Teaching Learning and Graduate Outcomes Plan
The University of the Sunshine Coast (USC) Strategic Plan 2011-2015 establishes the following vision for the University:
The University of the Sunshine Coast is regionally relevant and recognised, nationally and internationally for excellence in teaching, research and engagement
Deregulation of student enrolments, including a student centred, demand-driven funding system from 2012 and targets for higher education participation and low SES students, will impact on the University's profile and teaching.
Learning and teaching at USC will build on its existing reputation and become an exemplar of access and success in the Australian higher education sector.
Opportunity will be provided over a broader region, and students and the wider community will have educational, cultural and economic possibilities well beyond the current provision.
One of the four top level University plans, the focus of the plan is to deliver high quality teaching, learning and graduate outcomes.
This plan has four areas of strategic priority, based on the requirements and directions of the Strategic Plan.
The strategic priorities are to:
- Embed academic excellence in all teaching and learning activities
- Support diverse learning and teaching styles to maximize student participation and success
- Offer innovative programs, in particular via partnerships
- Produce graduates with knowledge, skills and attributes to succeed in a world characterised by rapid change
Strategic Priority 1: To embed academic excellence in all teaching and learning activities
- Encourage and facilitate scholarly and research-informed teaching by recruiting, promoting and rewarding staff on that basis
- Strengthen the quality of teaching by investment in the academic development of staff
- Design research-informed programs which are relevant, up to date and future focused
- Provide enriching experiences for students that will develop and enhance employability, skills and attributes
Strategic Priority 2: To support diverse learning and teaching styles to maximise student participation and success
- Invest in the development of institutional capacity and student and staff capability to achieve excellence in blended learning
- Embed principles and practices of Universal Design for learning and assessment into curriculum
- Provide an effective transition to university through a holistic approach incorporating academic literacies and the social dimensions of learning
- Support inclusion of Indigenous perspectivies in curriculum design
- Strengthen the embedding of international or global perspectivies in curriculum
Strategic Priority 3: To offer innovative programs, in particular via partnerships
- Target contributions from partners to create distinctive learning experiences
- Create collaborative structure, programs and joint offerings with diverse higher education providers including TAFE institutions and other universities
- Feature distinctive community engagement opportunities in USC learning experiences
- Feature interactions with industry, professions, community organisations or the public sector as defining components of USC programs
Strategic Priority 4: To produce graduates with knowledge, skills and attributes to succeed in a world characterised by rapid change
- Seek global and/or national professional recognition/accreditation, where feasible
- Build a positive reputation/credibility with employers by continually improving curriculum to prepare graduates for dynamic workplaces
- Maintain currency and linkages between knowledge, skills and attributes for graduate success in new and emerging sectors
Performance Measures by 2015
- Student satisfaction
- Graduate outcomes
- Student retention
- Student feedback on teaching and courses
- CEQ good teaching scale
- CEQ generic skills scale