Principle 1 - Good Practice ... Encourages Contact Between Staff and Students

Principle 1 - Good Practice ...
Encourages Contact Between Staff and Students

Very Often Often Occasionally Rarely Never N/A
Q1. I advise my students about career opportunities in their discipline Your Overall Results
1. Encourage students-staff contact
2. Cooperation among students
3. Active learning
Q2. I encourage students to come and see me in my office 4. Give prompt feedback
5. Emphasises time on task
6. Communicate high expectations
7. Respects diverse talents and ways of learning
Q3. I attend events organised by student groups
Q4. I share my past experiences, attitudes and values with students
Q5. I work with colleagues across the university on issues related to student experience 1. Encourages student-staff contact
0 5 10 15 20 25
Principle 2 - Good Practice … Develops Reciprocity and Cooperation Among Students

Q1. I ask students to tell each other about their interests and backgrounds
●
Q2. I encourage my students to prepare together for classes or exams
Q3. I encourage students to do projects together
Q4- I ask my students to evaluate each others’ work
Q5. I ask my students to explain difficult ideas to each other 2. Encourages cooperation among students
0 5 10 15 20 25
Principle 3 - Good Practice … Encourages Active Learning

Q1. I ask my students to present their work to the class
Q2. I ask my students to relate outside events or activities to the subjects covered in my course
Q3. I ask my students to summarise research findings
Q4. I ask my students to undertake research or independent study
Q5. I give my students concrete, real-life situations to analyse 3. Active Learning
0 5 10 15 20 25
Principle 4 - Good Practice… Gives Prompt Feedback

Q1. I give short, regular learning and assessment activities
Q2. I provide classroom exercises and problems which give students immediate feedback
Q3. I return marked work within expected time limits

● ●
Q4. I design assessments that allow me to give students feedback early in the semester
Q5. I ask my students to schedule appointments with me to discuss their progress 4. Gives Prompt Feedback
0 5 10 15 20 25
Principle 5 - Good Practice... Emphasises Time On Task

Q1. I expect students to complete their assignments promptly
Q2. I explain to my students the consequences of non-attendance
Q3. I make clear to my students the amount of time that is required to understand complex material
Q4. I help students set challenging goals for their own learning
● ●
Q5. When oral presentations are called for I encourage students to rehearse in advance 5. Emphasises Time on Task
0 5 10 15 20 25
Principle 6 - Good Practice Communicates High Expectations

Q1. I tell students that I expect them to work hard
Q2. I emphasise the importance of holding high standards for academic achievement
Q3. I make clear my expectations orally and in writing at the beginning of each course
Q4. I help students set challenging goals for their own learning
Q5. I explain to students what will happen if they do not complete their work on time 6. Communicates High Expectations
0 5 10 15 20 25
6. Communicates High Expectations
0 5 10 15 20 25
Principle 7 - Good Practice… Respects Diverse Talents and Ways of Learning

Q1. I encourage students to speak up when they don't understand
Q2. I discourage inappropriate remarks and other class behaviours that may embarrass students
Q3. I use diverse teaching methods
Q4. I select readings and design activities related to the background of my students
Q5. I provide extra material or exercises for students who lack essential background knowledge or skills 7. Respects Diverse Talents and Ways of Learning
0 5 10 15 20 25
l Results No.Questions Not Answered
0 You have not answered 0 question/s
act
0 25
g students
20 25
20 25
ask
20 25
s of Learning
25
Encourages Contact Between Student and Faculty
Lectures where students might

be engaged and encouraged to
share their work / conceptions
Teacher supporting
discussions on StudyNet
Lectures supported by smaller
group sessions i.e.
Large class teaching tutorials/seminars/lab classes
Assessment points that provide

Notions of lectures being information that stimulates
delivered follow-up activity.
Opportunities exist for students
Students come to a lecture to to discuss work and pastoral
receive our knowledge issues out of class
Limited Some
Students are unlikely to see the

behaviours of the subject matter
expert
Students pastoral needs might go
unnoticed
Students might go unsupported
Students might drop out from

university
Teaching and Learning

transactions are likely to be highly
didactic event.
Students are expected to take
notes and absorb the teacher
delivered knowledge
Teachers likely to receive many
individual emails
Limited Some
Students never value the opinion

of their peers
Students believe that teachers
hold the answers and a dualistic
(rather than a pluralistic) view of
knowledge exists
Students may not make develop
an ability to help their peers and
develop their interpersonal skills
Social activities
In addition to the academic
engagement students
experince social activities,
pastoral type engagement
Sending out group ‘how’s it

going’ emails’
Lots
Students get to know us -as

people and as a discipline expert
We get to show and model how

experts behave at close quarters
We get to show that we care for
our students
We might be able to able to
respond to issues as they arise -
early rather than when they create
real problems
Students feel valued as individual
Students are working, formally or

informally, in groups
Students are forming self help

groups both on and off line
Students respond to each
requests for help from their peers
Lots
Students see and learn from

alternative perspectives of the
Students understanding
topic grows by having an
opportunity to act as both learner
and teacher

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Principle 1 - Good Practice ...

Encourages Contact Between Staff and Students

Q4. I share my past experiences, attitudes and values with students

Principle 2 - Good Practice … Develops Reciprocity and Cooperation Among Students

Q2. I encourage my students to prepare together for classes or exams

Q3. I encourage students to do projects together

Q4- I ask my students to evaluate each others’ work

Principle 3 - Good Practice … Encourages Active Learning

Q4. I ask my students to undertake research or independent study

Q5. I give my students concrete, real-life situations to analyse 3. Active Learning

Principle 4 - Good Practice… Gives Prompt Feedback

Q3. I return marked work within expected time limits

Principle 5 - Good Practice... Emphasises Time On Task

Q2. I explain to my students the consequences of non-attendance

Principle 6 - Good Practice Communicates High Expectations

Principle 7 - Good Practice… Respects Diverse Talents and Ways of Learning

Q3. I use diverse teaching methods

Lectures where students might

Assessment points that provide

Students are unlikely to see the

Students might drop out from

Teaching and Learning

Students never value the opinion

Sending out group ‘how’s it

Students get to know us -as

We get to show and model how

Students are working, formally or

Students are forming self help

Students see and learn from

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