g. in the average certificate II course, all modules are at level 1, and approximately 75% of the modules are "100" modules and 25% are "200" modules. The above symbolic representations are averages or generalisations only, as there is variation between individual courses.

6. INTRODUCTORY MODULES

A number of introductory modules have been designed to help students develop skills that will enable them to gain the maximum benefit from their studies at the College. These modules do not count for credit. They may be taken prior to, or concurrently with, studies in the first year of a course. Students enrolling in any of Tabor College's courses are expected to take the introductory modules Study Techniques (0001) and Language Skills A (0002). Students enrolling in language study modules are also expected to take the introductory module Language Skills B (0003). Students may be granted exemption from these modules if they provide acceptable evidence of competency in the areas concerned. The additional modules, English Essentials (0004) and Mathematics Essentials (0005), may be required of Education Studies students who lack adequate skills in these areas.

7. MODULE NAMES

Each module has a descriptive name that gives an indication of the content of the module. Many modules also have generic names, which indicate their stream or strand. The descriptive names are used most often, but the generic names may be used, if desired. They are included in the module summaries in this Handbook. Generic names are listed on page 178 and indexes of modules are provided on pages 183-191.

Occasionally, where a given module is part of several courses, the same module may be given a different name in different contexts. In such cases, the module code and the module description remain the same.

8. HEADS, COORDINATORS AND SUPERVISORS

Stream Heads provide oversight for academic streams at particular campuses, e.g. Ministry Stream Head at the Melbourne Campus.

Heads of Departments provide oversight for various functional areas at particular campuses, e.g. Registrar's Department, Library, Counselling Department, etc.

Course Coordinators are responsible for the day-to-day supervision of individual courses. A Course Coordinator is either the Stream Head for the stream of the course concerned, or another faculty member who is responsible to the Stream Head.

Module Coordinators are the faculty members responsible for the day-to-day teaching and assessment in individual modules. Where visiting lecturers are invited to teach modules or segments of modules they are responsible to Module Coordinators.

In some modules, several forms of supervision are involved. In modules involving directed study or consultative education, there are usually Faculty Academic Supervisors who may be either the Module Coordinators or other appropriately qualified persons. In some modules that entail field experience, there are both Field Supervisors, who are not faculty members, and Tabor Supervisors, who are faculty members. (Further details are given in the module manuals/handbooks provided for students.)

Students undertaking research projects work under Research Supervisors who are appointed in accordance with the College's regulations, which depend on the nature and level of the research.

Undergraduate Education Studies students in schools are supervised and assisted by Tabor College Teacher-Educators, School Supervisors (either principals or deputy principals) and Teaching Mentors (experienced practising school teachers).

9. POSTGRADUATE STRUCTURES

Any campus offering postgraduate degrees will have:
(1) An Academic Postgraduate Committee, whose primary purposes are to:

• oversee postgraduate thesis programs;
• approve the appointment of supervisors for postgraduate research (thesis) studies;
• approve the appointment of examiners for theses;
• review the process for the approval of thesis topics and revise this, as necessary, from time to time; and
• review the criteria for assessment of theses, and revise these, as appropriate, from time to time.

(2) An Academic Postgraduate Subcommittee, whose primary purposes are to:

• provide support for postgraduate students and their supervisors;
  appoint a coordinator of postgraduate studies (the Postgraduate Coordinator);
• oversee the day-to-day running of the College's postgraduate programs, in conjunction with the Postgraduate Coordinator;
• approve thesis topics and research protocols;
• monitor the progress of postgraduate students;
• assess examiners' reports on theses and make decisions about the granting of postgraduate awards; and
• make recommendations to the Academic Postgraduate Committee, as appropriate.

(3) A Postgraduate Coordinator, who is responsible for the administrative aspects of the College's postgraduate programs and whose duties are to:

• advise and assist students and supervisors in relation to the administrative requirements of postgraduate studies;
• liaise between the Academic Postgraduate Committee or the Academic Postgraduate Subcommittee, and students and supervisors, as appropriate;
• forward the required documentation to the Academic Postgraduate Committee and/or Subcommittee;
• deal with such correspondence as the Academic Postgraduate Committee or the Academic Postgraduate Subcommittee shall direct;
• ensure that postgraduate students, supervisors, the Academic Postgraduate Committee, the Academic Postgraduate Subcommittee and College Records Department receive all necessary notification; and
• communicate with approved thesis examiners and handle various specified administrative duties in relation to thesis submissions and assessments.

Where the Master of Education course is offered, there will be a Postgraduate Advisor for Education Studies who will be responsible for providing day-to-day oversight in relation to the academic aspects of the Master of Education program and who will:

• interview prospective applicants for the Master of Education course and assess credit transfer/recognition of prior learning applications in relation to the Master of Education course;
• advise and assist postgraduate Education Studies students in relation to module selections;
• provide academic oversight and advice for postgraduate Education Studies students;
• discuss academic matters with supervisors of Master of Education students;
• liaise with the Postgraduate Coordinator, as appropriate (see above); and
• serve as a member of the Academic Postgraduate Committee and the Academic Postgraduate Subcommittee when these Committees operate to address matters related to the Master of Education course.

10. WORKSHEETS, MODULE MANUALS AND READERS OR SELECTED READINGS

Worksheets are provided for each module offered in each semester. These give details of the module objectives/learning outcomes, teaching program, and assignment and assessment requirements, as well as listing textbooks, required reading and major reference texts.

Module Manuals have been produced by Tabor College for many modules. These usually include lecture notes, reading lists and learning exercises.

Readers or Selected Readings are compilations of papers, articles and other information produced by the College as a learning resource for students. These are most often used in modules offered at level 3 and above.

11. INTENSIVES AND SEMINARS

An intensive is an intensive block of teaching in which the contact component of a particular module is delivered. Generally intensives taken for credit require prior reading or other preparation and assign- ment work afterwards. Both Tabor College students and individuals not currently studying at the College are welcome to enrol for intensives, provided that they fulfil any specified prerequisites. From time to time the College may offer seminars and special teaching sessions on various topics that are not components of accredited courses. Full details will be available from local campuses.

12. MODULE CERTIFICATES AND STATEMENTS OF ATTAINMENT

An individual may elect to study one or more modules that are part of an accredited course without completing the full course. Such an individual will not qualify for an accredited award, but, provided that module fees have been paid, will be entitled to receive a Module Certificate for each module successfully completed and a formal Statement of Attainment listing all the modules so completed. These modules can subsequently be credited towards an accredited award at the appropriate level. If an individual audits a module he/she will receive a certificate of attendance only.