The intent was that the project and its outcomes would provide a shared set of understandings and resources to be used across the sector and developed in the future. Stage 4 involved the dissemination of the outcomes of the project and the sub-projects. These resources include guidelines for benchmarking an articulated set of benchmark domains and good practice statements an approach for evaluating foundations programs a set of principles for good practice for evaluating the impact of foundations programs case studies of different models of foundations programs an online professional development resource2 for people teaching foundations programs and an online repositor圓 for sharing resources used in foundations programs. In Stage 3 resources for each of the sub-projects were developed. Stage 2 involved the identification and exploration of five sub-projects: benchmarking, impact, models, professional development and resources. Both of these reports helped inform the next three stages. Stage 1 focused on a survey of current practice of foundations programs (Appendix 1) and a literature review (Appendix 2). These outcomes are summarised in this report and reported more substantially in the appendices. Each of the four stages to the project has produced its own set of outcomes. The chosen methodology was a distributed model that involved 26 staff across 19 universities. The project was well supported by the Australian higher education sector, primarily through the Foundations of University Teaching Colloquia1, a network of foundations teachers who meet on an annual basis. Specific objectives of the project included the promotion of sector-wide sharing of understandings of foundations programs, the generation of evidence-based information, the development of resources and models of successful practice, the identification of areas for further development, and a contribution to the scholarship of higher education teaching and learning. The project‟s main aim was to produce a framework for foundations of university teaching programs. ""The Preparing Academics to Teach in Higher Education (PATHE) project was a three-year project funded by the Australian Learning and Teaching Council (ALTC).
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