Innovative curriculum approaches facilitate transformative student learning experiences

Future-focused university educators intentionally use evidence-informed curriculum design and assessment-for-learning strategies to facilitate active and authentic student learning in their courses and programs. Working collaboratively, teams of colleagues create and implement dynamic and coherently sequenced curriculum approaches that value authentic assessment, pedagogically informed technology enhanced learning and educational experiences that enable students to adopt deep learning approaches, develop discipline-based capabilities and strengthen their professional identity.

Course design and development

Learning analytics

Course Analytics@Griffith

Course Analytics@Griffith is one application of learning analytics and is available to Course Convenors and authorised teaching staff on an opt-in basis. Course Analytics can help inform some of the questions you may have about your course, such as how students are engaging with the activities in your course and the changes in your course design that are suggested by the data.

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External peer review

IRU Academic Calibration Process

The Academic Calibration Process (ACP) is a process of external, discipline-led academic peer review that is undertaken in collaboration with other Innovative Research Universities (IRU). The process offers you the opportunity to engage in a collegial and constructive process that can improve learning and teaching quality.

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Peer-based professional learning

Peer Assisted Course Enhancement Scheme

The Peer Assisted Course Enhancement Scheme is a developmental and confidential process in which two or more colleagues collaborate throughout the Trimester to reinvigorate and enhance the quality of a course. There are opportunities for you to participate in PACES as a mentor or mentee.

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Professional learning workshops

Curriculum Design for Learning

The Curriculum Design for Learning Program consists of a series of four core professional learning experiences designed to build key capabilities of staff who are interested in developing their curriculum and assessment practices, and is a pathway to HEA Associate Fellow (AFHEA).

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Course learning outcomes builder

An easy to use, interactive tool to support you in writing learning outcomes that are clear and measurable

Explore curriculum development

Access curriculum design and development resources and professional learning opportunities, and see how your colleagues are designing and developing their curriculum at Griffith. Choose from the tags listed below or visit ExLNT (Explore Learning and Teaching) for more.

Employability in the curriculum

ePortfolios at Griffith

ePortfolios enable students to collect, curate and communicate their achievements, reflections, personal capabilities and professional skills to prospective employers. Griffith uses PebblePad as our ePortfolio platform and Personal Learning Environment. All students and staff have access to the platform.

PebblePad support PebblePad workshops

Graduate Attributes

Graduate Attributes represent the broad qualities that are necessary for students to contribute meaningfully to their communities. These attributes are underpinned by a range of transferable skills that employers look for when recruiting. See how your colleagues have implemented learning activities and assessment strategies into their courses and programs to develop these transferable skills.

The Griffith Graduate

Internships for students

Community Internship is a 10CP free choice service learning elective course that enables students to volunteer with a community organisation. This experience helps students make sense of their academic learning and develop an understanding of how they can contribute to their communities.

Learning and teaching technology

Find out more about some of the tools currently available to support technology enhanced teaching and learning at Griffith