Use of regular feedback from students in a variety of ways, including discussion groups, informal feedback, internal surveys, external surveys. Evidence that the feedback was taken seriously and changes were made where deemed necessary. Direct assistance to 'at risk' students to help with problems and, where appropriate, to help with job placement. Real world experiences in which to apply learned knowledge. In professional courses, industry placements are very common, handled by course staff, using a regular pool of employers.
Good ones ensure placements are positive experiences for both student and employer.
These vary from short work experience sessions, to practicals, to a year long employment break. In other courses, links to the real world can be designed on less formal basis or even simulated. Recent work at Murdoch on standards for print and online units and the competency strands for effective teaching support the characteristics of high quality teaching outlined above. In particular, the areas of planing, student involvement in learning, attention to individuals and provision of feedback on student performance are common to all three lists of good teaching practices. The link between effective university learning and high quality teaching is summarised in the following table.