Models of Engagement and Assessment Practices (MEA)

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.

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.

What MEA means for students

Clear expectations about how their course is delivered from day one
More consistent learning and assessment experiences across courses
Models that reflect how and where they study
Stronger assessment integrity and confidence in learning outcomes

What MEA means for staff

Clear guidance on course design and delivery
Reduced duplication and complexity over time
A staged and supported transition, with access to tools, templates and workshops
Greater capacity to focus on impactful teaching, research, innovation and industry engagement

Initiative timeline

2025

Completed

Design, consultation, Pathfinder testing, roadshows, governance setup.

2026

In progress

Faculty selection of a model per course, guidance for faculty model decisions, support and planning tools.

2027

Early transitions

Course transitions commence, refinement.

2028-29

Full rollout

University-wide implementation, program-level assessment assurance.

Models of Engagement: Key characteristics

The characteristics outlined below reflect Version 5 of the Models of Engagement, representing the most current iteration of the models.

Model	Key features	Staff role	Student impact
Fully Online	100% online, flexible	Prepare online learning, tech readiness	Independent learning, flexible schedule
In-Person Immersive	Campus-based, cohort learning	Facilitate immersive experience	Hands-on, collaborative
Combined	Mix online & campus	Ensure blended coordination	Flexible with some face-to-face

Key characteristics

How DLT is supporting MEA implementation

As MEA moves from design into preparation for implementation, DLT’s focus in 2026 is on building readiness across faculties and supporting teaching teams through a staged, guided transition. This work is designed to provide clarity, reduce complexity and ensure courses are well-positioned to deliver high-quality student experiences.

In 2026, DLT will focus on:

Establishing clear governance and support structures

To guide course transitions and ensure decisions are transparent, consistent and well supported.

Providing faculty leaders with clear guidance and evidence

To support decisions about the most appropriate model of engagement for each course.

Developing practical tools, templates and planning resources

To support course alignment and reduce duplication and administrative burden.

Engaging teaching teams through targeted workshops, briefings and consultation sessions

Creating space for dialogue, questions and shared problem-solving.

Providing regular, clear updates on progress and next steps

So staff always know what is happening and what is coming next.

Strengthening assessment integrity and program-level assurance

Including building supervised assessment capability and supporting assessment design that remains authentic and secure in an AI-rich environment.

Stay connected

We publish a quarterly MEA update to share progress, key milestones and what’s coming next. You can find previous updates below. If you don’t currently receive these emails and would like to, please contact us at MEA@csu.edu.au

2025 Quarter 4 MEA Update

This update marks a significant milestone for MEA, including ELT endorsement of the proposal and the shift from design into preparation for implementation. It outlines what this means for staff and students, key priorities for 2026, and how the work will progress toward early course transitions from 2027.

Full update

2025 Quarter 3 MEA Update

This update highlights strong progress across the MEA initiative, including extensive staff engagement through roadshows and CAEN workshops, early testing of the models through Pathfinder courses, and continued development of the MEA business case. It also outlines the growing focus on AI in assessment and what’s coming next as the models move toward refinement and broader consultation.

Full update

Message from our project sponsor HIDDEN

The Models of Engagement and Assessment Practices initiative (MEA) will Professor Janelle Wheat Pro Vice-Chancellor Learning and Teaching strengthen the way we design and deliver courses across the university by putting our Education Strategy Vision 2030 into action. MEA provides a structured way to reflect on what works, make thoughtful choices about how we deliver our courses and ensure our models of study are sustainable, scalable and student-centered.

Importantly, MEA will support a more consistent and predictable student experience. In the past, changes to study engagement modes mid-course have created uncertainty and disruption for students. MEA addresses this by helping course teams define and clearly communicate the intended mode of engagement from the outset. This allows students to make informed decisions during course selection and ensures they can engage with their studies in a way that suits their needs.

What makes this work powerful is how we realise it together through the decisions we make in course teams, the conversations we have about good practice and our shared commitment to creating engaging, purposeful learning experiences for our students.

This is not about starting over or rebranding our courses. It’s about bringing greater clarity and coherence to what we already do well and supporting staff to continue delivering meaningful learning experiences across a range of study modes.

Thank you to the many staff who are contributing to this work. Your insight, experience and willingness to collaborate are essential to its success. I look forward to seeing the positive impact of this initiative as we strengthen our approach to course design and contribute to an outstanding learning experience for all students.

Professor Janelle Wheat
Pro Vice-Chancellor Learning & Teaching
Charles Sturt University

HIDDEN

What are we working on in Q4 2025?

As we reach the end of 2025, the MEA initiative has entered an exciting new phase. Much of the groundwork has now been laid, and our focus is shifting from design to preparing for implementation in 2026.

Throughout this year, staff have contributed to shaping MEA through a wide range of engagements including workshops, roadshows and course-level collaborations. This collective effort has brought the models to life - defining how we can design and deliver courses that are clear in purpose, consistent in structure, and aligned with the diverse ways our students learn.

In recent months, we’ve been working closely with Pathfinder course teams across all faculties to explore how each model can be applied in practice. These partnerships have generated rich case studies that highlight both the opportunities and the practical considerations of moving to new models of engagement. Their insights are directly informing our next steps and will continue to shape the tools and supports we develop for 2026.

We are also finalising the MEA Proposal, which brings together all this work - the models, data analysis, student personas, feedback and real-world examples - into a single strategic document. This proposal outlines the value and vision for MEA and will guide how we move forward into 2026 and beyond.

As we wrap up the year, we will also reconnect with staff through end of year engagements to share where we’re up to, what’s next, and to continue building collective understanding ahead of implementation. Watch this space!

Looking ahead to 2026
Next year marks the beginning of the implementation phase for MEA. Our focus will shift to supporting faculties and schools as they begin to plan for the models within their own course contexts. We’ll be developing practical resources, tools and professional learning opportunities to help staff bring the models to life in ways that enhance our student experience.

It’s been a huge year of collaboration, creativity and co-design - laying strong foundations for what comes next! Thank you to everyone who has contributed to shaping MEA so far. We look forward to continuing this work together in 2026.

Why are we introducing Models of Engagement? (HIDDEN)

MEA Benefits

Improved course clarity for students – Consistent, course-level information on engagement expectations will empower students to make clear and informed study choices, fostering deeper engagement, participation, connection and learning outcomes.

Enable flexible and inclusive learning pathways – Students will have access to clearly defined Models of Engagement (Fully Online, In-Person Immersive and Combined), ensuring diverse student needs and schedules are met.

Focus on impactful teaching – With a clearer and more streamlined approach to course delivery, teaching staff will have greater opportunity to focus on their impactful teaching rather than managing multiple, overlapping delivery modes.

Deliver future-ready graduate capabilities – Pedagogically aligned models will provide students with meaningful, structured learning experiences that reflect contemporary professional environments, enhancing job readiness.

Establish a purposeful, scalable and sustainable course portfolio - The strategic transition of courses will improve the vibrancy and purpose of our physical campuses and online environment by aligning resources clearly with defined engagement models.

Improved assessment and feedback for student success – Introduction of programmatic assessment principles and staged assessments will further enhance the quality and reliability of assessment and feedback.

Stronger collaboration across the University – Co-designing the models with faculty, schools and broader stakeholders will foster shared expertise, creating an innovative and aligned approach to teaching, learning and assessment.

Continuous improvement through policy and infrastructure evolution – A structured feedback loop will ensure ongoing refinement of academic policies, learning models and infrastructure to support evolving student and staff needs.

Questions or feedback?

Please get in touch if you have any additional questions or feedback about the initiative.