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Implementation of the Policy on Quality Teaching and Learning

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IMPLEMENTATION OF

THE POLICY ON QUALITY TEACHING AND LEARNING

Procedures for Ensuring Quality in Teaching and Learning

The University focuses on quality teaching and learning guided by the University’s Teaching and Learning Plan. Examples of procedures which have been adopted to ensure a high standard of teaching and learning are:

•   processes of teaching and learning based on explicit objectives which are consistent with course aims and outcomes;

•   teaching methods which are varied and innovative where this would be appropriate in pursuit of stated objectives;

•   teaching which is structured to make effective use of available facilities, equipment, material and resources;

•   teaching which is well-planned and prepared to meet the diverse needs of students;

•   pace of teaching which takes due account of the nature of the curriculum, students’ varied abilities and prior learning, and the specific needs of the total spectrum of students;

•   collaboration by academic staff through discipline networks to ensure quality in the planning, preparation, delivery, assessment and evaluation of subject units;

•   implementation of formal, standardised processes of unit evaluation involving both student and lecturer review at the end of each semester.

A process of monitoring quality has been established by each Faculty. Responsibility for each of the above procedures has been identified and the steps to be followed have been documented. The maintenance of records has also been addressed and the record-holder nominated.

As part of the ongoing focus on quality assurance the Faculties determine priorities for each year. Recent examples of improvements identified have been:

•   consideration of the basic objectives of courses, to accommodate a flexible approach to course completion requirements without compromising standards;

•   maintenance of academic standards for all students, while allowing flexibility in the arrangements for students with disabilities;

•   improvement of academic staff members’ awareness of issues related to students with disabilities;

•   assistance to students with disabilities to gain equal access to lectures and to course materials and assessment procedures;

•   promotion of sharing of resources and strategies for teaching common Faculty units across the campuses;

•   development of some units for flexible delivery using distance education and off-campus modes;

•   encouragement of best practice in teaching within a Faculty;

•   utilisation of internal and external moderation, including outside marking of a sample of final year assignments and all Honours and Research theses.

Indicators for determining successful outcomes in these areas of improvement have been identified, for example, numbers of students from equity groups who enrol and successfully complete courses, and monitoring applicants for Excellence in Teaching and Postgraduate Research Supervision Awards and Teaching Development Grants. Data relating to teaching and learning indicators have been collected and analysed as part of the University’s “Culture of Evidence” project.