Topic: Unit coordinator role

Research is ‘front and centre’

I teach the first core law unit that students study as part of their course. Between 600 and 800 students enrol each semester. To deliver lectures I employ up to five full-time academics, and more than 10 sessional staff to … More…

The importance of self-reflection

Self-reflection is seen as important tool to looking beyond oneself to what is important as a teacher. It also contributes to enhancing job satisfaction. More…

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Exerting a positive influence

Exerting a positive influence on future doctors is very rewarding to this Unit Coordinator who regards himself as a leader. He views leadership as a role, not a position and something you are do rather than being assigned. More…

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What sessional staff want

During my years as Unit Coordinator in the School of Nursing I employed and managed many sessional staff.  I explored and discovered that they seek validation of their professional knowledge, opportunities to develop professionally, and to connect with their profession … More…

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Coping with an unhelpful predecessor

This Unit Coordinator recounts the horror of starting in her role without any support and sharing of materials from her predecessor. She offers helpful advice to new coordinators starting out. More…

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Leading others in the school

This Unit Coordinator describes her work with numerous part time, experienced teaching staff. She describes her successful strategies to ensure consistency across the teaching units. Her strategy to combine her teaching and research interests is also mentioned.
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I am not an expert

This experienced coordinator has developed a teaching philosophy that has successfully engaged her students. More…

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A Baptism of fire

Prior to her university career this Unit Coordinator worked in the mining industry and was self employed. She describes her first weeks preparing a new unit as an academic. Her survival was assisted with support from her colleagues and her own resilience. More…

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Coordinating large classes

Coordinating two physical science units with student numbers in excess of 550 led this coordinator to feel overwhelmed, despite being supported by 10 sessional staff. As a humanities expert she feels uncertain at times and would appreciate greater clarity about her role. More…

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Thrown in at the deep end

Thrown in at the deep end in the beginning led this coordinator to take any courses on offer to improve performance. He enjoys the responsibility, autonomy and authority of the role and being in control. However, as his role is primarily teaching he feels less valued as an academic because of the value placed on research. More…

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Painting the Sydney Harbour bridge

Experience was obtained by this coordinator during six years at two different universities. He asked lots of questions to survive the early years and has learnt to compartmentalise the various responsibilities since. This has reduced anxiety although a sense of relentlessness and treading water prevail because he lacks the time to reflect, improve and excel. More…

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Organised chaos

When she reflects upon her role this coordinator thinks ‘organised chaos’, labour intensity and the variety of abilities and skills she requires to perform all aspects of the role. She sees the time spent with staff as important to develop and support them. As a specialist she feels professionally isolated and worries about the rigour of developing a unit on her own. More…

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Finding time

This coordinator found no common definition for her role in the Physical Sciences but has the autonomy to run the units as she wishes. Feels hopeless with 1st years because of the hand holding required. After logging her time, found that 80% involved administration unrelated to preparing or delivering teaching materials. No time to browse recent literature. More…

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