Developing the curriculum
- Academic integrity
- Griffith University is committed to defending the academic credibility and reputation of the institution and its awards and seeks to promote a supportive culture that values ethical conduct and the core values of academic integrity.
The public Academic Integrity website points to key policies, definitions and support for implementation of the University's chosen strategies.
Griffith staff and students will find more detailed information about academic integrity and the processes for managing it in the Griffith portal.
- Assessment
- Good assessment practices need consistent principles and a strong policy base, and professional development for staff to design and implement effective assessment of student learning in the wide range of learning environments across the disciplines. Griffith offers students support to help them cope with different types of assessment items, think analytically and critically about what is required, and demonstrate the skills and knowledge being tested.
- Blended learning
- Blended learning combines the best use of information and communication technologies with the best features of face-to-face interaction in order to enrich student learning. There are many approaches and practices already in place at Griffith in relation to blended learning, and support for academic staff as they seek to achieve best practice in the integration of information and communication technologies in the curriculum.
- Curriculum design
- High-quality courses and teaching depend on good curriculum design, which ensures that all the different components of the curriculum are aligned and reinforce one another. This applies to programs and individual courses, so that courses and their assessment are aligned in the program, and satisfy requirements of professional bodies. Curriculum design is important during development, evaluation and review of courses and programs to allow students to learn actively and successfully.
- Distinctive learning experience
- Griffith students will be better prepared for graduate employment through the distinctive learning experiences that our programs create. In particular, programs will incorporate internationalisation of the curriculum, research-based learning opportunities and work placements that create learning situations integrating academic theory with work practices. Together these experiences give expression to the concept of public scholarship, which facilitates knowledge exchange with industry, professional and government bodies, and with communities at local, national and international levels. For the student, these distinctive experiences mean that we instil the attributes of the Griffith Graduate (see Graduate skills and student outcomes).
- Evaluation
- Griffith???s evaluation framework incorporates annual program monitoring; student evaluation of teaching and of courses. The Principles for the Griffith Framework constitute the minimum standards required by the University, and include a focus on those factors in the University context that affect the quality of teaching and learning (such as University facilities, educational resources, campus climates, student interaction with University administration).
- Graduate skills and student outcomes
- The University's policies, its academic staff, programs and courses actively promote the development of graduate skills and attributes, which impact on student success and employability. A number of Graduate Skills Toolkits assist staff with strategies for developing and assessing a range of graduate skills.
- Student support
- Griffith has a high level of awareness of student engagement and retention across the institution. The key challenges now lie in coordinated and sustained practices across the student lifecycle that will improve the student experience. These include orientation, transition and mentoring activities.
- Teaching scholarship
- The scholarship of teaching aims to improve student learning through research activities. It includes the reflection on and analysis of pedagogies, curricula, learning environments and learning resources and, through scholarly means of communication, the sharing of evidence and knowledge with the wider academic community.