3.1 Course design 3.1 Program information, including individual course descriptions includes content summary, expected learning outcomes, methods of assessment and compulsory requirements for completion. Program and course information clearly demonstrates the links between program learning outcomes, course learning outcomes and assessment activities as an integral part of the program design and development. Compulsory requirements for completion clearly stated. Program documentation Course outlines Assessment activities Mapping matrices demonstrating correlation. 3.2 The approach to teaching, learning and assessment is clearly enunciated, informed by current educational theory and practice, and evident both in teaching and assessment arrangements and support provision. The approach may be defined as a provider level and/or program level. The approach to teaching and learning may principally reflect a theoretical position, or the combination of a number of factors, including for example (1) the orientation and approach to knowledge of the school in which the program is located (e.g. science, business, health), (2) the attitude of the institution to - and opportunities for - work-based experiences, (3) the distinctive emphasis within the broad field of OHS (e.g. research and testing, psychology, health and welfare), and (4) the reflection in teaching methodology of the learning contexts of students (e.g. full-time, part-time, distance, or online). Statement of the philosophy/approach underpinning teaching and learning Information on how this may be used to induct sessional staff Examples of practice that demonstrate the application of the particular approach to teaching, learning and assessment. 3.3 The teaching program demonstrates current and leading-edge thinking and research in OHS knowledge and practice. While OHS-related research undertaken by the provider is important, this criterion is more about the strategies for ensuring that the program and content is informed by and reflects leading edge thinking in OHS in the broader sense. This criterion does not require that teaching staff necessarily engage in research but that they are engaged in scholarship and so the program content is routinely updated and informed by current research. PD records for staff including any conferences attended, consultancy activities or membership of advisory committees Publishing lists for staff Reading/reference Networks within university, other universities and research bodies Contributions to program by specialists
3.4 Sequence of courses studied and teaching and learning activities are designed to foster cumulative achievement of learning outcomes as the student progresses toward achievement of professional level knowledge and skills in OHS practice. The sequence of course studies should clearly describe a ‘learning journey’ for the student which both teaching staff and students should be able to enunciate. Program documentation Information to potential students Student feedback 3.5 There is adequate opportunity and facilities for student: staff and student peer-interaction to enable the development of skills, knowledge and understanding required of an effective entry-level OHS professional, irrespective of the mode of delivery and location of student. Interaction is critical for exploring and constructing understanding as part of effective learning. students from with peers as well as with academic staff. The nature of professional practice requires collaborative work and it is expected that this requirement will be reflected in the teaching and learning environment. Course guides Schedule of lecture/practical/tutorials/chat sessions Assessment activities Student surveys Examples of on-line and face to face interactions (e.g. ‘lectopia’ recordings recorded chat/tutorial sessions) 3.2 Staffing 3.6 Academic staffing profile provides the underpinning knowledge, level of academic oversight and teaching capacity to lead students in the intellectual enquiry expected of the learning outcomes for the program and for each course. A number of strategies may be applied to ensure required breadth and depth of OHS and other knowledge and skills of academic staff. Where project work is a requirement of the program, the number of academic staff and their range of skills and experience should be sufficient to ensure adequate student supervision and assessment. Where the OHS teaching group is small, documented contingency strategies are required describing arrangements for ongoing availability of required academic staff to ensure viability of program. Staffing policy CVs of teaching staff including academic and sessional Workplans 3.7 Staff receive induction and professional development to enable them to be an integral part of the education process. This criterion is specifically about the induction of staff to the approach to teaching and learning for the school and the program including principles and details of assessment. (While the standard university-wide Induction modules Induction records Refresher/update training modules
are expected to maintain scholarship in their OHS-related field. contribution to ‘scholarship’ through publication or conference presentation. Support in undertaking research is important such that pressure to research does not negatively impact on teaching activities. Published papers Conference presentations 4.2 Research training 4.2 Teaching program and learning outcomes address research principles and methodology appropriate to OHS in the workplace and the AQF of the qualification. OHS professionals should gain skills in undertaking workplace-based research. These skills are generally gained through research-based project work during their education. The training in research skills should reflect the breadth of research skills and issues related to insider research required for effective research. Course outlines Assessment activities 5 Institutional quality assurance 5.1 Course approval and accreditation 5.2 Academic and research integrity 5.1 Validity and reliability of assessment modes can be demonstrated. Validity of assessment is about whether the assessment activity reasonably assesses achievement against the learning outcomes. Reliability is about how consistency between different assessors is achieved. This may be within a course or perhaps across different courses and assessors. Policy statement on inter-rater reliability and moderation Evidence of moderation in assessment Marking rubrics Mapping matrices 5.2 Integrity of assessment can be demonstrated taking account of the mode of delivery of learning and assessment. The key issue here is whether there is a validation process to confirm who has actually completed the assessment activity. This is especially important where there is no/little on-campus component. Assessment policy Course outlines Examination arrangements 5.3 Monitoring, review and improvement 5.3 Programs are subject to periodic comprehensive review which includes the program overall as well as individual courses. The review addresses learning While requirements for regular review are likely to be addressed in institutional assurance policies there must be evidence that reviews have actually occurred and outcomes actioned. Policy document Program documentation Records of reviews
outcomes, methods of assessment as well as staffing. 5.4 Review is informed by developments in OHS and education, identified to the program, student achievement data, student and staff feedback, changing needs of students, developments in OHS and in education. Effective reviews should be informed by information from a broad range of sources both inside and outside the university. Review documentation Member list of Program Advisory Committee and sample minutes with attendees included Student surveys 5.5 Review process includes input by past and present students. 5.6 Regular course review includes evidence of response to student feedback and lecturer reflection on the delivery of the individual courses. Collated student surveys/feedback sheets 5.7 Formal processes and structures are in place for regular oversight and input by OHS professionals and industry. Such arrangements should be designed so that the industry and professional advisors have some familiarity with the program and their input is timed to inform university approval processes. Formal arrangements will usually include a course advisory committee which should include external industry and professional representatives. Review documentation Member list of Program Advisory Committee and sample minutes with attendees included CVs of OHS professional and industry representatives on course advisory committee 5.4 Delivery with other parties 5.8 Where work placements are part of the program documented policies and procedures ensure student safety, quality of student experience and contribution to student learning outcomes. work-placements occur they should be formally structured with clear learning outcomes and specific activities reflecting the learning outcomes and defined supervision arrangements. Course outlines Work-placement policy Work-placement/third party agreement Feedback forms from student and workplace supervisors 6 Governance and accountability 6.1 Corporate governance