3.4 Sequence of courses studied and The sequence of course studies should clearly describe Program documentation teaching and learning activities are a journey’ for the student which both teaching Information to potential students ‘learning designed to foster cumulative staff and students should be able to enunciate. Student feedback achievement of learning outcomes as the student progresses toward achievement of professional level knowledge and skills in OHS practice. 3.5 There is adequate opportunity and Interaction is critical for exploring and constructing Course guides facilities for student: staff and student understanding as part of effective learning. Schedule of peer-interaction to enable the students from with peers as lecture/practical/tutorials/chat development of skills, knowledge and well as with academic staff. sessions understanding required of an effective Assessment activities The nature of professional practice requires entry-level OHS professional, Student surveys collaborative work and it is expected that this irrespective of the mode of delivery and Examples of on-line and face to face requirement will be reflected in the teaching and location of student. interactions (e.g. learning environment. ‘lectopia’ recordings recorded chat/tutorial sessions) 3.2 Staffing 3.6 Academic staffing profile provides the A number of strategies may be applied to ensure Staffing policy underpinning knowledge, level of required breadth and depth of OHS and other CVs of teaching staff including academic oversight and teaching knowledge and skills of academic staff. academic and sessional capacity to lead students in the Where project work is a requirement of the program, Workplans intellectual enquiry expected of the the number of academic staff and their range of skills learning outcomes for the program and and experience should be sufficient to ensure adequate for each course. student supervision and assessment. Where the OHS teaching group is small, documented contingency strategies are required describing arrangements for ongoing availability of required academic staff to ensure viability of program. 3.7 Staff receive induction and professional This criterion is specifically about the induction of staff Induction modules development to enable them to be an to the approach to teaching and learning for the school Induction records integral part of the education process. and the program including principles and details of Refresher/update training assessment. (While the standard university-wide modules
3.4 Sequence of courses studied and teaching and learning activities are designed to foster cumulative achievement of learning outcomes as the student progresses toward achievement of professional level knowledge and skills in OHS practice. The sequence of course studies should clearly describe a ‘learning journey’ for the student which both teaching staff and students should be able to enunciate. Program documentation Information to potential students Student feedback 3.5 There is adequate opportunity and facilities for student: staff and student peer-interaction to enable the development of skills, knowledge and understanding required of an effective entry-level OHS professional, irrespective of the mode of delivery and location of student. Interaction is critical for exploring and constructing understanding as part of effective learning. students from with peers as well as with academic staff. The nature of professional practice requires collaborative work and it is expected that this requirement will be reflected in the teaching and learning environment. Course guides Schedule of lecture/practical/tutorials/chat sessions Assessment activities Student surveys Examples of on-line and face to face interactions (e.g. ‘lectopia’ recordings recorded chat/tutorial sessions) 3.2 Staffing 3.6 Academic staffing profile provides the underpinning knowledge, level of academic oversight and teaching capacity to lead students in the intellectual enquiry expected of the learning outcomes for the program and for each course. A number of strategies may be applied to ensure required breadth and depth of OHS and other knowledge and skills of academic staff. Where project work is a requirement of the program, the number of academic staff and their range of skills and experience should be sufficient to ensure adequate student supervision and assessment. Where the OHS teaching group is small, documented contingency strategies are required describing arrangements for ongoing availability of required academic staff to ensure viability of program. Staffing policy CVs of teaching staff including academic and sessional Workplans 3.7 Staff receive induction and professional development to enable them to be an integral part of the education process. This criterion is specifically about the induction of staff to the approach to teaching and learning for the school and the program including principles and details of assessment. (While the standard university-wide Induction modules Induction records Refresher/update training modules
Information-for-Universities-Applying-for-Accreditation-or-Re-accreditation-of-Programs-for-Education-of-Generalist-OHS-Professionals.docx