How do you work with your academic to continuously improve Performance conversations (process) An overview of the faculty’s approach to working their teaching skills when utilising technology based modes of together/ learning from each delivery? How do you support your teaching staff to maintain their currency as OHS professionals? Please provide current CVs for your teaching staff. Sessional staff 3.8 Are new sessional provided with mentors or peer-coaches? If NO, Overview document Links to website what other forms of support do you provide to them? Links to resources provided Are sessional staff expected to develop the content for the courses Planning documents they teach? How do you ensure that there is no overlap and that such Meeting minutes units integrate seamlessly into your program? OHS professional 3.9 Describe how and when you involve practicing OHS professionals in in Description Relevant planning documents practice the delivery of your program. Course schedules Research 4.2 In which courses are students provided with the research principles Reference to the courses/units/topics (outlines have already been provided) principles and and methodology appropriate to OHS in the workplace and the AQF An overview document methodology level of the qualification addressed? Are both qualitative and quantitative methods addressed? Are students equipped to be a of research as well as to ‘consumer’ undertake basic research in the workplace? Section 3: Continuous improvement Accreditation Area of focus Specific questions to address Evidence may include Criteria
How do you work with your academic to continuously improve their teaching skills when utilising technology based modes of delivery? How do you support your teaching staff to maintain their currency as OHS professionals? Please provide current CVs for your teaching staff. Performance conversations (process) An overview of the faculty’s approach to working together/ learning from each Sessional staff 3.8 Are new sessional provided with mentors or peer-coaches? If NO, what other forms of support do you provide to them? Are sessional staff expected to develop the content for the courses they teach? How do you ensure that there is no overlap and that such units integrate seamlessly into your program? Overview document Links to website Links to resources provided Planning documents Meeting minutes OHS professional practice 3.9 Describe how and when you involve practicing OHS professionals in in the delivery of your program. Description Relevant planning documents Course schedules Research principles and methodology 4.2 In which courses are students provided with the research principles and methodology appropriate to OHS in the workplace and the AQF level of the qualification addressed? Are both qualitative and quantitative methods addressed? Are students equipped to be a ‘consumer’ of research as well as to undertake basic research in the workplace? Reference to the courses/units/topics (outlines have already been provided) An overview document Section 3: Continuous improvement Area of focus Accreditation Criteria Specific questions to address Evidence may include