Griffith University

Student engagement in the first year depends on pre-entry factors, as well as contextual factors such as student expectations and aspirations, disciplinary context and class size.

Good Practice Guide: Enhancing Student Engagement in the First Year (PDF 278k)

An evaluation program should help you to research and document how well your teaching enables your particular students to learn, in your particular context.

Good Practice Guide: Designing Evaluation for Improving Teaching and Student Learning (PDF 271k)

It is important for academics at all stages of their career to document their teaching development and achievements for such purpoases as performance review meetings and promotion.

Good Practice Guide: Documenting Evidence of Good Teaching Practice (PDF 275k)

The scholarship of learning and teaching involves research into how your students learn and how best to enhance learning through effective teaching.

Good Practice Guide: Scholarship of Learning and Teaching (PDF 336k)

Peer review is a valuable source of information that can work in conjunction with feedback from students and personal reflection to provide evidence about the effectiveness or otherwise of teaching.

Good Practice Guide: Peer Review of Teaching (PDF 333k)

The defining characteristic of blended learning at Griffith is that ICT's are used to enrich the quality of student learning through interactive learning activities beyond those attainable through face-to-face classroom interactions.

Good Practice Guide: Blended Learning at Griffith (PDF 271k)

Internationalisation is core to the values of Griffith University, which recognises the importance of preparing its students as global citizens.

Good Practice Guide: Internationalising the Curriculum (PDF 275k)

Public scholarship has been defined as the engagement of students in authentic and meaningful learning experiences that integrate research, teaching/learning and community engagement.

Good Practice Guide: Public Scholarship (PDF 282k) 

The intention of research-based learning is that university academics make positive moves to help students build strong intellectual and practical connections between research frontiers and the students' own learning.

Good Practice Guide: Research-Based Learning (PDF 277k)

Large classes carry the added responsibility of supporting first year students through the transition to university, while also introducing them to learning in the university context.

Good Practice Guide: Teaching Large Classes (PDF 271k)

Work-integrated learning (WIL) is learning that results from an integration of workplace experience and disciplinary knowledge and practice.

Good Practice Guide: Work Integrated Learning (WIL) (PDF 271k)

Developing effective assessment for your course or program involves several steps, including planning how to assess, writing good quality items, using sound marking practices, and reviewing the assessment data.

Good Practice Guide: Developing Effective Assessment (PDF 277k)

Writing Good Assessment Items – principles and strategies for success (PDF 24k)

Assessment of Group Tasks (PDF 43k)

Developing Effective Feedback for Learning (PDF 279k)

Academic Integrity means academic honesty and implies that students and teachers

Good Practice Guide: Issues of Academic Integrity (PDF 281k)