571a/2011

INTRODUCTION

This Code should be read in conjunction with the Guideline: Commentary on the Code of Practice for Teaching and Learning Relevant ANU Policies, Examples and Explanations.  The Commentary provides explanatory information about each of the Principles of the Code and guidance on best practice when implementing the policy or carry out associated tasks.

1.         The ANU has a responsibility to be a leader in teaching and learning excellence. Students can expect that the quality of their educational experience at the ANU will rival that of any other university in Australia. To achieve this, the University must strive to be at the forefront of educational practice.

2.         Academics at ANU have three primary areas of professional responsibility:

• First, to be leading researchers;
• Second, they are expected to be excellent teachers and implement best practice in teaching;
• Third, they are encouraged to engage in outreach activities for the benefit of the University.

3.         Students need to balance their commitment to learning with the need to resource their studies through paid employment. Both staff and students need to balance work and home in a way that encourages healthy living.

4.         Quality teaching and learning relies not only on the students and staff but also on the availability and commitment of resources to support teachers, teaching, learners and learning which come from the University, including the Colleges and their constituent schools, departments and centres.

5.         All those involved in teaching and learning at the ANU - staff, students, managers and visitors - can expect an educational environment that is equitable, collegial, responsive to the diversity of the student body and responsive to the diversity of staff situations and the academic requirements of different areas of study. They can also expect facilities, infrastructure and support, which will enhance teaching and learning.

6.         This Code applies to both undergraduate and graduate coursework programs, delivered face-to-face or via the University's on-line learning environment. The Code flows from the expectations and responsibilities of those involved in teaching and learning, as well as the University's aim to be at the forefront of best practice.

7.         The purpose of this Code, then, is to make explicit what the University regards as best practice expectations and responsibilities of both staff and students to ensure educational excellence.

PRINCIPLES

1.         All those involved in teaching and learning are expected to:

• 1.1 Adhere to the relevant legislation on discipline and codes of conduct as they pertain to teaching and learning practice
• 1.2 Value and respect diversity (including, for example, diversity of culture, religious belief, age, race, gender and other personal and group-based attributes)
• 1.3 Contribute to an academic environment free from harassment, discrimination and bullying, with access to complaint procedures which will facilitate speedy and just resolutions
• 1.4 Adhere to the rules and principles governing academic integrity
• 1.5 Contribute to the distinctive excellence of the University in education which is characterised by:
• An engaging curriculum at both undergraduate and postgraduate levels.
• Extended university involvement for students, including elements such as a residential experience for as many students as possible, non-residential halls, engagement in extra curricula activities like debating, public lectures, public issue campaigning, sport and volunteering.
• Research-led education, giving real meaning to the creation of an active community of scholars.
• Highly research-active staff, meaning that students will be exposed to the latest scholarly developments in their respective fields.
• Innovative learning and teaching, including the appropriate use of technology.
• Executive education and other professional programs that are both research-led and have strong professional links.

2.         Best Practice Framework for successful coursework teaching

2.1       This section of the Code identifies for students, teachers and the University and its Colleges best practices for each stage of the semester*, namely:

• Prior to the commencement of teaching.
• During course planning;
• During the semester;
• In relation to assessment and feedback;
• At the conclusion of the semester.

*or other period over which a course is taught

3.         Students

Students should:

3.1       Prior to the commencement of teaching

• 3.1.1 Make arrangements so that they can attend, as far as practicable, the class times and other scheduled activities for the courses they choose
• 3.1.2 Select courses for which they have the pre-requisites
• 3.1.3 Accept that the University may be required to limit choices because of available resources
• 3.1.4 Attend orientation and induction activities which ensure that they are in possession of the required information before the course begins

3.2       During the semester

• 3.2.1 Read the course outlines and familiarise themselves with the rules about plagiarism and the assessment scheme and deadlines for the course
• 3.2.2 Take responsibility for their own preparation for, attendance at, and study about, courses and course material
• 3.2.3 Complete all reading and other preparation reasonably required in advance of classes
• 3.2.4 Access the required course materials and University support and assistance services to enable complete engagement in the teaching and learning opportunities in the course
• 3.2.5 Access the student services of the University if in need, or if advised by staff
• 3.2.6 Take responsibility for finding out about the content of lectures, including any assignment information, and other scheduled activities which they were unable to attend

3.3       In relation to assessment and feedback

• 3.3.1 Appropriately prepare and complete in a timely manner all assessment items
• 3.3.2 Respect the academic and professional integrity of those making assessment judgements
• 3.3.3 Access the appeals and complaint procedures, if necessary, without recrimination in relation to their teachers

3.4       At the conclusion of semester

• 3.4.1 Complete evaluation forms in a serious manner to enable staff to evaluate their course and/or teaching
• 3.4.2 Provide any other feedback to the teachers or the University to assist with quality assurance

4.         Teachers

Teachers should:

4.1       During course planning

• 4.1.1 Coherently structure courses and organise and deliver them in a manner appropriate to the needs of students at that level
• 4.1.2 Provide explicit and appropriate learning outcomes in writing for every course, including both the subject-specific and the transferable capabilities the course aims to develop. These learning outcomes should be published:
• In course outlines;
• In the relevant Study@ANU entry;
• On the relevant Wattle site.
• 4.1.3 Create interactive learning environments, rather than environments in which the student is merely a passive recipient of information
• 4.1.4 Foster the valuing of diversity and encourage the development of international, multicultural, gender and indigenous and other perspectives
• 4.1.5 Provide interdisciplinary contexts and connections stemming from the subject matter
• 4.1.6 Create opportunities for experiential learning, through internships, work-practice and work-placement
• 4.1.7 Provide consistency and equity in the organization and delivery of courses taught by more than one lecturer
• 4.1.8 Provide courses which foster a deep approach to learning, reflective practice, and develop a spirit of inquiry in the student
• 4.1.9 Provide courses which develop critical thinking, conceptual understanding, and an awareness of the contingent nature of knowledge
• 4.1.10 Provide courses which engage with research
• 4.1.11 Provide courses which meet the appropriate workload demands (6 units requires 10 hours of student work per week in a 12 week semester including formal class time)
• 4.1.12 Design courses which contain diagnostic tools to enable early identification of students who are in need of additional support
• 4.1.13 Design courses which contain explicit assistance for beginning students making the transition to higher education both at undergraduate and postgraduate level and for domestic and international students
• 4.1.14 To the extent practicable, plan to hold lectures in environments where recordings can be made and, where appropriate, subsequently shared with students in on-line, accessible formats

4.2       During semester

• 4.2.1 Provide course outlines that contain the names and contacts details for teaching staff, contact times when these are known, the web address of the Wattle site and relevant rules or policies such as those that relate to academic progress or to plagiarism
• 4.2.2 State weekly times for students to seek advice from the teaching staff on individual courses
• 4.2.3 Ensure that conflict of interest situations are handled appropriately and in accordance with University policy
• 4.2.4 Provide flexible access to lecture content, for example by:
• digital recording of lectures for the duration of the semester
• appropriate notes for the duration of the semester
• appropriate lecture slides for the duration of the semester

Recording, notes or slides are to be made available on the relevant Wattle site for a course.

4.3       In relation to assessment and feedback

• 4.3.1 Follow the University policies on the nature and timing of assessment
• 4.3.2 Provide clear, timely and accessible information about the nature of and criteria for assessment in all their courses
• 4.3.3 Explicitly link assessment requirements to desired learning outcomes specified as part of the course goals
• 4.3.4 Give constructive and developmental feedback on all items of formative assessment the student completes appropriately
• 4.3.5 Not demoralise or humiliate students through verbal or written feedback about assessment
• 4.3.6 Conduct assessment equitably, accountably, within appropriate assessment periods, and with external examination or moderation where appropriate
• 4.3.7 Give students feedback within a reasonable time before they sit the final assessment in the course
• 4.3.8 Take account of the guidelines for assessment developed by the University and described in the Commentary on the Code of Practice for Teaching and Learning
• 4.3.9 Not schedule final assessment in the last two weeks of semester
• 4.3.10 Provide timely access to the final results for courses - in particular, results should ordinarily be available before the student is required to enrol in the next semester's courses
• 4.3.11 Submit final grades for each student for the course

4.4       At the conclusion of semester

• 4.4.1 Give students the opportunity to give constructive feedback on their experience
• 4.4.2 Use results they obtain through such feedback to improve the course for future student groups
• 4.4.3 Give constructive feedback to the College or College Dean on the state of teaching facilities including equipment and the number and adequacy of rooms
• 4.4.4 Provide input to reviews and planning of online or other teaching and learning systems or enhancements.

5.         The University and its Colleges

The University and its Colleges should:

5.1       Prior to the commencement of teaching

• 5.1.1 Provide to students coherently structured programs and courses, which are organised and delivered in a manner appropriate to the needs of students at that level
• 5.1.2 Provide orientation and induction decisions which ensure that students are in possession of required information before the program or course begins
• 5.1.3 Provide students with clear, timely, reliable and accessible information about processes and criteria for enrolment in courses, the availability of courses, timetable details, course content and structure, and assessment requirements
• 5.1.4 Involve teachers in the planning and ongoing development of all courses which they are expected to teach
• 5.1.5 Provide access by appointment to appropriate College staff to students seeking advice on their overall program of study (including combined degree programs)
• 5.1.6 Provide appropriate staff development opportunities to teachers to enable them to deliver courses to an adequate standard, to be in a position to offer appropriate advice and guidance to individual students, and to remain up-to-date in pedagogical methods and technologies
• 5.1.7 Provide teachers with the support and assistance services to allow the development and delivery of courses
• 5.1.8 Specify workloads for both staff and students who are associated with courses to be reasonable, and consistent with established benchmarks
• 5.1.9 Provide access to students to a diverse range of teachers who, by their appointment to the University, can be expected to possess the qualifications, experience, scholarly understanding and pedagogical ability appropriate to the nature and level of the course
• 5.1.10 Provide systematic support for recording lectures

6.1       During semester

• 6.1.1 Provide adequate resources for the satisfactory development, delivery and completion of all offered courses
• 6.1.2 Offer equal access to learning resources (such as libraries or electronic resources) at a level and quality appropriate to the requirements of the course
• 6.1.3 Provide services which provide University-wide teaching and learning opportunities

7.1       In relation to assessment and feedback

• 7.1.1 In general, make past examination papers available routinely to students, and note in the course outline, whether past examination papers are available and the extent to which they reflect the content of the forthcoming examinations
• 7.1.2 Articulate their policies on the release of examination questions to student prior to both open book and closed book examinations
• 7.1.3 Articulate their policies on the issue of ‘model' answers and past answers to examination questions
• 7.1.4 Articulate their policies on access to non-returnable assessment items, including examination script books
• 7.1.5 Handle appeals and complaints quickly and fairly and according to the rules of the University, and free from recrimination

8.1       At the conclusion of the semester

• 8.1.1 Treat the results of evaluations of courses in a manner that respects the professional integrity of teachers
• 8.1.2 Fully recognise teaching quality in the performance review and promotion practices of the University as assessed by means that might include, but would not be limited to, student surveys.

Reviewed November 2011 (571a/2011); Minor review and update May 2011 (571/2011 replaced 1007d/2009); Updated March 2010. Revised: November 2009; November 2005; early 2003. (1007d/2009 replaced 1007c/2009. Previous versions: 35b/2006; 193d/2003. (Previous files 2005044570 and 200300617)