The student is at the centre of our approach to designing learning and teaching at CSU. We design learning experiences that meet the needs of both our students and the current and future workforce.
Course design is an essential component of Charles Sturt’s Education Framework.
The course design process supports our strategy for learning and the student experience. It's aligned to rich learning engagement that incorporates:
The Charles Sturt Curriculum Model provides the practical ‘how-to’ for professional and academic teams to design, deliver and support exceptional learning experiences. The model addresses our student needs and strategic initiatives represented in a Charles Sturt curriculum and identifies key areas of focus for development as areas of excellence. It includes:
Learn more about the Charles Sturt Curriculum model
Our new Curriculum Design, Accreditation and Publication (CDAP) system replaces previous systems such as CASIMS. It will enhance learner engagement by providing:
Learn more about CDAP staff resources
Learn more about the CDAP Project
Curriculum architectures are the structural elements that underpin and define curriculum components. Our Curriculum Architecture Principles (CAPs) are an element of the curriculum model in the Education Framework. Applying these principles ensure courses align to our strategic objectives and regulatory requirements. They also guide effective course design and governance and support academic quality.
Learn more about the Curriculum Architecture Principles
The Graduate Learning Outcomes are a set of expected learning outcomes. These assist course teams in aligning standards, course & subject outcomes, and assessment.
Learn more about the Graduate Learning Outcomes
We draw on various pedagogical approaches when designing and teaching our subjects and courses. We emphasise learning experiences that actively involve students and encourage them to develop and apply their knowledge to real-world problems.
We use pedagogical approaches that encourage students to both 'say' and 'do' what they have learned. These may include:
These approaches encourage students to actively create and apply their knowledge, instead of passively receiving information, and better prepare our students for their future professional careers.
As online education leaders, we understand that students often choose online learning because it offers a flexible approach to education. Our online and blended subjects are underpinned by:
Where appropriate, we also draw on specific pedagogical approaches that acknowledge indigenous ways of knowing and teaching.