Good Practice Resource Bank
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JCU Learning, Teaching and Assessment Policy
CP1: Students are at the heart of our University.
The medicine program has a fairly unique setup encompassing its course design and support programs that effectively eases students’ transition into University and Medicine, and throughout the first three years of the course.
Example contributed by Dr Teresa O’Connor, Senior Lecturer Academic Support with the School of Medicine and Dentistry.
CP2: Students’ success is built on their whole of University experience.
For over 14 years of developing student-centred and evidence-based academic language and learning support initiatives that empower students to succeed in their own learning journeys. Example contributed by Mr Alan Calder.
CP3: The diversity of our students is recognised and welcomed.
The predominant objective of the First Year Experience (FYE) in Law is to enable a transformative, transitional experience that inspires students to stay and succeed. This exemplar provides an example of effective first year transition pedagogy embedded in the FYE.
Example contributed by Dr Nichola Corbett-Jarvis, a Lecturer with the School of Law.
CP4: Courses and subjects are designed with clear learning outcomes, coherent structure and manageable workloads for both staff and students.
The focus of this exemplar is on the development of English language and numeracy proficiency of students within first year courses with low-retention or highly diverse cohorts of non-traditional students.
Example contributed by Trudy Quantrill and Dr Andrea Lynch who coordinate the Systematic Integrated Learning Adviser (SILA) model within Teaching and Learning Development.
CP6: Effective Teaching is inspiring, motivating and research informed.
The second year Applied Soil Science program values a focus on discovery and successful student engagement to encourage deep learning.
Example contributed by Dr Paul Nelson, a Senior Lecturer with the School of Earth and Environmental Sciences.
The focus is on the Molecules to Cells module undertaken by first year medicine students. More specifically, it is about the exemplary teaching practices of Professor Jim Burnell who is driven by a desire to help students achieve their academic and life potential.
Example contributed by Professor Jim Burnell, a Lecturer in the Faculty of Medicine, Health and Molecular Sciences.
The third year Dentistry program is committed to the enrichment of students’ intellectual lives. Professor Alan Nimmo regards the compulsory learning activity referred to as COALS, as drivers for the process through which life-long learning skills develop.
Example contributed by Professor Alan Nimmo, a Professor of Medical Science within the School of Medicine and Dentistry.
CP8: Open communication builds shared understandings.
JCU’s graduate attributes advocate that students will ‘develop the personal and professional capabilities to effectively manage career and work life’. This exemplar highlights teaching and learning practice by which these goals are fulfilled.
Example contributed by Dr Josephine Pryce, a Senior Lecturer in the Discipline of Management and Marketing within the School of Business.
CP9: Teaching that develops learning is well organised and enhancement-led through the cyclical process of reflection, revision and improvement.
Example contributed by Dr Trina Myers, Dr Leo Foyle and Dr Paul Kebble.
Example contributed by Mr John Smithson and Mr Phil Gorbett.