Teaching and Learning
Proposal for the creation of two new faculties from 2018
The university has released a proposal to create two new faculties from 2018.
The proposal is for the creation of the:
- Faculty of Education (working title).
- Faculty of Science & Technology (working title).
The current Faculty of Education, Science, Technology and Mathematics will be discontinued and staff, courses and units distributed to the two new faculties.
There will be no changes to teaching staff, courses or units as a result of this proposal.
All students are invited to a forum on this proposal on Wednesday 20 September 2017, 2:00pm – 3:00pm, in 6B45.
More information can be found in this document.
The University puts the student learning experience at the centre of its purpose, and upholds a student-centred approach to learning.
The University is a learning community of students, staff and external stakeholders, built on principles of intellectual enquiry, inclusivity, equity, and diversity and produces socially and ethically responsible graduates. It is open to everyone suitably qualified, irrespective of their background or origins.
Students learn through immersive and engaging learning activities, based on critical and creative inquiry informed through research and scholarship.
Curriculum, teaching activities and learning environments are responsive to stakeholder needs and make use of the most relevant teaching and learning technologies.
The University curriculum provides students with leading disciplinary knowledge and practice, presented through coherent learning streams which use up-to-date, relevant and appropriate teaching and assessment practices, and focus on learning experience.
Work-integrated, and where possible co-operative, learning opportunities are embedded in curriculum design.
The University is committed to academic integrity, which underpins all scholarly activities.
Aboriginal and Torres Strait Islander peoples’ ways of knowing and learning are embedded into teaching and curriculum design.
The University embraces approaches in teaching and learning which include the perspectives of other cultures, to develop global citizenship.
The University is committed to ongoing quality enhancement through reflective, evidence-based practice, and professional development as part of a scholarly approach to teaching and learning; the University is committed to supporting its teaching and learning staff in the pursuit of scholarship.
Staff at the University engage with students to construct learning experiences, environments and outcomes which create a collaborative and student-centred learning community, designed to enhance the transformative experience as students evolve from merely learning how to be taught, to learning how to learn.
Students are expected to provide feedback on their learning experiences; staff are expected to use that feedback in the learning and teaching environment they provide, based on their academic judgement. A feedback loop uses student feedback to review curriculum and inform students of changes made as a consequence of their feedback. This is a crucial step in the development of a lifelong partnership for graduates with the necessary skills to thrive in a turbulent workplace.
Student needs and a focus on student engagement are a priority of the design, development and activities of the University.
University staff assist students to prepare for study and provide learning environments that promote learning and are supportive, interactive, and enhance a sense of belonging.
UC encourages and promotes learning opportunities that go beyond the formal curriculum, such as social and co-curricular activities.
UC works in partnership with international, national, regional and local communities to provide both on- and off-campus learning opportunities.
The learning community at UC is supportive and engaging and upholds values such as academic integrity and inclusive behaviours; the University promotes open-mindedness and mutual respect.
Staff model behaviours for students and foster participation in learning activities to promote mutual respect.
Students recognise the expertise and professional judgement acquired by UC staff through experience, mission-oriented research and professional practice.
The curriculum, learning activities and learning environments are designed for students to achieve the learning outcomes of their courses. The particular methods, modes or locations of study support students in the achievement of these outcomes.
The University supports an environment which fosters innovative and best practice teaching methods and provides staff development opportunities.
Student support is inclusive. It includes academic skills and English language support, and is sufficiently comprehensive to support students to achieve learning outcomes. This will prepare students for both life-long learning and the work place.
Teaching teams facilitate student learning and encourage students to embrace their own learning opportunities, and engage in the academic and social elements of the curriculum and teaching activities.
The University provides students with educational analytics to facilitate their learning.
Learning activities are designed to develop skills, knowledge and understanding, promote the engagement of students through peer interaction and connections with industry and professions.
Learning and co-curricular activities include opportunities for UC students to explore and demonstrate ethical behaviours, professionalism, citizenship and global awareness.
UC facilitates learning, teaching, assessment and evaluation of the curriculum through enabling technologies as well as face-to-face.
The University’s virtual learning environment, educational analytics, and related technologies enable the learning community to engage in reflective practice.
University staff may use the virtual learning environment to provide students with engaging learning activities to support their learning.
The University designs and manages learning environments to be positive, cooperative and inclusive spaces, whether virtual or physical.
All learning environments are inclusive, and designed to encourage students to interact in a respectful intellectual context.
Learning spaces are designed to support a variety of teaching practices and student learning needs.
Interconnected information resources which support student learning are provided.
University teachers are discipline experts and employ distinctive teaching and research practices that enable students to achieve relevant learning outcomes, and the UC graduate attributes.
University teaching teams constructively align learning activities and assessment to achieve intended learning outcomes through a coherent experience encouraging student engagement.
The curriculum integrates and supports the development of understandings, skills and values associated with a discipline and its professional application.
Learning materials are designed, reviewed and revised according to changes in discipline-specific knowledge, and respond to the changing nature and requirements of the workplace, and the student body.
Teaching teams design learning activities and assessment to encourage individual peer learning, mentoring and collaboration.
Assessment practices enhance student learning.
Where appropriate, early assessment is used as part of a strategy to provide constructive feedback on student learning.
The curriculum and co-curricular activities promote engagement in a dynamic learning community.
Students have exposure to industry, professional and academic experts throughout their course, allowing them to engage with current industry practice and enhance their readiness for the work place and on-going career.
Experiential learning or co-operative education opportunities enable students to engage with local, national and international communities to solve real-world problems.
The University promotes the importance of integrity to students, modelling expected behaviours that foster an understanding of the importance of academic integrity and its application to students’ professional and personal lives.
Learning experiences encourage discussions within the learning community about expectations and behaviours of scholarship applied through principles of academic integrity.
Through the curriculum, the University takes account of the different characteristics and backgrounds of indigenous students and values indigenous cultures and diversity.
Aboriginal and Torres Strait Islander perspectives and knowledge are embedded in the curriculum.
Our diverse learning community is connected locally and globally through networks and partnerships.
The curriculum embeds international perspectives and draws on examples from a broad global context.
The University provides opportunities for students to study abroad.
UC creates opportunities for domestic and international students to work closely together in a positive, inclusive and respectful learning environment.
The University integrates the professional experience, knowledge and wisdom of all of our scholars and researchers for the benefit of students.
Through the University’s learning and teaching partnerships, students are engaged in a responsive feedback cycle informing the ongoing adaptation of disciplines, courses and course component designs.
Educational analytics are used to inform real-time responses to student feedback and as an evidence base to inform improvements to the student learning experience.
Through continuing professional development, the University commits to ongoing quality enhancement in all aspects of teaching and learning.
Staff engage with the scholarship of teaching and learning and work together to apply this to their teaching practices in a continuous improvement cycle of reflection and adaptation.
Through staff development, the University encourages reflection, peer review and the ongoing evaluation of teaching practices as an individual and collective endeavour.
The contributions of staff to the continuous improvement of programs that enhance learning and raise the quality of teaching are recognised and celebrated.