3.1 Course design 3.1 Program information, including Program and course information clearly demonstrates Program documentation individual course descriptions includes the links between program learning outcomes, course Course outlines content summary, expected learning learning outcomes and assessment activities as an Assessment activities outcomes, methods of assessment and integral part of the program design and development. Mapping matrices demonstrating compulsory requirements for correlation. Compulsory requirements for completion clearly stated. completion. 3.2 The approach to teaching, learning and The approach may be defined as a provider level and/or Statement of the assessment is clearly enunciated, program level. philosophy/approach underpinning informed by current educational theory teaching and learning The approach to teaching and learning may principally and practice, and evident both in Information on how this may be reflect a theoretical position, or the combination of a teaching and assessment arrangements used to induct sessional staff number of factors, including for example (1) the and support provision. Examples of practice that orientation and approach to knowledge of the school in demonstrate the application of the which the program is located (e.g. science, business, particular approach to teaching, health), (2) the attitude of the institution to - and learning and assessment. opportunities for - work-based experiences, (3) the distinctive emphasis within the broad field of OHS (e.g. research and testing, psychology, health and welfare), and (4) the reflection in teaching methodology of the learning contexts of students (e.g. full-time, part-time, distance, or online). 3.3 The teaching program demonstrates While OHS-related research undertaken by the provider PD records for staff including any current and leading-edge thinking and is important, this criterion is more about the strategies conferences attended, consultancy research in OHS knowledge and practice. for ensuring that the program and content is informed activities or membership of by and reflects leading edge thinking in OHS in the advisory committees broader sense. Publishing lists for staff This criterion does not require that teaching staff Reading/reference necessarily engage in research but that they are Networks within university, other engaged in scholarship and so the program content is universities and research bodies routinely updated and informed by current research. Contributions to program by specialists
3.1 Course design 3.1 Program information, including individual course descriptions includes content summary, expected learning outcomes, methods of assessment and compulsory requirements for completion. Program and course information clearly demonstrates the links between program learning outcomes, course learning outcomes and assessment activities as an integral part of the program design and development. Compulsory requirements for completion clearly stated. Program documentation Course outlines Assessment activities Mapping matrices demonstrating correlation. 3.2 The approach to teaching, learning and assessment is clearly enunciated, informed by current educational theory and practice, and evident both in teaching and assessment arrangements and support provision. The approach may be defined as a provider level and/or program level. The approach to teaching and learning may principally reflect a theoretical position, or the combination of a number of factors, including for example (1) the orientation and approach to knowledge of the school in which the program is located (e.g. science, business, health), (2) the attitude of the institution to - and opportunities for - work-based experiences, (3) the distinctive emphasis within the broad field of OHS (e.g. research and testing, psychology, health and welfare), and (4) the reflection in teaching methodology of the learning contexts of students (e.g. full-time, part-time, distance, or online). Statement of the philosophy/approach underpinning teaching and learning Information on how this may be used to induct sessional staff Examples of practice that demonstrate the application of the particular approach to teaching, learning and assessment. 3.3 The teaching program demonstrates current and leading-edge thinking and research in OHS knowledge and practice. While OHS-related research undertaken by the provider is important, this criterion is more about the strategies for ensuring that the program and content is informed by and reflects leading edge thinking in OHS in the broader sense. This criterion does not require that teaching staff necessarily engage in research but that they are engaged in scholarship and so the program content is routinely updated and informed by current research. PD records for staff including any conferences attended, consultancy activities or membership of advisory committees Publishing lists for staff Reading/reference Networks within university, other universities and research bodies Contributions to program by specialists
Information-for-Universities-Applying-for-Accreditation-or-Re-accreditation-of-Programs-for-Education-of-Generalist-OHS-Professionals.docx