INTRODUCTION

As the national university, the ANU has a responsibility to be the national 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.

Academics seek to implement best practice teaching within the limits of two major parameters. First, they are expected also to be leading researchers.  Second, they are encouraged to engage in outreach activities for the benefit of the University.  Students too, often 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.

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, and the sub-units of the University including the Colleges and their constituent schools, departments and centres.

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.

This code applies to both undergraduate and postgraduate coursework programs, delivered face-to-face or on the World Wide Web, on campus, off campus or offshore.  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.

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

All those involved in teaching and learning are expected to:

• Adhere to the ANU Code of Conduct as it pertains to teaching and learning practice
• Value and respect diversity (including, for example, diversity of culture, religious belief, age, race, gender and other personal and group-based attributes)
• Contribute to an academic environment free from harassment, discrimination and bullying, with access to complaint procedures which will facilitate speedy and just resolutions
• Adhere to the rules and principles governing academic honesty
• Contribute to the academic distinctiveness of the University which is characterised by
  • Teaching based in research and scholarship
  • National and international orientation of courses and course content
  • A climate of intellectual rigour
  • A program which blends fundamental, professional and contextual learning
  • High levels of communication between the University, its staff and students
  • Continuous improvement of the University’s teaching quality.

Best Practice Framework for successful coursework teaching.

This section of the Code identifies for students, teachers and the University and its Colleges best practices for each stage of the semester*, namely, 1. Prior to the commencement of teaching. 2. During course planning, 3. During the semester, 4. In relation to assessment and feedback, 5. At the conclusion of the semester.

* or other period over which a course is taught

Students

Students should

Prior to the commencement of teaching

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

During the semester

• Engage in activities to further their own learning
• Read the course outlines and familiarise themselves with the rules about plagiarism and the assessment scheme and deadlines for the course
• Take responsibility for their own preparation for, attendance at, and study about, courses and course material
• Complete all reading and other preparation reasonably required in advance of classes
• Access the required course materials and University support and assistance services to enable complete engagement in the teaching and learning opportunities in the course
• Access the student services of the University if in need, or if advised by staff

In relation to assessment and feedback

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

At the conclusion of semester

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

Teachers

Teachers should

During course planning

• Coherently structure courses and organise and deliver them in a manner appropriate to the needs of students at that level
• Provide explicit and appropriate learning outcomes for every course, including both the subject-specific and the transferable capabilities the course aims to develop
• Create interactive learning environments, rather than environments in which the student is merely a passive recipient of information
• Foster the valuing of diversity and encourage the development of international, multicultural, gender and indigenous and other perspectives
• Provide interdisciplinary contexts and connections stemming from the subject matter
• Create opportunities for experiential learning, through internships, work-practice and work-placement
• Provide consistency and equity in the organization and delivery of courses taught by more than one lecturer
• Provide courses which foster a deep approach to learning, reflective practice, and develop a spirit of inquiry in the student
• Provide courses which develop critical thinking, conceptual understanding, and an awareness of the contingent nature of knowledge
• Provide courses which engage with research
• 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)
• Design courses which contain diagnostic tools to enable early identification of students who are in need of additional support
• 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

During semester

• Provide course outlines that contain the names and contacts details for teaching staff, contact times when these are known, the web address of the WebCT course site, if there is one for the course and relevant rules or policies such as those that relate to academic progress or to plagiarism
• State weekly times for students to seek advice on individual courses
• Ensure that conflict of interest situations are handled appropriately and in accordance with University policy

In relation to assessment and feedback

• Follow the University policies on the nature and timing of assessment
• Provide clear, timely and accessible information about the nature of and criteria for assessment in all their courses
• Explicitly link assessment requirements to desired learning outcomes specified as part of the course goals
• Give constructive and developmental feedback on all items of formative assessment the student completes appropriately
• Not demoralise or humiliate students through verbal or written feedback about assessment
• Conduct assessment equitably, accountably, within appropriate assessment periods, and with external examination or moderation where appropriate
• Give feedback within a reasonable time before they sit the final examination in the course
• Not schedule a final examination in the last two weeks of semester
• 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
• Submit final grades for each student for the course

At the conclusion of semester

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

The University and its Colleges

The University and its Colleges should

Prior to the commencement of teaching

• 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
• Provide orientation and induction decisions which ensure that students are in possession of required information before the program or course begins
• 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
• Involve teachers in the planning and ongoing development of all courses which they are expected to teach
• Provide access by appointment to appropriate Faculty/Research School, University Centre or College staff to students seeking advice on their overall program of study (including combined degree programs)
• 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
• Provide teachers with the support and assistance services to allow the development and delivery of courses
• Specify workloads for both staff and students who are associated with courses to be reasonable, and consistent with established benchmarks
• 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

During semester

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

In relation to assessment and feedback

• Handle appeals and complaints quickly and fairly and according to the rules of the University, and free from recrimination

At the conclusion of the semester

• Treat the results of evaluations of courses in a manner that respects the professional integrity of teachers
• 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.

Useful Links

Revised June 2008 (minor); November 2005

(paper 35c/2006 replaces 35b/2006 and 193d/2003; previous file 200300617)