Learning and teaching
Learning and teaching of high quality are fundamental to the University’s Growing Esteem strategy.
Under Growing Esteem, learning and teaching is deliberately informed by the other strands of the triple helix, research and knowledge transfer.
Our aim is to produce exceptional graduates with specialised knowledge and understanding across a broad range of disciplines.
The 2007 Learning and Teaching Plan (PDF 430 kb) outlines our strategies for educational excellence and continual improvement of teaching practices. Nine educational principles underpin the University of Melbourne 's learning and teaching objectives. These principles represent the shared view within the University of the processes and conditions that contribute to a first-class higher education.
The quality of teaching and learning at undergraduate and postgraduate levels is a particular responsibility for Professor Peter McPhee, Deputy Vice-Chancellor (Academic), who works with the Faculties and Academic Board to undertake academic policy development, to oversee quality assurance processes, and to improve teaching and learning. The Teaching and Learning Quality Assurance Committee (TALQAC) of Academic Board also assists by developing and reviewing performance indicators, reports and assessments of quality in learning and teaching, and associated student support services and programs.
We seek to create and maintain distinctive learning environments which foster academic excellence and encourage students to engage in meaningful ways with their learning communities.
Each semester we survey students' opinions on quality of teaching in their subjects. This survey is used to evaluate and improve the learning and teaching environment at the University of Melbourne. The University also has in place a comprehensive feedback mechanism to evaluate core programs and services for students and staff.
The University’s Centre for the Study for the Study of Higher Education conducts a range of academic development activities to support the University’s philosophy, principles and management of teaching and learning. CSHE programs are enhanced and extended by the use of information and communication technologies. Academic development activities are available to full-time, part-time and sessional academic and teaching staff of the University. Academics and teaching staff wishing to develop advanced expertise and leadership skills in university teaching roles have the opportunity to complete a Graduate Certificate in University Teaching (GCUT) offered through the CSHE.
University policy on academic confirmation and promotion requires staff to provide evidence of their effectiveness as teachers. In assessing contribution to teaching and learning applicants must provide evidence of the scope of their activities (such as their discipline area or to staff development activities), as well as evidence of teaching impact and reputation (including systematic evaluation of teaching).
Melbourne's teaching excellence has been rewarded for two successive years by grants from the Commonwealth Government's Learning and Teaching Performance Fund (external web site) for Australian universities that demonstrate excellence in undergraduate teaching and learning. In 2007 Melbourne was also one of only three Australian universities to win ten citations -- the maximum number of awards possible -- under the Carrick Citations for Outstanding Contributions to Student Learning (external web site). The citations recognise commitment by university staff who have shown outstanding leadership and innovation in teaching, and dedication and enthusiasm for student learning.
Learning and Teaching Performance Fund grants have been used within the University to support a range of projects (PDF 180 kb) to enhance learning and teaching at the University, including quantitative analysis of the student learning experience, effective and efficient feedback for students, linking Course Experience Questionnaire evaluations to specific aspects of subjects, and enhancing the teaching of tutors and demonstrators. Additional grants have also been provided for investigating large-group teaching (PDF 108 kb) with the specific aim of improving students' sense of their learning community, and on developing University Breadth Subject Development Grants (PDF 232 kb) as part of the new Melbourne Model.
For more information about university study in Australia see the DEST Going to Uni website.