Guidelines Webcopy to help you build your own Guidelines
website.
For this to be a useful exercise for your institution, if you intend to have a set of Guidelines,
then you need to create your own University set approved by your academic body. I.e. It is
essential to have ownership and that the website is called "Guidelines on Learning that
Inform Teaching at (Your name) University.
As all institutions have slightly different foci, it is possible that you will have different
Guidelines and examples. It is for you and your colleagues to define what is most applicable.
However, it is likely that there will be significant similarities to the set in this website. Thus,
to help you work with your colleagues, this webcopy document contains all the words and
links in my website
Consider this a starter kit, which will speed up the process for you and avoid you having to
reinvent the wheel. Note if you open up this file in MsWord then all the links will
be live. This makes this document itself a remarkable resource. You are welcome to it, as
my goal is to encourage Universities around the world to take on this approach as it could be
very useful to staff and ultimately your students. My only request is that if you create a
document or website with your own Guidelines based on this material you include the
following acknowledgement.
"Acknowledgement: The UNSW Guidelines and associated Toolkit were originally conceived by
Adrian Lee, then the Pro Vice Chancellor (Education & Quality Improvement) at UNSW and
Michele Scoufis, Director of the UNSW Learning and Teaching Unit with considerable help from the
UNSW Committee on Education and the Staff of the LTU. University xxx is grateful for the authors
and UNSW for allowing the university to base its website on the UNSW site."
Also please send my the url so I can display it on the site.
Should you wish the actual website data base so you can set up your own Drupal site, I can
let you have it for a small fee but you need to contact me at adrianlee2@mac.com to discuss
how best to do this.
Adrian Lee,
Emeritus Professor, previously Professor of Medical Microbiology and Pro Vice Chancellor
(Education and Quality Improvement) at the University of New South Wales (UNSW),
Sydney Australia
68 Austin Street,
Lane Cove, Sydney
NSW, Australia 2066
Tel + 61 (0)2 9427 5321, adrianlee2@mac.com
Page 1- Front Page
Welcome to Guidelines on Learning that Inform Teaching
After 32 years teaching microbiology to medical and science students at the
University of New South Wales in Sydney, I moved into the University senior
management team to become Pro Vice Chancellor (Education & Quality
Improvement). I had had an active and successful research career studying
bacteria that live in the gut especially the Helicobacter species that cause
peptic ulcers. However, I always had a special interest in teaching. I crossed to
the dark side, i.e. administration!, as I believed it should be possible for a
great research university to also be a great teaching university and I wanted to
help UNSW academics teach better for the benefit of their students. One of the
activities I was proudest of was the creation of a set of guidelines on learning
intended to inform teaching at UNSW together with a device to encourage
staff to reflect on their own teaching. In my retirement
I want to share this strategy and hence this website. My goal is to encourage as
many universities as possible to create their own set of "Guidelines on
Learning that inform teaching at (name of their university)". So far the
following universities have done this in differing ways:
Victoria University-Australia
MIT-USA
University of Bedford-UK
I am grateful to Michele Scoufis and the Academic Board of UNSW for their
input into this project and acknowledge the generosity of UNSW in allowing
other universities to base their websites on the UNSW site.
Page 2
About the Guidelines
As part of a strategy to encourage academics to focus their teaching on student
learning, this set of Guidelines have been drafted based on the initial set of
Guidelines at the University of New South Wales, a review of relevant
literature on learning and undergraduate education and exemplar sites
available on the web. The simple but oft forgotten premise behind the
Guidelines is that:
As academics, our task is to help students learn.
There is a vast research literature on how students learn and
examples of good teaching based on this research.
As we claim to be research intensive institutions should not our
teaching be based on this research?
However, busy academics who have research as well as teaching
responsibilities do not have the time to read this research literature on
learning. Hence the Guidelines, which are a distillation of that research in an
easily accessible form with links to examples of the Guidelines in action that
academics might like to adopt or modify to the ultimate benefit of their
students. The Guidelines are a set of 16 statements. These statements outline
a basis for the development of activities that are likely to enhance student
learning - that is, they are guidelines that should inform our teaching. It is
not expected that every Guideline will be relevant to and applicable in all
learning and teaching practices of an individual academic or institution. Also
many teaching activities may be examples of more than one guideline in
action.
Page 3
Using the Guidelines
Each Guideline is based on a survey of the literature in higher education on
student learning and accepted good practice in teaching. You will see that each
Guideline is presented with key quotations from the literature. To assist you in
implementing the Guidelines, you can also access references and online
resources related to each one. Remember, not every Guideline will be relevant
to or applicable in all learning and teaching practices. The Guidelines are
designed to be used by staff in an active and supported way. They are
presented with a Toolkit to help you to reflect on your teaching practice or
review your courses and programs with the aim of enhancing student
learning. To view a Guideline, access supporting reference material, and
download the Toolkit, use the links at the left. You can access the Toolkit
directly. The Toolkit
You can also see an overview of all 16 Guidelines and download a printable
copy.
Page 4
The TOOLKIT
Effective teaching should demonstrate one or more of the Guidelines in
action. This Toolkit is based on the Guidelines and is designed to assist you in
reflecting on the effectiveness of your practices. You are invited to use it to
review your classes, course, or program, and as a reflective tool. In a team
context, course conveners might wish to meet with those involved in teaching
a course to use the Toolkit. We encourage you to share your successes with
using the Toolkit and consider including your best teaching examples of a
Guideline in action as one of the exemplars in this website. If you would like to
send a completed template or another example please contact me. The
Template links download each Guideline template in Word format. These
templates may be saved to your computer, and you may add your own
content. The Guidelines Toolkit Complete link contains all the templates in a
single document together with some instructions on use. To see what a
Guideline template looks like and how to use it, please go to the Toolkit
template link " How to use a Toolkit template " at the top left of this page. If
you need help with using the Toolkit,
Page 5
Discipline Specific Guidelines
The links shown on each Guideline page are from a range of disciplines and
illustrate that we have much to learn from how those in disciplines other than
our own teach. However, it is useful that we have an opportunity to share
examples of exemplar activities in our own discipline particularly from our
own institutions. This is the purpose of this section of the website. Each of the
links on the left hand side take you to a page where links to teaching
exemplars in the named group of disciplines are shown with the identifying
numbers of the Guidelines in action that the activity demonstrates. Note if you
are building your own Guidelines website you may like to change the
categories to be, for example, Faculties. Currently you will see there are few
examples. I will slowly build some up as I find them or receive them. If you
have any to contribute in your discipline please send them to me as a url link
or as an attached MsWord file to adrianlee2@mac.com.
Page 6
Embedding
How to make your Guidelines work for the benefit of your
students. Embedding the guidelines in the institutional policies.
Many institutions have sets of principles on teaching etc but they sit there not
being used or adhered to by staff only to be trotted out at audit time! For
Guidelines to work they should be used in a way that allows staff to reflect on
their teaching and having done so, supply ideas and examples that they can
use or adapt for their own teaching. This is the role of the Toolkit, which I
consider to be an absolutely essential part of this strategy. However this is not
enough, there have to be approaches and incentives that make staff aware of
the Guidelines and ensure they are likely to use them. Examples of such
embedding strategies are listed below:
Inclusion in the template for course/unit outlines of comment e.g. "A brief
statement of the learning and teaching philosophy underpinning the
course, drawing on the Guidelines on Learning that Inform Teaching at
…….. where appropriate"
Reference to the Guidelines in the academic promotion instructions e.g. "
Evidence of the application of appropriate ………….. Guidelines on
Learning that inform teaching to the development of courses at both
lower and upper level"
Reference to the Guidelines in instructions for preparing a teaching
portfolio i.e. " The …….. Guidelines on Learning that Inform Teaching are
drawn on current educational research and identify ways to best create
an environment that interests, challenges and enthuses students whilst
also ensuring, where possible, that what is learned is engaging and
relevant. These Guidelines can assist you to identify your particular
strengths as a teacher as well as your underlying conception of how
students learn most effectively in your discipline."
Use of the Guidelines as part of the formal foundations course on learning &
teaching for new staff
Page 7
Do it yourself Guidelines: Create a website
for your own institution
I believe that an institution needs to own its Guidelines. There is no
suggestion that an Institution adopt the Guidelines as in this website;
although some individual academics might find these pages useful. Leaders in
Learning and Teaching at an institution are encouraged to consider
formulating their own Guidelines, website and links. This website is intended
to be a starter kit for initiating a discussion about Guidelines appropriate for
the institution and to prevent reinventing the wheel. To this end, an MsWord
webcopy document with all the text and live links in this website is available for
download below, as a first step in creating your own website. Alternately, if you
do not have a webmaster or expertise available to create your own website, we
are willing to provide the code and data in a Drupal format with the ability of
you being able to change the text at any time as administrator. There would be
a modest charge for this option to contribute to support of this website.
Contact me adrianlee2@mac.com if you would like to explore this option.
Based on my experience with universities wishing to create their own
Guidelines, I would recommend the following steps to encourage ownership.
Form a small group with the DVC/PVC Learning & Teaching or equivalent,
Director of the Learning and Teaching units and a small group of staff with
a commitment and interest in teaching, including representatives of the
Academic Board
The group could use the downloaded webcopy document (see below) as a
basis for the Institutional site, changing where necessary.
Submit the rewritten Guidelines for your institution to your Academic
Board for review, modification and ultimately ratification.
Ask the Board to officially adopt the guidelines as the "Guidelines on
Learning that Inform Teaching at …(name of your Institution)"
Create your own website with your agreed-on Guidelines and your own
quotes, references and links that are most suitable for your University.
Include exemplar examples from your own staff under the Discipline
Specific Guidelines section. As incentive, a reward or some other form of
recognition could be given to those who contribute an exemplar example.
The next stage is to promote and use your Institution's website so that it is
useful. The "Embedding" section of this website stresses the importance of
embedding Guidelines through all aspects of learning and Teaching in the
Institution.
You are welcome to freely use the material in the webcopy document available
for download below to help construct your own Guidelines and website. The
only condition is that you include the following acknowledgement:
"Acknowledgement: The UNSW Guidelines and associated Toolkit were originally
conceived by Adrian Lee, then the Pro Vice Chancellor (Education & Quality
Improvement) at the University of New South Wales, Sydney (UNSW) and Michele
Scoufis, Director of the UNSW Learning and Teaching Unit (LTU) with considerable
help from the UNSW Committee on Education and the Staff of the LTU. ....(Name of
your University)...is grateful for the authors and UNSW for allowing the Univesity to
base its website on the UNSW site." Also please send the url so I can display it on
this website Adrian Lee adrianlee2@mac.com
Page 8Online resources
Guideline One | Active
1. Effective learning is supported when students are actively
engaged in the learning process at every stage.
"Learning is not a spectator sport. Students do not learn much just by sitting
in classes listening to teachers, memorizing pre-packaged assignments, and
spitting out answers. They must talk about what they are learning, write
about it, relate it to past experiences and apply it to their daily lives. They
must make what they learn part of themselves." Chickering, A. & Gamson, Z.
1987, "Seven principles for good practice in undergraduate education", AAHE
Bulletin, vol. 39, no. 7. link
"In those experiments involving measures of retention of information after
the end of a course, measures of problem solving, thinking, attitude change,
or motivation for further learning, the results tend to show differences
favoring discussion methods over lecture." McKeachie, W.J., Pintrich, P.R.,
Lin, Y.G., & Smith, D.A. (1987). Teaching and learning in the college
classroom: A review of the literature. Ann Arbor: National Center for Research
to Improve Postsecondary Teaching and Learning, The University of
Michigan.
"One must learn by doing the thing, for though you think you know it-- you
have no certainty until you try." Sophocles, 5th c. B.C.
"Tell me, and I forget. Teach me, and I may remember. Involve me, and I
learn." Benjamin Franklin
Links on side of page
Active Learning. Dee Fink. University of Oklahoma. link
Random thoughts -learning by doing . Richard Felder and Rebecca
Brent. North Carolina State University. link
Classroom Structures which Encourage Student Participation. Dalhousie
University. link
Just-in-Time Teaching in Biology: Creating an Active Learner Classroom
Using the Internet. Kathleen Marrs & Gregor Novak. Cell Biol Educ 3(1) 49-61
Indiana University. link NB These Life Science links take a while to open up
but they are superb.
There is even a journal on Active learning in Higher Education! link
Points of View: Lectures: Can't Learn with Them, Can't Learn without Them.
Daniel Klionsky. Univerity of Michigan. Cell Biol Educ 3(4): 204-211
2004. link
Page 9
Guideline Two | Inquiry
2. Effective learning is supported by a climate of inquiry where
students feel appropriately challenged and activities are linked to
research and scholarship.
"A frequently stated benefit of research [is] the enthusiasm for their
discipline/ research that some lecturers convey when they refer to their own
work and the positive impacts on [students'] motivation to learn."
Jenkins,
A., Blackman, T., Lindsay, R. & Paton-Salzberg, R. 1998, "Teaching and
research: students' perspectives and policy implications", Studies in Higher
Education, vol. 23, no. 2, p. 132.
"[S]tudents asked to perform research activities in their assignments have
expressed surprise and excitement at the challenge of doing something
different from a conventional assignment; at the same time, they reported
that the work was stimulating and enjoyable." McInnis, C. 2003, "Exploring
the nexus between research and teaching", in R. Freestone, A. Bagnara, M.
Scoufis & C. Pratt (eds), 2003, The Learning Community: First Explorations
of the Research-Teaching Nexus at UNSW, The University of New South
Wales, Sydney, p. 9.
Links on side of page
TELRI (Technology Enhanced Learning in Research-led Institutions).
University of Warwick. link
The Teaching -Research Nexus: A guide for academics and policymakers in
higher education. Excellent website from an Australian Learning and
Teaching Council project. link
The Teaching-research nexus. Introduction and context. Examples in
biological sciences. Part of another Australian Learning and Teaching
Council project website. link
Research-Led Teaching and the Scholarship of Teaching. University of
Sydney. link
Page 10
Guideline Three | Fun
3. Activities that are interesting and challenging, but which also
create opportunities for students to have fun, can enhance the
learning experience.
In a Student Survey at a large university, the five key words most commonly
used by students to characterise good teaching were "interesting,"
"challenging," "enthusiastic," "fun," and "relevant."
"Learning should be pleasurable. There is no rule against hard work being
fun." Ramsden, P. 1992, Learning to Teach in Higher Education, Routledge,
London, p. 102.
Links on side of page
Physics 2000. University of Colorado Physics website. link
Break the ice. Honolulu Community College, University of Hawaii. link
Having fun with statistics. Gary Ramseyer. Illinois State University. link
Group Engineering Projects, Learning and Fun -- ECE 191. Danial
Kane. University of California. San Diego. link
Hands-on Engineering: Learning by Doing in the Integrated Teaching and
Learning Program. Lawrence Carlson & Jacquelyn Sullivan. University of
Colorado. 1999. Int J Engng Ed 15:20-21. link
Soapbox: Making Learning Fun. Clarke Quinn. Gamasutra. link
Page 11
Guideline Four | Reflection
4. Structured occasions for reflection allow students to explore
their experiences, challenge current beliefs, and develop new
practices and understandings.
"However, what gets us from experience to understanding is reflection. True,
repetition and practice help us to learn but they do not substitute for the
process of actively thinking about how we did, what we did well and what
less well."
Improving learning through reflection – part one & two, Karen
Hinett, The Higher Education Academy. link
"Awareness and reflection are not merely symptoms of developments in
learners, they bring about the developments. It is through engaging students
in reflecting upon the process and outcomes of their studying that progress is
made." Teaching Students to Learn: A Student-Centred Approach, Gibbs,
G. 1981, The Open University Press, Milton Keynes, p. 91.
"Reflection leads to understanding, which in turn leads to more informed
action. Effective reflection leads to a better understanding of social problems
and to the quest of better solutions". link
Links on side of page
Evidencing Reflection: Putting the 'w' into Reflection. Phil Race. The
University of Leeds. The Higher Education Academy. link
Using Journals to Promote Reflective Thought. Park University.
Parkville. link
Project learning logs and reflective reviews. D.R.Newman. Queens University,
Belfast. link
Guide for Busy Academics No.4. Learning through reflection. Jenny Moon.
University of Exeter. The Higher Education Academy. link
Improving learning through reflection - part two. Karen Hinett. The Higher
Education Authority. link
Page 12
Guideline Five | Prior Knowledge
5. Learning is more effective when students’ prior experience and
knowledge are recognised and built on.
"[L]earners construct meaning out of their prior understanding. Any new
learning must, in some fashion, connect with what learners already know …
learners construct their sense of the world by applying their old
understanding to new experiences and ideas."
Schulman, L. 1999, "Taking
learning seriously", Change, vol. 31, no. 4, p. 12. link
"Effective teaching supports positive transfer by actively identifying the
relevant knowledge and strengths that students bring to a learning situation
and building on them."
Bransford, J., Brown, A. & Cocking, R. 1999, How
People Learn: Brain, Mind, Experience, and School, National Academy Press,
Washington, DC, p. 66.
"If I had to reduce all of educational psychology to just one principle, I would
say this: the most important single factor influencing learning is what the
learner already knows."
Ausubel, D., Novak, J. & Hanesian, H. 1978,
Educational Psychology: A Cognitive View, Holt, Rinehart and Winston, New
York, p. 163.
Links on side of page
"Six Days to Bubble Gum Blowing and Other Lessons in Learning". Lori
Breslow. MIT. link
What They Don't Know Can Hurt Them: The Role of Prior Knowledge in
Learning. Marilla Svinicki. University of Minnesota. link
Learning in Interactive Environments: Prior Knowledge and New Experience
Institute for Enquiry. Jeremy Roschelle. University of Massachusetts. link
This Student Is Driving Me Nuts! University of Washington. link
Prior Knowledge Activation. Bernie Dodge. San Diego State University. link
Page 13
Guideline Six | Relevance
6. Students become more engaged in the learning process if they
can see the relevance of their studies to professional, disciplinary
and/or personal contexts, for example through linking learning
experiences to the workplace or wider community.
"When our interest is aroused in something, whether it is an academic
subject or a hobby, we enjoy working hard at it. We come to feel that we can
in some way own it and use it to make sense of the world around us … And
this is even more likely if an explanation is added as to why the particular
method or fact that has to be learned will be useful in the future."
Ramsden,
P. 1992, Learning to Teach in Higher Education, Routledge, London, p. 96.
"So, what is PBL? Problem-Based Learning involves the use of complex,
"real-world" problems as the stimulus and framework for learning. It is
based on the premise that students will be motivated to "want to know" and
solve the problem posed because it is presented in a context that simulates
real world situations."
Maria Harper-Marinick, Engaging Students in
Problem-Based Learning. link
"Constructionism asserts that people learn best when placed in the active
role of a designer or builder. Given a real-world problem to solve, the
individual, or preferably groups of individuals, must apply existing
knowledge, and acquire new knowledge to construct practical solutions to be
shared with an audience."Design in Mind Learning™ link
Links on the side of page
Connecting Course Content with Students’ Lives. Bridget Murray. Monitor on
line. link
Authentic Learning: What does it Really Mean? Ann Carlson. Western
Washington University. link
Service learning at MIT is a hands-on way for students to develop real
solutions to real-world challenges. Engineering education, MIT. link
A challenging new way to teach introductory astronomy. Douglas Duncan.
University of Chicago. link
Editorial: The Components of Authentic Learning. Audrey C. Rule. State
University of New York at Oswego. link
Page 14
Guideline Seven | Dialogue
7. If dialogue is encouraged between students and teachers and
among students (in and out of class), thus creating a community of
learners, student motivation and engagement can be increased.
"Therefore, one logical direction for improving student learning outcomes is
to establish policies which encourage and enhance many types of student
involvement, including academic involvement; involvement with faculty,
student peers, and mentors; and involvement in work, both on and off
campus." Assessment, accountability, and student learning outcomes. Richard
Frye. Western Washington University. link
"Unlike a more traditional approach to instruction, learning communities
foster the social construction of knowledge, cooperative learning, active
learning, an emphasis on integration and synthesis of diverse student
perspectives, as well as student-student, student-staff, and staff-staff
collaboration." Stefanou, C. & Salisbury-Glennon, J. 2002, Developing
motivation and cognitive learning strategies through an undergraduate
learning community, Learning Environments Research, vol. 5, no. 171-97.
"Collaborative learning” is an umbrella term for a variety of educational
approaches involving joint intellectual effort by students, or students and
teachers together. Usually, students are working in groups of two or more,
mutually searching for understanding, solutions, or meanings, or creating a
product. Collaborative learning activities vary widely, but most center on
students’ exploration or application of the course material, not simply the
teacher’s presentation or explication of it." Collaborative Learning: A
Sourcebook for Higher Education. Barbara Leigh Smith & Jean
MacGregor. link
Links on side of page
What is Collaborative Learning? Barbara Leigh Smith & Jean MacGregor.
Pennsylvania State University. link
Tools for Teaching: Encouraging Student Participation in Discussion. Barbara
Gross Davis. University of California, Berkeley link
Everything You Wanted to Know About Your Students' Response to Class, But
Were Afraid to Ask Inkshedding. Susan Wyche Smith. Washington
Center. link
Urgings and Cautions in Student-Centered Teaching. National Learning and
Teaching Forum. NLTF 1996 5:(4). link
Page 15
Guideline Eight | Diversity
8.The educational experiences of all students are enhanced when
the diversity of their experiences are acknowledged, valued, and
drawn on in learning and teaching approaches and activities.
"A racially and ethnically diverse university student body has far-ranging
and significant benefits for all students, non-minorities and minorities alike."
Gurin, P. 1999, Expert Report of Patricia Gurin: Summary and Conclusions,
Regents of the University of Michigan, Michigan. link
Links on side of page
Managing Language and Learning Diversity in Higher Education: Enhancing
the Graduate Experience. Prem Ramburuth. University of New South
Wales. link
Ideas on Teaching: Responding to Student Diversity. University of
Oklahoma. link
University of Western Australia Teaching with Diversity Checklist. link
Creating Inclusive College Classrooms. Shari Saunders & Diana
Kardia. University of Michigan. link
Diversity Essay Series. University of Colarado. Ed Mary Ann Shea. link
Page 16
Guideline Nine | Multiple Modes
9. Students learn in different ways and their learning can be better
supported by the use of multiple teaching methods and modes of
instruction (visual, auditory, kinaesthetic, and read/write).
"There are many roads to learning. People bring different talents and styles
of learning to college. Brilliant students in the seminar room may be all
thumbs in the lab or art studio. Students rich in hands-on experience may
not do so well with theory. Students need the opportunity to show their
talents and learn in ways that work for them. Then they can be pushed to
learn in new ways that do not come so easily." Chickering, A. & Gamson, Z.
1987, "Seven principles for good practice in undergraduate education". AAHE
Bulletin. link
"A better understanding of learning styles can benefit not only educators but
also their students. Students benefit by using knowledge about their
particular learning style to better manage their learning." link
"Every semester students were required to complete a questionnaire at the
beginning to identify their learning styles, and multiple course assignments
& projects were designed to accommodate diverse student learning styles."
Strategies to Enhance Student Learning in a Capstone MIS Course. Anil
Kumar. Issues in Informing Science and Information Technology. link
Links on the side of the page
Learning Styles. Richard Felder. North Carolina State University. link
VARK: A Guide to Learning Styles. link
Good Practices in Teaching and Learning – Personal Learning Styles.
Geraldine O'Neill. University College, Dublin. link
Do Technology Based Lessons Meet the Needs of Student Learning Styles?
Dara Rosen. San Diego State University. link
Learning Style Awareness-A Basis For Developing Teaching and Learning
Strategies Annette Vincent & Dianne Ross. University of Louisiana at
Lafayette. Journal of Research on Computing in Education 33 Number 5.
link
Page 17
Guideline Ten | Clear Goals
10. Clearly articulated expectations, goals, learning outcomes and
course requirements increase student motivation and improve
learning.
"Well-expressed statements of intended learning outcomes help students to
identify their own targets, and work systematically towards demonstrating
their achievement of these targets." Race, P. 2001, The Lecturer’s Toolkit: A
Practical Guide to Learning, Teaching and Assessment, Kogan Page, London,
p. 21. link
"It is indisputable that, from the students’ perspective, clear standards and
goals are a vitally important element of an effective educational experience.
Lack of clarity on these points is almost always associated with negative
evaluations, learning difficulties, and poor performance." Ramsden, P. 1992,
Learning to Teach in Higher Education, Routledge, London, p. 127.
"Students need to be on the inside of the logic of the course, believing in its
rationale, not tagging along, feeling bewildered and jumping through
hoops." Gibbs, G. 1995, Assessing Student Centred Courses, The Oxford
Centre for Staff Development, Oxford, p.8.
Links on the side of the page
Basic Guide to Writing Student Learning Outcome Statements. Centre for the
Advancement of Teaching and Learning. University of Western
Australia. link
How to write learning outcomes. Allan Jenkins & Dave Unwin. The National
Center for Geographic Information and Analysis. link
Instructions for Writing Student Learning Outcomes. Cosumnes River
College. link
Writing and Using Learning Outcomes to Design a Course and Assess
Learning. Decaln Kennedy, Aine Hyland & Norma Ryan. link
Guide for busy academics. Using Learning Outcomes to Design a Course and
Assess Learning. Norman Jackson, James Wisdom and Malcolm Shaw.
link Slow opening but worth it.
Template for course outlines at the University of New South Wales. link
Page 18
Guideline Eleven | Responsibility
11. When students are encouraged to take responsibility for their
own learning, they are more likely to develop higher-order
thinking skills such as analysis, synthesis and evaluation and be
better prepared for life long learning.
"Students learn well when they take responsibility for their learning." Gibbs,
G. & Habeshaw, T. 1989, Preparing to Teach: An Introduction to Effective
Teaching in Higher Education, Technical and Educational Services Ltd,
Bristol, p. 37.
"Recently, learner-centered approaches to teaching have received a variety
of new names, including problem-based learning, case-based teaching,
active learning, and anchored instruction. The common thread connecting
these approaches is the reflective, involved role of the students who share the
responsibility for constructing knowledge with their instructors." Centering
on Learning at Penn. Myrna L. Cohen, Matthew Grady, and Samantha
Springer, University of Pennsylvania Almanac, Vol. 50, No. 9, October 21,
2003. link
"The essential features of student-centred teaching are freedom of choice,
students’ responsibility for their own learning and the creation of a
supportive environment in which students can develop their potential. The
role of the teacher is to guide and facilitate learning rather than to control it.
The perspective provides a rationale for the use of problem-based learning,
project-based learning and other enquiry-based methods of learning. It is
argued that these characteristics promote lifelong learning." How Students
Learn George Brown A supplement to the Routledge Falmer Key Guides for
Effective Teaching in Higher Education series. link Slow to download as is a
50 page booklet!
Links on the side of the page
A Fresh Look at Independent Learning. Phil Race. London Metropolitan
University. link
Encouraging student responsibility for learning through developing skills,
profiling and records of achievement. Pauline Kneale. Geography Discipline
Network. link
What is Learning-Centered Education? National Faculty Center. University of
Arizona. link
The Role of the Teacher in a Learner-Centered Classroom. Terry Doyle. Ferris
State University. link
Connected to Community. Rosalie Ambrosino. University of Texas,
Austin. link
Page 19
Guideline Twelve | Graduate Attributes
12. Graduate attributes – the qualities and skills the university
hopes its students will develop as a result of their university
studies – are most effectively acquired in a disciplinary context.
"The development, practice and assessment of [graduate attributes] are most
effectively achieved within the context of disciplinary knowledge." Bowden,
J., Hart, G., King, B., Trigwell, K. & Watts, O., 2000, Executive Summary,
Generic Capabilities of ATN University Graduates. link
"Development of the broader spectrum of (graduate) attributes is more likely
when students are engaged with realistic and relevant experiences that
demand the integration and practice of these attributes in contexts that the
students find meaningful" Balancing curriculum processes and content in a
project centred curriculum: in pursuit of graduate attributes. C. Crosthwaite ,
I. Cameron, P. Lant and J. Litster. University of Queensland. Education for
Chemical Engineers 2006 1:1-10. link Slow download as is scanned pdf
Links on the side of the page
Mapping and Embedding Graduate Attributes. The Teaching and Educational
Development Institute. University of Queensland. link
Graduate Attributes Project. University of Sydney. link
The Griffith Graduate. Griffith University. link
Generic Capabilities of ATN University Graduates. link
Page 20
Guideline Thirteen | Appropriate IT
13. Learning can be enhanced and independent learning skills
developed through appropriate use of information and
communication technologies.
"The most effective uses of technology supported teaching are possible when
underpinned by student centred teaching practices that encourage students
to adopt a deep approach to learning." Housego, S. & Freeman, M. 2000,
"Case studies: integrating the use of web based learning systems into student
learning", Australian Journal of Educational Technology, vol. 16, no. 3, pp.
258–82. link
"A key positive contribution that the use of technology can bring to
university teaching and learning is that it encourages teachers, educational
designers and managers to ask questions about the way learning happens.
Many researchers are emphasising that information technology applications
to the teaching and learning process need to be guided by an understanding
of effective learning conditions." McCann, D., Christmass, J., Nicholson, P. &
Stuparich, J. 1998, Educational Technology in Higher Education, Department
of Employment, Education, Training and Youth Affairs, Canberra, p. 17. link
"It takes a while to develop a good pedagogy appropriate for a new
technology" Washington University, Teachnology Webagogy Technology In
Support of Higher Education Teaching & Learning. link
Links on the side of the page
Learning with the iPod. Lynne O'Brien. Duke University. link
A learning design toolkit to create pedagogically effective learning activities.
Grainne Coinole & Karen Fill. University of Southampton. link
Creating a Campus Culture to Support a Teaching and Learning Revolution.
Dorothy Frayer. Duquesne University. link
Educational Technology: Resources. Centre for Academic Practice. University
of Warwick. link
Effective Learning and the Virtual Learning Environment. M J
Styles. Staffordshire University. Useful discussion on effective learning and
the Web. link
Page 21
Guideline Fourteen | Learning Cooperatively
14. Learning cooperatively with peers – rather than in an
individualistic or competitive way – may help students develop
interpersonal, professional and cognitive skills to a higher level.
"Learning is enhanced when it is more like a team effort than a solo race.
Good learning, like good work, is collaborative and social, not competitive
and isolated. Working with others often increases involvement in learning.
Sharing one's own ideas and responding to others' reactions sharpens
thinking and deepens understanding."
Chickering, A. & Gamson, Z. 1987,
"Seven principles for good practice in undergraduate education", AAHE
Bulletin, vol. 39, no. 7. link
"The critical attributes of cooperative learning, a more structured form of
collaborative learning, are: positive interdependence, individual
accountability, appropriate grouping, group processing, and social skills.
The teacher serves as a facilitator rather than as an authority figure.
Cooperative-learning techniques supplement, rather than replace,
traditional approaches in the classroom, but their adoption requires a
student-centered, noncompetitive approach to learning."
Millis, B. &
Cottell, P. 1998, Cooperative Learning for Higher Education Faculty,
American Council on Education and the Oryx Press, Phoenix Arizona, p. 17.
"The research on cooperative learning is like a diamond. The more light you
focus on it, the brighter and more multifaceted it becomes. The power of
cooperative learning is brightened by the magnitude of its effect sizes, but the
more you read the research and examine the studies, the better cooperative
learning looks."
Johnson, David W., Roger T. Johnson, & Karl A. Smith,
"Cooperative Learning Returns To College: What Evidence Is There That It
Works?" Change, July/August 1998, p. 27-35.
Links on the side of the page
An attempt to enhance the quality of cooperative learning through peer
assessment. Shanti Divaharan & Lourdusamy Atputhasamy. Nanyang
Technological University, Singapore. link
Cooperative Learning: Increasing College Faculty Instructional Productivity.
David Johnson. National Teaching and Learning Forum. link
Peer learning and assessment. David Boud, Ruth Cohen & Jane Sampson.
University of Technology Sydney. link
Approaches to Cell Biology Teaching: Cooperative Learning in the Science
Classroom—Beyond Students Working in Groups. Kimberly Tanner, Liesl
Chatman & Deborah Allen. University of California at San Francisco. 2003.
Cell Biol Educ 2(1): 1-5. link
Collaborative Learning in Management Education: Issues, benefits, problems
and solutions: A literature review. David Kimber. Royal Melbourne Institute
of Technology. link
Page 22
Guideline Fifteen | Aligned Assessment
15. Effective learning is facilitated by assessment practices and
other student learning activities that are designed to support the
achievement of desired learning outcomes.
"The key is that the components in the teaching system, especially the
teaching methods used and the assessment tasks, are aligned to the learning
activities assumed in the intended outcomes. The learner is in a sense
"trapped", and finds it difficult to escape without learning what is intended
should be learned."
Biggs, J. 2002, Aligning Teaching and Assessment to
Curriculum Objectives, LTSN Generic Centre, York, link
"Assessment directly contributes to learning both by clarifying what is
desirable or required and by closing a feedback loop between students’
learning efforts and their achievements. Telling students what is required
will assist them to direct their learning efforts."
Isaacs, G. 2001, Assessment
for Learning, The University of Queensland, Brisbane, p. 10. link
"Students study more effectively when they know what they are working
towards. Students value transparency in they way their knowledge is
assessed: they seek a clear relationship between lectures, tutorials, practical
classes and subject resources, and what they are expected to
demonstrate."
James, R., McInnis, C. & Devlin, M. 2002, Assessing
Learning in Australian Universities, Centre for the Study of Higher Education,
University of Melbourne, p. 10. link
Links on the side of the page
About Assessment. Teaching and Educational Development Unit. University
of Queensland. link
Purposes and Principles of Assessment. Chris Rust. Oxford Brookes Centre for
Staff and Learning Development link
Assessing Learning in Australian Universities. Centre for the Study of Higher
Education. University of Melbourne. link
Developing a variety of assessments. Assessment workshop series 4. David
Lines. Oxford Brooks University. link
Aligning teaching for constructing learning. John Biggs. The Higher
Education Academy. link
The Art of Assessing. Phil Race. Deliberations. link
Page 23
Guideline Sixteen | Feedback
16. Meaningful and timely feedback to students improves learning.
"Knowing what you know and don't know focuses learning. Students need
appropriate feedback on performance to benefit from courses. When getting
started, students need help in assessing existing knowledge and competence.
In classes, students need frequent opportunities to perform and receive
suggestions for improvement. At various points during college, and at the
end, students need chances to reflect on what they have learned, what they
still need to know, and how to assess themselves."
Chickering, A. & Gamson,
Z. 1987, "Seven principles for good practice in undergraduate education",
AAHE Bulletin, vol. 39, no. 7. link
"Good feedback on assessed work tells the student four things: 1) what are
the good or successful features of the assessed work; 2) what are the poor or
less successful features of the assessed work; 3) how the student can improve
in this piece of work; 4) how the students might do better work in the future.
Good feedback is also timely. Provided too soon it may stop the students
themselves reflecting on their work; provided too late it may no longer be
salient…"
Isaacs, G. 2001, Assessment for Learning, The University of
Queensland, Brisbane, pp. 10–11. link
"It is a truism that learners require feedback to learn … there is more to
feedback than it simply happening or not happening. It has to happen
reasonably soon after the learning activity." Gibbs, G. 1999, "Using
assessment strategically to change the way students learn", in S. Brown & A.
Glasner (eds), Assessment Matters in Higher Education, SRHE & Open
University Press, Buckingham.
Links on to the side of the page
The Field-tested Learning Assessment Guide (FLAG) web site, a resource for
Science, Technology, Engineering and Mathematics (STEM) instructors. Art
Ellis & team. University of Wisconsin-Madison. link
The Value of Formative Assessment. Written for secondary teaching but very
relevant to tertiary teaching. National Center for Fair and Open Testing. link
First Words on Teaching: Giving Feedback to Students. Oxford Brookes
University, Oxford Centre for Staff and Learning Development. link
Changing assessment practice in engineering: how can understanding lecturer
perspectives help? Liz McDowell, Su White & Hugh Davis. European Journal
of Engineering Education. Vol. 29, No. 2, June 2004, 173–181. link
Rethinking Exams and Letter Grades: How Much Can Teachers Delegate to
Students? Elizabeth Kitchen et al. Brigham Young University. link
Inside the Black Box: Raising Standards Through Classroom Assessment. Paul
Black and Dylan William. link
Page 24
the TOOLKIT-Toolkit template
Guidelines on Learn
Engaging students i
1. Effective learning
actively engaged in
Using the Toolkit
Example
Note: This is a sample only. To use the template, please
download it from the Toolkit.
Insert your own conte
Select the class, course or program to be reviewed. In the
space provided under each guideline, select an example of a
teaching exercise or strategy that acknowledges or supports
the guideline.
Reflection
Not every guideline will be relevant to your learning and
teaching practices; however, if your practice yields few or
no examples of the Guidelines in action, reflect on what you
might do in the future to incorporate that guideline in your
teaching strategies. An invitation to students to participate
in this process could be very productive.
Insert your own conte
You might wish to record any constraints that are
preventing you from effectively applying the guideline in
your practice and consider whether these can be addressed.
There is also space for you to note resources and staff
development opportunities to support you in applying the
guideline.
Insert your own conte
MS Word versions of the Toolkit can be downloaded so
that you can keep the files on your computer and add to
them when needed. These are available from the Toolkit in
the main menu. You can download a complete set of
templates for the Guidelines, set up with folders that you
can use to save your own course documents and reference
material.
Insert your own conte
Constraints on app
Resources
Staff development
Insert your own conte
Remember to inser
course material if r
On the left side of the above
How to use a Toolkit template
Using The Toolkit. Note: This is a sample only. To use a template, please
download a MS Word template from the Toolkit templates on the right of the
Toolkit page or shown as the attachment on each Guideline page. Select the
class, course or program to be reviewed. In the space provided under each
Guideline, describe an example of a teaching exercise or strategy that
acknowledges or supports the guideline. Not every Guideline will be relevant
to your learning and teaching practices; however, if you can think of few or no
examples of the Guideline that you are considering in action, reflect on what
you might do in the future to incorporate that Guideline in your teaching
strategies. An invitation to students to participate in this process could be very
productive. You might wish to record any constraints that are preventing you
from effectively applying the Guideline in your practice and consider whether
these can be addressed. There is also space for you to note resources and staff
development opportunities to support you in applying the Guideline. Note:
There is a complete set of templates for all the Guidelines together with more
instructions on use, which you can download from the bottom of the list of
individual templates on the right of the Toolkit page.
Page 25
Guidelines on Learning that Inform Teaching Toolkit templates. The whole set
below should be broken up so that each Guidelines page has a link to the
relevant template and at the end is the complete Toolkit set.
Guidelines on Learning that Inform Teaching
TOOLKIT
INTRODUCTION
This Toolkit presents the Guidelines on Learning that Inform Teaching in a
format designed to assist you in reflecting on the effectiveness of your
practices in learning and teaching in the context of continual improvement of
those practices. You are invited to use the Toolkit to review your classes,
courses, or programs. Not every Guideline will be relevant to your learning
and teaching practices, and variations in individual practice mean that the
number of Guidelines demonstrated in classes, courses, and programs will
vary accordingly. If your practice yields few or no examples of the Guidelines
in action, this may suggest possibilities of ways in which you could improve
your teaching and your students’ learning experiences.
Individual teachers can use this Toolkit as a reflective aid. For example, it
might help teachers to respond to student feedback or to identify areas of their
practice for professional development. It could also be used by academic staff
when compiling applications for promotion to demonstrate how their
philosophy and understanding of learning and teaching relates to their
practice.
In a team context, course convenors might wish to meet with those involved in
teaching a course to use this Toolkit. This activity could prove a useful catalyst
for change and continual improvement. An invitation to students to
participate in this process could be an even more powerful vehicle for
improvement. The Toolkit might also usefully function as an aid in course or
program development and review procedures.
Faculties could use the Toolkit to recognise, discuss, and share examples of
good practice in learning and teaching.
HOW TO USE THIS TOOLKIT
You could begin by selecting the learning and teaching practice to be reviewed.
In the space provided under each Guideline, note an example of a teaching
exercise or strategy from the course that acknowledges or uses the Guideline.
If it assists your reflection, you could insert student instructions or other
material relevant to that particular exercise or strategy in a loose-leaf folder of
the templates. If you do not have an example of a practice for a particular
Guideline, you might reflect on why not (for example, the Guideline might not
be relevant to the exercise or strategy in question) or on what you could do in
the future to incorporate that Guideline in your teaching as part of a continual
improvement strategy. There are plenty of examples and hints in the material
present on each Guideline page on the website or in the Discipline Exemplar
part of the website. You might wish to record any constraints that are
preventing you from effectively applying the Guideline in your practice and
consider whether these can be addressed. There is also space for you to note
resources and staff development opportunities to support you in applying the
guideline.
Please note that the pages in this Toolkit can be seen as templates and
photocopied for use in relation to multiple courses or practices.
1. Effective learning is supported when students are actively
engaged in the learning process at every stage.
Example
Reflection
Constraints on applying this guideline
Resources
Staff development opportunities
Remember to insert student instructions or other course material
if relevant.
2. Effective learning is supported by a climate of inquiry where
students feel appropriately challenged and activities are linked to
research and scholarship.
Example
Reflection
Constraints on applying this guideline
Resources
Staff development opportunities
Remember to insert student instructions or other course material
if relevant.
3. Activities that are interesting and challenging, but which also
create opportunities for students to have fun, can enhance the
learning experience.
Example
Reflection
Constraints on applying this guideline
Resources
Staff development opportunities
Remember to insert student instructions or other course material
if relevant.
4. Structured occasions for reflection allow students to explore
their experiences, challenge current beliefs, and develop new
practices and understandings.
Example
Reflection
Constraints on applying this guideline
Resources
Staff development opportunities
Remember to insert student instructions or other course material
if relevant
Learning is more effective when students’ prior experience and
knowledge are recognised and built on.
Example
Reflection
Constraints on applying this guideline
Resources
Staff development opportunities
Remember to insert student instructions or other course material
if relevant.
6. Students become more engaged in the learning process if they
can see the relevance of their studies to professional, disciplinary
and/or personal contexts, for example through linking learning
experiences to the workplace or wider community.
Example
Reflection
Constraints on applying this guideline
Resources
Staff development opportunities
Remember to insert student instructions or other course material
if relevant.
7. If dialogue is encouraged between students and teachers and
among students (in and out of class), thus creating a community of
learners, student motivation and engagement can be increased.
Example
Reflection
Constraints on applying this guideline
Resources
Staff development opportunities
Remember to insert student instructions or other course material
if relevant.
8. The educational experiences of all students are enhanced when
the diversity of their experiences are acknowledged, valued, and
drawn on in learning and teaching approaches and activities.
Example
Reflection
Constraints on applying this guideline
Resources
Staff development opportunities
Remember to insert student instructions or other course material
if relevant.
9. Students learn in different ways and their learning can be better
supported by the use of multiple teaching methods and modes of
instruction (visual, auditory, kinaesthetic, and read/write).
Example
Reflection
Constraints on applying this guideline
Resources
Staff development opportunities
Remember to insert student instructions or other course material
if relevant.
10. Clearly articulated expectations, goals, learning outcomes and
course requirements increase student motivation and improve
learning.
Example
Reflection
Constraints on applying this guideline
Resources
Staff development opportunities
Remember to insert student instructions or other course material
if relevant.
11. When students are encouraged to take responsibility for their
own learning, they are more likely to develop higher-order
thinking skills such as analysis, synthesis and evaluation and be
better prepared for life long learning.
Example
Reflection
Constraints on applying this guideline
Resources
Staff development opportunities
Remember to insert student instructions or other course material
if relevant.
12. Graduate attributes – the qualities and skills the university
hopes its students will develop as a result of their university
studies – are most effectively acquired in a disciplinary context.
Example
Reflection
Constraints on applying this guideline
Resources
Staff development opportunities
Remember to insert student instructions or other course material
if relevant.
13. Learning can be enhanced and independent learning skills
developed through appropriate use of information and
communication technologies.
Example
Reflection
Constraints on applying this guideline
Resources
Staff development opportunities
Remember to insert student instructions or other course material
if relevant.
14. Learning cooperatively with peers – rather than in an
individualistic or competitive way – may help students develop
interpersonal, professional and cognitive skills to a higher level.
Example
Reflection
Constraints on applying this guideline
Resources
Staff development opportunities
Remember to insert student instructions or other course material
if relevant.
15. Effective learning is facilitated by assessment practices and
other student learning activities that are designed to support the
achievement of desired learning outcomes.
Example
Reflection
Constraints on applying this guideline
Resources
Staff development opportunities
Remember to insert student instructions or other course material
if relevant
16. Meaningful and timely feedback to students improves learning.
Example
Reflection
Constraints on applying this guideline
Resources
Staff development opportunities
Remember to insert student instructions or other course material
if relevant.
Note these are the Disciplines that may be accessed from the right
block of the Discipline Specific Guidelines heading. You may choose
to have different categories. The whole purpose is to have a
discipline accessible area where showcase exemplars from your
institution could be placed. For example is could be logical to have
Faculty/Department headings; even Schools but this might be
getting too specific and requires too many links.
Discipline specific "Guidelines in action"
The links shown on each Guideline page are from a range of disciplines and
illustrate that we have much to learn from how those in disciplines other than
our own teach. However, it is useful that we have an opportunity to share
examples of exemplar activities in our own discipline particularly from our
own institutions. This is the purpose of this section of the website. Each of the
links on the left hand side take you to a page where links to teaching
exemplars in the named group of disciplines are shown with the identifying
numbers of the Guidelines in action that the activity demonstrates. Note if you
are building your own Guidelines website you may like to change the
categories to be, for example, Faculties. Currently you will see there are few
examples. I will slowly build some up as I find them or receive them. If you
have any to contribute in your discipline please send them to me as a url link
or as an attached MsWord file to adrianlee2@mac.com.
DISCIPLINE AREAS
1. Biological sciences
2. Physical, chemical and earth sciences
3. Engineering and technology
4. Mathematical and information sciences and technology
5. Agricultural, veterinary, food and environmental sciences
6. Clinical sciences and clinical physiology
7. Public health and health services
8. Psychology, psychiatry, neurological, behavioural and cognitive
sciences
9. Social sciences, education & politics
10. Economics, commerce & management
11.Humanities
12.Law
13. Creative arts, design and built environment
1. Biological sciences
Biochemistry and cell biology, Genetics, Microbiology, Botany, Zoology,
Physiology, Ecology & evolution, Biotechnology, Other biological sciences
The following are url or download links to descriptions of teaching activities
considered to be exemplars and clearly exhibit one or more of the Guidelines
in action in the discipline category listed. Browse through the sites to see
whether you could use the example described or create a learning activity for
your students using the strategy shown. If you feel you have an example to be
recognized as an exemplar submit it to ……Name of your contact person……….
at ………Their email address…………. for consideration for inclusion in this
website and official recognition as a ……Name of Institution…… exemplar.
Examples
 Active Learning Classrooms in biology. Description of the initiative at the
University of Minnesota. Shows a wonderful learning space that encourages
active learning, if you can afford it! (Guideline 1) and encourages dialogue
(Guideline 7). link There is also a great four minute video of the biology
classroom in action. link
 You would put in your own exemplars here. Meanwhile I need some for this
starter website. Please send to adrianlee2@mac.com
2. Physical, chemical and earth sciences
Astronomical sciences, Theoretical & condensed matter physics, Atomic &
molecular physics; Nuclear & particle physics; Plasma physics, Optical
physics, Classical physics, Other physical sciences, Physical chemistry,
Inorganic chemistry, Organic chemistry, Analytical chemistry,
Macromolecular chemistry, Theoretical & computational chemistry, Other
chemical sciences, Geology, Geophysics, Geochemistry, Oceanography,
Hydrology, Atmospheric sciences, Other earth sciences
The following are url or download links to descriptions of teaching activities
considered to be exemplars and clearly exhibit one or more of the Guidelines
in action in the discipline category listed. Browse through the sites to see
whether you could use the example described or create a learning activity for
your students using the strategy shown. If you feel you have an example to be
recognized as an exemplar submit it to ……Name of your contact person……….
at ………Their email address…………. for consideration for inclusion in this
website and official recognition as a ……Name of Institution…… exemplar.
Examples
 Students' learning styles and academic performance in first year
chemistry. Alexandra Yeung, Justin Read and Siegbert Schmid, The
University of Sydney. This paper has shown that knowledge of the learning
style preferences of students could be used to develop targeted improvements
in teaching, and some suggestions concerning how the learning styles of
extroverts and feelers might be better accommodated have been
made.Guideline 9 in action in Chemistry. pdf
 You would put in your own exemplars here. Meanwhile I need some for this
starter website. Please send to adrianlee2@mac.com
3. Engineering and technology
Aerospace engineering, Manufacturing engineering, Automotive engineering,
Mechanical & industrial engineering, Chemical engineering, Resources
engineering, Civil engineering, Electrical & electronic engineering, Geomantic
engineering, Environmental engineering, Maritime engineering, Metallurgy,
Materials engineering, Biomedical engineering, Computer hardware,
Communications technologies, Interdisciplinary engineering, Other
engineering & technology
The following are url or download links to descriptions of teaching activities
considered to be exemplars and clearly exhibit one or more of the Guidelines
in action in the discipline category listed. Browse through the sites to see
whether you could use the example described or create a learning activity for
your students using the strategy shown. If you feel you have an example to be
recognized as an exemplar submit it to ……Name of your contact person……….
at ………Their email address…………. for consideration for inclusion in this
website and official recognition as a ……Name of Institution…… exemplar.
Examples
 Hands-on Engineering: Learning by Doing in the Integrated Teaching and
Learning Program. Lawrence Carlson & Jacquelyn Sullivan. University of
Colorado. 1999. Int J Engng Ed 15:20-21. Good example of a course
illustrating many Guidelines in action. Active learning (Guideline 1), Real
world learning (Guideline 6), teaming (Guideline 14), etc. link
 You would put in your own exemplars here. Meanwhile I need some for this
starter website. Please send to adrianlee2@mac.com
4. Mathematical and information sciences and technology
Mathematics, Statistics, Other mathematical sciences, Information systems,
Artificial intelligence & signal & image processing, Computer software,
Computation theory & mathematics, Data format, Other information,
computing & communication sciences
The following are url or download links to descriptions of teaching activities
considered to be exemplars and clearly exhibit one or more of the Guidelines
in action in the discipline category listed. Browse through the sites to see
whether you could use the example described or create a learning activity for
your students using the strategy shown. If you feel you have an example to be
recognized as an exemplar submit it to ……Name of your contact person……….
at ………Their email address…………. for consideration for inclusion in this
website and official recognition as a ……Name of Institution…… exemplar.
Examples
 Teaching mathematics to large numbers of university students using
information technology. Harry Gretton and Neil Challis. Sheffield
Hallam University. A brave attempt of Guideline 13 in action in
mathematics. link
 You would put in your own exemplars here. Meanwhile I need some for this
starter website. Please send to adrianlee2@mac.com
5. Agricultural, veterinary, food and environmental sciences
Industrial biotechnology & food sciences, Soil & water sciences, Crop &
pasture production, Horticulture, Animal production, Veterinary sciences,
Forestry sciences, Fisheries sciences, Environmental sciences, Land, parks &
agricultural management, Other agricultural, veterinary & environmental
sciences
The following are url or download links to descriptions of teaching activities
considered to be exemplars and clearly exhibit one or more of the Guidelines
in action in the discipline category listed. Browse through the sites to see
whether you could use the example described or create a learning activity for
your students using the strategy shown. If you feel you have an example to be
recognized as an exemplar submit it to ……Name of your contact person……….
at ………Their email address…………. for consideration for inclusion in this
website and official recognition as a ……Name of Institution…… exemplar.
Examples
 How can we encourage independent learning and interaction in the
learning of science using small class situations? Anne Mathews and
Dianne Barrington. University of Western Australia. A piece of SOTL
where the authors investigate methods of teaching and learning in
small classes the objective of encouraging independent , lifelong
learning. A method of teaching was employed wherein opportunities
for autonomy were offered to third and fourth year students from the
Faculty of Agriculture. (Guideline 11 in action). link
 You would put in your own exemplars here. Meanwhile I need some for this
starter website. Please send to adrianlee2@mac.com
6. Clinical sciences and clinical physiology
Medicine – general, Immunology, Medical biochemistry & clinical chemistry,
Medical microbiology, Pharmacology & pharmaceutical sciences, Medical
physiology, Dentistry, Optometry, Clinical sciences (exc. Psychiatry), Mental
health
The following are url or download links to descriptions of teaching activities
considered to be exemplars and clearly exhibit one or more of the Guidelines
in action in the discipline category listed. Browse through the sites to see
whether you could use the example described or create a learning activity for
your students using the strategy shown. If you feel you have an example to be
recognized as an exemplar submit it to ……Name of your contact person……….
at ………Their email address…………. for consideration for inclusion in this
website and official recognition as a ……Name of Institution…… exemplar.
Examples
 To be added
 You would put in your own exemplars here. Meanwhile I need some for this
starter website. Please send to adrianlee2@mac.com
7. Public health and health services
Nursing, Public health & health services (exc. Mental health);
Complementary/alternative medicine, Human movement & sports science,
Other medical & health sciences
The following are url or download links to descriptions of teaching activities
considered to be exemplars and clearly exhibit one or more of the Guidelines
in action in the discipline category listed. Browse through the sites to see
whether you could use the example described or create a learning activity for
your students using the strategy shown. If you feel you have an example to be
recognized as an exemplar submit it to ……Name of your contact person……….
at ………Their email address…………. for consideration for inclusion in this
website and official recognition as a ……Name of Institution…… exemplar.
Examples
 To be added
 You would put in your own exemplars here. Meanwhile I need some for this
starter website. Please send to adrianlee2@mac.com
8. Psychology, psychiatry, neurological, behavioural and cognitive
sciences
Neurosciences, Psychology, Psychiatry, Cognitive science, Other behavioural
& cognitive sciences
The following are url or download links to descriptions of teaching activities
considered to be exemplars and clearly exhibit one or more of the Guidelines
in action in the discipline category listed. Browse through the sites to see
whether you could use the example described or create a learning activity for
your students using the strategy shown. If you feel you have an example to be
recognized as an exemplar submit it to ……Name of your contact person……….
at ………Their email address…………. for consideration for inclusion in this
website and official recognition as a ……Name of Institution…… exemplar.
Examples
 To be added
 You would put in your own exemplars here. Meanwhile I need some for this
starter website. Please send to adrianlee2@mac.com
9. Social sciences, education & politics
Education studies, Curriculum studies, Professional development of teachers,
Other education, Political science, Policy & administration, Other policy &
political science, Sociology, Social work, Anthropology, Human geography,
Demography
The following are url or download links to descriptions of teaching activities
considered to be exemplars and clearly exhibit one or more of the Guidelines
in action in the discipline category listed. Browse through the sites to see
whether you could use the example described or create a learning activity for
your students using the strategy shown. If you feel you have an example to be
recognized as an exemplar submit it to ……Name of your contact person……….
at ………Their email address…………. for consideration for inclusion in this
website and official recognition as a ……Name of Institution…… exemplar.
Examples
 To be added
 You would put in your own exemplars here. Meanwhile I need some for this
starter website. Please send to adrianlee2@mac.com
10. Economics, commerce & management
Economic theory, Applied economics, Economic history & history of economic
thought, Econometrics, Other economics, Accounting, auditing &
accountability, Business & management, Banking, finance & investment,
Transportation, Tourism, Services, Other commerce, management, tourism &
services
The following are url or download links to descriptions of teaching activities
considered to be exemplars and clearly exhibit one or more of the Guidelines
in action in the discipline category listed. Browse through the sites to see
whether you could use the example described or create a learning activity for
your students using the strategy shown. If you feel you have an example to be
recognized as an exemplar submit it to ……Name of your contact person……….
at ………Their email address…………. for consideration for inclusion in this
website and official recognition as a ……Name of Institution…… exemplar.
Examples
 To be added
 You would put in your own exemplars here. Meanwhile I need some for this
starter website. Please send to adrianlee2@mac.com
11. Humanities
History & philosophy of science & medicine, Other studies in human society,
Linguistics, Journalism, communication and media, Librarianship, Curatorial
studies, Other journalism, librarianship & curatorial studies, Art History and
Appreciation Language studies, Literature studies, Cultural studies, Other
language & culture, Historical studies, Archaeology & Prehistory, Other
history & archaeology, Philosophy, Religion & Religious traditions, Other
Philosophy & religion
The following are url or download links to descriptions of teaching activities
considered to be exemplars and clearly exhibit one or more of the Guidelines
in action in the discipline category listed. Browse through the sites to see
whether you could use the example described or create a learning activity for
your students using the strategy shown. If you feel you have an example to be
recognized as an exemplar submit it to ……Name of your contact person……….
at ………Their email address…………. for consideration for inclusion in this
website and official recognition as a ……Name of Institution…… exemplar.
Examples
 To be added
 You would put in your own exemplars here. Meanwhile I need some for this
starter website. Please send to adrianlee2@mac.com
12. Law
Law, Professional development of law practitioners, Justice & legal studies,
Law enforcement, Other law, justice & law enforcement,
The following are url or download links to descriptions of teaching activities
considered to be exemplars and clearly exhibit one or more of the Guidelines
in action in the discipline category listed. Browse through the sites to see
whether you could use the example described or create a learning activity for
your students using the strategy shown. If you feel you have an example to be
recognized as an exemplar submit it to ……Name of your contact person……….
at ………Their email address…………. for consideration for inclusion in this
website and official recognition as a ……Name of Institution…… exemplar.
Examples
 To be added
 You would put in your own exemplars here. Meanwhile I need some for this
starter website. Please send to adrianlee2@mac.com
13. Architecture and built environment
Architecture and urban environment, building, Other architecture, urban
environment and building
The following are url or download links to descriptions of teaching activities
considered to be exemplars and clearly exhibit one or more of the Guidelines
in action in the discipline category listed. Browse through the sites to see
whether you could use the example described or create a learning activity for
your students using the strategy shown. If you feel you have an example to be
recognized as an exemplar submit it to ……Name of your contact person……….
at ………Their email address…………. for consideration for inclusion in this
website and official recognition as a ……Name of Institution…… exemplar.
Examples
 To be added
 You would put in your own exemplars here. Meanwhile I need some for this
starter website. Please send to adrianlee2@mac.com
14. Creative arts, design
Performing arts, Visual arts & crafts, Cinema, electronic arts & multimedia,
Design studies, Other arts (exc. Art History and Appreciation)
The following are url or download links to descriptions of teaching activities
considered to be exemplars and clearly exhibit one or more of the Guidelines
in action in the discipline category listed. Browse through the sites to see
whether you could use the example described or create a learning activity for
your students using the strategy shown. If you feel you have an example to be
recognized as an exemplar submit it to ……Name of your contact person……….
at ………Their email address…………. for consideration for inclusion in this
website and official recognition as a ……Name of Institution…… exemplar.
Examples
 To be added
 You would put in your own exemplars here. Meanwhile I need some for this
starter website. Please send to adrianlee2@mac.com