USQ guidelines for good teaching

The USQ Guidelines for Teaching (PDF* 34kb) are designed to synthesise expectations about what good teaching means at USQ and they accord with USQ policies and procedures. They also reflect the expectations in USQ’s Learning and teaching action kit and professional development resources. The guidelines have been benchmarked nationally and they are aligned with the (emergent) USQ Benchmarking framework (PDF* 100kb).

The guidelines are aligned with those elements of the USQ mission statement which refer to learning and teaching, namely that USQ:

• offers quality professional education opportunities that are accessible, flexible and borderless
• creates fulfilling experiences for all students based on the commitment of skilled and caring staff
• develops graduates who are positioned to meet the challenges of a rapidly changing world.

The guidelines

Learning and teaching strategies 

Good teaching at USQ means that teaching and learning strategies:

• utilise a range of pedagogies that actively engage students in the learning process
• draw on the experiences strengths and needs of students and staff
• include flexible learning opportunities to accommodate the diverse needs of all students regardless of
  location, campus, or mode
• conform with quality assurance and quality improvement principles

Program design

Good teaching at USQ means that program design:

• is evidence-based and appropriately benchmarked
• is coherent and integrated
• is structured so that students progress through concepts with increasing levels of complexity
  embeds USQ and professional qualities and skills through the process of customization, mapping and alignment of skills with course learning objectives and assessment at program or major level
• embeds academic skills 
• fosters the relationship between research, scholarship and teaching is situated in a global context, refers to relevant professional matters and contemporary issues identified in the University’s strategic plan and is culturally sensitive
• uses USQ program evaluation processes to inform subsequent program design and implementation
• provides flexible modes of program delivery, both on and off-campus and incorporates, as appropriate, a range of flexible pathways into and through higher education

Course design

Good teaching at USQ means that course design:

• is reflected in the course specification
• aligns learning objectives, activities and assessment
• includes academic skills development
• identifies a USQ approved referencing system
• includes content that reflects contemporary and relevant academic and professional issues as appropriate to
  context
• uses USQ program evaluation processes to inform subsequent course design and implementation

Assessment

Good teaching at USQ means that assessment:

• is an integral part of the teaching and learning process
• is designed to guide students’ learning and provide opportunities for personal development planning and the documentation of students’ achievements through e-portfolios
• addresses the diversity of students’ backgrounds, experiences and learning styles
• is fair and equitable
• informs students of progress through timely, constructive feedback that enhances learning
• adopts a criterion-referenced approach
• demonstrates alignment between learning objectives, learning activities and assessment tasks
• assesses identified USQ graduate qualities and skills, along with disciplinary and professional knowledge
• includes clear assessment criteria linked to learning objectives and provided to students at the same time as
  assessment tasks
• is moderated in accordance with USQ policy and, where relevant, contractual arrangements with institutional
  partners
• is designed to take into consideration students’ overall workload
• is manageable from a staff workload perspective

Technology enhanced learning

Course and program management

Good teaching at USQ is facilitated by a context which expects that:

• the moderator approves all course specifications, assessment schemes, tasks and grades
• the Board of Examiners moderates outcomes in a consistent manner and in accordance with policy
• courses and programs are benchmarked and evaluated in accordance with USQ policy
• all teaching staff, including sessional staff, are appropriately inducted into teaching and learning at USQ
• student attainment of skills are recorded in e-Portfolios as appropriate
• staff and student workload policies and procedures are applied
• equitable arrangements are made for staff and students with special needs
• organizational structures are in place for the dissemination of strategic information from Deans, through Associate Deans to program leaders and Campus Associate Directors
• the program team works strategically with the faculty support team (LTSU) to engage with all stages of course and program design
• the program team works strategically with LTSU and the Careers Advisory service to ensure that students are fully supported in the development of academic learning and employability skills
• the program team liaises with the Library to ensure that the library collection is commensurate with program needs
• appropriate physical and virtual learning spaces are provided to meet staff and students’ needs

*This file is in Portable Document Format (PDF) which requires the use of Adobe Acrobat Reader. A free copy of Acrobat Reader may be obtained from  Adobe .