Clear expectations. High-quality learning. Consistent experiences, wherever students study.
At Charles Sturt University, we want every student to know what to expect from their course – how learning is delivered, how they will engage and how assessment supports their success. MEA is about bringing greater clarity, consistency and quality to the student experience, while supporting academics to focus on high-value teaching.
Most of our students study while working, managing care responsibilities, or living in regional and remote communities. MEA ensures these students know exactly what to expect, so they can study in a way that works for their lives.
MEA is a key initiative in Charles Sturt University’s 2026–28 Strategic Plan. It provides a structured, University-wide approach to designing and delivering courses that strengthens student experience, teaching quality and operational sustainability. With MEA, courses will align to one of three defined Models of Engagement. These models give students consistent expectations about how their course is delivered, how they engage in learning and how assessment supports their progress, no matter where or how they study with us.
The characteristics outlined below reflect Version 7 of the Models of Engagement. These models will continue to be refined as course transitions progress and insights are gained through implementation.
| Model | Key features | Staff role | Student impact |
|---|---|---|---|
| Online | 100% online, flexible | Prepare online learning, tech readiness | Independent learning, flexible schedule |
| On-Campus | Campus-based, cohort learning | Facilitate immersive experience | Hands-on, collaborative |
| Mixed | Mix online & campus | Ensure blended coordination | Flexible with some face-to-face |
MEA is the most significant curriculum transformation Charles Sturt University has undertaken in a generation. Faculty leadership is driving change within their schools, supported by the Division of Learning and Teaching's strategic coordination and expertise.
Every faculty is leading the development of detailed course transitions across 192 courses. DLT provides educational design expertise, evidence, and coordinated support to help faculties shape their own transition pathways.
Across 2026, DLT is delivering comprehensive professional development in course design, supervised assessment practices, and transition planning to ensure teaching staff in every faculty are confident and supported through every stage of change.
DLT has developed bespoke transition tools, dashboards, and governance processes to support faculty-led implementation at scale. Strategic Project Officers are embedded with each faculty, working alongside academic and administrative leadership to provide ongoing support and track progress.
Supervised assessment is being embedded alongside model transitions, creating a coherent curriculum experience for students and staff. Faculties are leading how this integration works within their discipline contexts.
Get in touch if you have any additional questions or feedback about the initiative.