CEE Teaching@JCU The JCU Model

The JCU Model

The graduate attributes inform the design of curriculum at JCU so as to shape our graduates’ distinctiveness. This distinctiveness is reflected in the Graduate Attributes instilled in our students.

The six principles of the JCU Model

The distinctive attributes underpin JCU's Learning and Teaching, Research and Engagement Framework, The JCU Model (PDF, 103 KB):

Our teaching provides deliberate and explicit connections to issues and innovations affecting the Tropics while continuing to prepare the professional workforce for northern Australia and Singapore.

What does this mean for Learning and Teaching?

  • Engage with the Grand Challenges* of the tropics
  • Create immersive experiences in the tropics
  • Use case studies from the tropics

*Grand Challenges are defined as “those which transcend national boundaries and pose significant threats to societies and environments” (Royal Society, 2011, p. 72)

Our research and teaching are closely linked to create a distinctive nexus, thereby enhancing the student experience, and attracting students to pursue higher degrees.

What does this mean for Learning and Teaching?

  • Actively engage with the teaching research nexus
  • Use your own research in your teaching
  • Encourage students to participate in your research
  • Support students to learn to be researchers
  • Engage with the Scholarship of Learning and Teaching

Our students have the opportunity to engage in inclusive curriculum and customise their course of study through campus mobility, technology-enabled delivery and research-linked programs.

What does this mean for Learning and Teaching?

  • Foster comprehensive, integrated and coordinated approaches to the student experience
  • Promote inclusive and supportive curriculum
  • Ensure data and research-informed curriculum
  • Create authentic, relevant, and scaffolded learning and assessment
  • Embrace diversity

Our teaching links to community aspirations, giving students the opportunity to become involved in projects that provide tangible benefits to tropical communities.

What does this mean for Learning and Teaching?

  • Support collaborations
  • Participate in Grand Challenges*
  • Ensure external reference groups
  • Provide opportunities for Work Integrated Learning (WIL) and other capstone experiences.

*Grand Challenges are defined as “those which transcend national boundaries and pose significant threats to societies and environments” (Royal Society, 2011, p. 72)

Our teaching integrates international perspectives, and we maintain relationships with our students and graduates through international alumni networks.

What does this mean for Learning and Teaching?

  • Embed international perspectives
  • Promote student mobility
  • Foster global citizenship
  • Promote interactions amongst students from different cultural backgrounds

Our students gain a knowledge and understanding of the importance of culture to Aboriginal and Torres Strait Islanders and other Indigenous people living in the Tropics.

What does this mean for Learning and Teaching?

  • Actively engage with Australian Aboriginal and Torres Strait Islander cultural learning opportunities
  • Promote appropriate cultural protocols with Australian Aboriginal and Torres Strait Islanders
  • Develop experiences that enhance cross-cultural communication
  • Actively embed Australian Aboriginal and Torres strait Islander perspectives

Watch our showcase videos for examples of embedded attributes in the JCU curriculum.