A guide to our professional development and teaching resources:
Not sure where to find professional development and teaching resources? Click onto the topics below which are listed alphabetically or use the search function with your key words. The accordion will expand to provide you with quick solutions and then lead you to further resources as needed. You will then have access to our website, the CSU WIKI and other important information.
Having academic integrity means doing the right thing, and is important because it provides value to the academic work being undertaken. It means upholding the academic honesty policies set forth by the University. This requires students doing their own work, thereby promoting trust and confidence in the academic activities completed by the student.
The CSU WIKI has information including videos and examples of how to support students.
The Academic Integrity Course at CSU prepares students by ensuring that they observe and maintaining ethical standards in their academic and professional work.
Designing quality assessment tasks involves multiple considerations if it is to be fit for purpose. CSU uses criterion-referenced standards-based assessment (CRSBA). This means students' achievements are assessed against pre-defined criteria and standards of performance.
This 5 minute video will provide you with an overview of how to develop assessments.
What is ASSIST?
Assessment Scheduling and Student Interactive Support Tool (ASSIST previously known as EASE) is used by selected subjects at CSU to enable flexible assessment due dates for the student and provides dashboard and reporting capabilities to help support online students. ASSIST consists of two major functions;
Here are some FAQ’s for Academics and Online Study Advisors (OSA’s)
Excellence in teaching at Charles Sturt University is recognised and celebrated through Awards, Grants and Fellowships at the University, National and International levels. You can find resources within the Awards, Grants and Fellowships webpage. Begin exploring pathways towards recognition of individual and team teaching excellence and Learning and Teaching grants that can assist you in the development new pedagogical research, and international recognition of teaching experience and expertise through Advance Higher Education Fellowships.
Further information can be found on:
Teaching Awards, including Australian Awards for University Teaching.
Learning and Teaching Grants
Advance Higher Education (formerly HEA) Fellowships
Benchmarking is the process of undertaking a comprehensive review of all accredited courses of study. All higher education institutions are required under the Higher Education Standards Framework (2015) to ensure that their courses are reviewed at least every seven years.
Further information is available about Peer Review of Assessment through External Referencing.
The TEQSA Guidance Note on Benchmarking outlines the characteristics of benchmarking in higher education.
Constructive alignment requires the subject coordinator to align their Learning Outcomes, with the Assessments and Teaching Activities that will help their students achieve them.
This 2 minute video will help you understand the concepts.
Further information can be found here:
Contract cheating refers to when a third party completes work for a student who then submits it to an education provider as their own. It is distinct from collusion, as the student contracts the third party to provide the assessment, usually a company or individual using a website to promote themselves and receive orders.
The CSU WIKI has further information including videos and examples of how to support students.Further information can be found here:
Course design is a collaborative process which enables Course Directors and course teams to review, design and develop undergraduate and postgraduate curricula.
Watch why course review, design and development is important at CSU: Video
Before you begin your course review, take a look at the new Course Design Professional Learning web page which guides you through each step of the Course Design Process. The pages include FAQs on the Course Design Process, Step-by-Step Instructions on using CourseSpace and links to further Professional Learning on course design from across the university.
Further information can be found in the: Course review, design and development policy
You may also be interested in finding about CourseSpace. CourseSpace is the bespoke software that supports course teams to engage in course review, design and development. It provides evidence of alignment of the components of the course to meet TEQSA and industry accreditation standards.
E-Assessment focuses on digital technologies that present new possibilities for the ways in which students undertake and submit assessment tasks, as well as, the way in which feedback is provided. The following examples are strategies that you could use:
This 5 minute video looks at authentic learning assessments.
You may also like to look at the CSU WIKI for more tips!
Flexible and Adaptive Learning is required in meeting the needs of autonomous learners. Contemporary online learning students require learning experiences that are designed for high engagement but are flexible and adaptive. Adaptivity in learning design, online teaching and student support has been made possible by technologies that provide data on learners’ knowledge, perceptions and study behaviour. In addition, flexibility in the timing and mode of engagement with teachers, peers and learning content, can promote agile and personalised learning experiences.
You may like to look at some of the strategies and examples to support your own teaching practice:
Grade Centre is the tool for recording and managing your students' marks for assessments and their final grades. This video provides an introduction to Grade Centre.
Take a look at the Top five things you need to do in Grade Centre.
Further information can be found in here:
Grade Centre Policy
The Graduate Certificate in Learning and Teaching in Higher Education provides you with contemporary knowledge and skills to strengthen your learning and teaching practice. The first subject in the course EEL 516 Foundations of Learning and Teaching is a probation requirement for staff who are new to CSU and /or new to university teaching.
The course is aligned with Advance Higher Education (AHE, formerly HEA) UK Professional Standards Framework (UKPSF) and will enable you to prepare an application for Associate Fellow and Fellow Awards.
Who can participate?
If the Graduate Certificate in Learning and Teaching is a probationary requirement for you, take a look at our frequently asked questions.
More details about the Academic Staff Probation Policy, Procedures and Guidelines. Your supervisor will also have more information about your probation requirements.
Graduate Learning Outcomes or what we commonly refer to as the GLO’s are a set of common learning outcomes (nine in total). These have been created to help our students meet a number of standards such as the Australian Qualifications Framework so that they are able to succeed in life and work after their study. The following information can assist you and your course teams with alignment between standards, course and subject outcomes, and assessment.
This 2 minute video provides an overview of why GLO’s are important for our students.
Further information can be found at the GLO Support ThinkspaceAs well as:
The Indigenous Cultural Competency Program (ICCP) responds to a series of strategic priorities at CSU where we aim to improve the education and lives for Indigenous Australians.
Here is a video introduction to the website.
There are some significant issues which need to be considered when incorporating Indigenous content within undergraduate programs. Getting Started will help you find out how.
You may also like to further information on:
Cultural Competence Pedagogical Framework
Indigenous Australian Content in Courses Policy (2016-20)
Academic Governance of the Incorporation of Indigenous Australian content
The IES and the IES collection in DOMS
Interact2, is the integrated web-based learning environment at CSU. Interact2 brings together a range of technologies that support learning, teaching and collaboration across the university.
It will show you how to access, personal settings, browser support and accessibility. It will also help find your way around the site and show you how to use tools to communicate. If you’re looking for answers to your questions about using I2,
Interactive resources are high quality rich media learning resources that can support your teaching. They can help to provide visual examples of practice and contextualise the broader learning experience.
Here is a video that tells you more about these resources.
The iTeach site is for staff who want to share their stories of learning and teaching. It links to current case studies and is space where staff can connect with each other about their passions in relation to learning and teaching.
There is help available to assist you with capturing and analysing a variety of data that can support students and teachers. Learning Analytics is associated with analysing student interactions with online learning systems, like CSU's Interact2. Using your additional educational data would also enable you to adapt your practice to become a more effective teacher.
Learn more about Learning Analytics at CSU
Learn more about applying Learning Analytics in learning and teaching
Further information can be found on the: CSU WIKI
CSU's innovative and flexible learning spaces include on-campus, as well as, extending beyond the campus to a connected online/off campus life. Learning and teaching (Pedagogy) has influenced the design and implementation of CSU's learning spaces, while at the same time ensuring that connected classrooms extend beyond the campus and provide flexible learning life for on-campus and online students.
There are a range of technology tools which can help you engage students and provide learning and teaching resources.
The Technologies Unit can provide you with help to produce innovative, interactive and engaging, online and mobile enabled, learning and teaching resources.
You can also find case studies that demonstrate how staff have used these technologies to help them teach.
Further information can be found in the:
Educational Technologies Policy
Moderation is a process for checking and reviewing our assessment processes to ensure the quality of our learning, teaching and assessment. It's about making sure our assessment practices are valid, reliable, fair and consistent, not only for students but also staff and external stakeholders.
Find help in the User Guide for the Online Moderation System.
Further information can be found in the: Moderation Policy.
Quality assurance at CSU is a process that is undertaken on subject outlines and on examinations and tests, among other things. The brief overview on this page seeks to define aspects of quality in each of these two main areas. More comprehensive information is available from Subject Outlines Help.
This course uses a contemporary approach to university teaching as it is an open access, self-paced course that provides key introductory learning and teaching concepts, as well as, strategies for those who are in their first few years of university teaching.
The course is comprised of 11 expert-developed modules, and several specialty modules and resources. Check out the attached flyer for more information: https://www.smore.com/fachr
It is open to all staff, especially those in a teaching role or educational support role. The MOOC has been mapped to the Graduate Certificate in Learning and Teaching in Higher Education, and completion of the MOOC Modules, as well as, submission of the assessment task from EEL516, will provide you with some credit and a pathway into the Grad Cert.
The Online Learning Model consists of 7 elements designed to increase student engagement, retention and overall satisfaction.
If you are involved in reviewing a course or subject, you may find the Online Learning Model (OLM) useful, especially as a way in which to view your learning design, and explore new opportunities.
This Video gives you more information on how you can utilize the OLM that best suits your needs.
Open Education is the adoption of practices which support the (re)use and production of open education resources (OER) through institutional policies, promote innovative pedagogical models, and respect and empower learners as co ‐producers on their lifelong learning path. (The Open Educational Quality Initiative (OPAL) Report, Beyond OER: Shifting Focus to Open Educational Practice, 2011, p.12).
Open education is the umbrella term that covers everything we're doing with openness as a lever to try to expand access to educational opportunity to the entire world.
Further information can be found at:
Peer review of educational practice is an umbrella term that refers to the use of a variety of tools and strategies that focus on providing feedback to those involved in educational practice. This can be undertaken in two ways:
Formative Peer Review is aimed at improving the quality of learning and teaching, course design and delivery, and the student experience. Teaching Practice Review
Summative Peer Review can provide evidence of good educational practice for the benefit of staff seeking acknowledgment of their achievements for promotion. Peer Review for Promotion
You may also be interested in developing a Teaching Portfolio
For further information contact: firstname.lastname@example.org
How to create a rubric and develop marking criteria
Writing and developing rubrics can be undertaken in several ways. Rubrics, if designed well and drafted with care, can be the tool to help limit assignment or assessment confusion. Rubrics can do more than just outline a set of assignment expectations. They set the goals for the assignment, guide students and keep them on task by linking the assignment and learning outcomes to the Subject, thereby providing effective and timely feedback. Here you can find some example rubrics.
There is also some information on how to develop marking criteria.
If you need to create rubrics in your I2 site here is a link to the:
Finally, if you would like some assistance with how to write exams and multiple choice questions:
The DLT Website provides some examples that can help you.
HERDSA (Higher Education Research and Development Society of Australasia) has developed a series of modules to build capacity in the Scholarship of Teaching and Learning (SoTL). Further information on the Scholarship of Teaching and Learning modules is available on the DLT website.
However, the Division of Learning and Teaching are also offering in-house workshops with the intended outcome of producing a scholarly publication. The publication may be in the form of a conference presentation, poster, conference manuscript or journal article. In addition, these workshops also aim, to encourage the exploration of teaching practice and ways in which, scholarly activity can add value to the student learning experience.
If you are interested in the workshops you can Login to the HERDSA website www.herdsasotl.org.au by using the LOGIN button on the front page and enter these details:
SOTL@csu.edu.au as your email login and Sotl2018module# as the password. Please do not change the password!
If you are new or a sessional staff member this information will be helpful for you!
The Division of Learning and Teaching (DLT) has information that can assist you during the session, to support your ongoing professional development as a sessional teacher and staff member.
Take a look at our welcome Video from Andy Vann the Vice Chancellor.
There is also additional information that may help you:
Quick Links for Sessional Staff
The Subject Outlines represent the critical contract between CSU and your students. It's where we set out expectations for what they will learn, how we plan to help them learn, and what they will need to do the evidence that they have met those learning expectations.
Further information can be found in the:
Subject Outlines Policy
Teacher presence whether it is face to face or online, teacher presence improves student confidence and helps to build a supportive learning relationship. Regular online communication can increase student awareness with regards to the support and availability of the teacher. Thereby, assisting the students expectations around learning activities and assessment. There are a number of resources available that can assist you. We have example strategies and case studies that you may want to explore. Take a look at the following pages/sites:
Think Pieces provides an opportunity for an ongoing, open dialogue about how some of the CSU community are thinking about the challenges and opportunities in Learning and Teaching.
The project was established in 2013 and has covered a number of themes. These think pieces can be tracked down in Yammer (www.yammer.com) by searching for the word "pieces 2018".
Each think piece is no more than 5-6 minutes and provides some provoking thoughts around current themes. Here is an example of one, watch this 8 minute Video.
You can take a look back at the Think Pieces that have been offered over the past couple of years!
The u!magine website is a think-tank for educational innovation, a catalyst for new scholarship in online learning and a laboratory experimenting in new educational paradigms and technologies.
A wiki Web site operates on a principle of collaborative trust. The simplest wiki programs allow users to create and edit content. The best known example of a wiki Web site is Wikipedia. The CSU WIKI is a community space where all three of our facilities and DLT have collaborated to provide learning and teaching information that support staff.
This video provides a brief overview of the CSU WIKI
At CSU we are committed to prepare graduates for the future world of life and work. We use workplace learning (WPL) as a powerful learning and teaching strategy to help students become future professionals and enhance their employability skills and practice capabilities.
There are also a number of documents that inform a good WPL program: