Nine Principles Guiding
Teaching and Learning
The framework for a ﬁrst-class university teaching and
Nine Principles Guiding Teaching and Learning is a statement on the scholarship of teaching and learning in the University of Melbourne and a reference guide to good practice. It was developed on behalf of the Academic Board by Richard James and Gabrielle Baldwin of the Centre for the Study of Higher Education and originally adopted by the Academic Board in 2002. It was revised in 2007 by Kelly Farrell, Marcia Devlin and Richard James.
Maintaining an environment for ﬁrst-class higher education
The Attributes of University of Melbourne Graduates
Principle 1: An atmosphere of intellectual excitement
Principle 2: An intensive research and knowledge transfer culture permeating all teaching and learning activities
Principle 3: A vibrant and embracing social context
Principle 4: An international and culturally diverse learning environment
Principle 5: Explicit concern and support for individual development
Principle 6: Clear academic expectations and standards
Principle 7: Learning cycles of experimentation, feedback and assessment
Principle 8: Premium quality learning spaces, resources and technologies
Principle 9: An adaptive curriculum
Maintaining an environment for
ﬁrst-class higher education
Nine educational principles underpin the University of Melbourne’s teaching and learning objectives. These principles represent the shared view within the University of the processes and conditions that contribute to ﬁrst-class higher education.
The nine principles were ﬁrst adopted by the University’s Academic Board in 2002. This renewed edition of the document reﬂects the bold changes the University has undergone since then with the implementation of the Melbourne Model.
Many elements of the nine principles are embedded in the philosophy of the Melbourne Model. The provision of a cohort experience, the breadth component, research-led teaching, attention to the physical and intellectual learning environment, knowledge transfer opportunities: these features of the Melbourne Model incorporate the nine principles on a structural level, reinforcing their importance and the University’s commitment to them. Aspects of the principles guiding knowledge transfer with regard to teaching and learning are the most signiﬁcant additions and while they are embedded throughout the document, they are particularly concentrated in principles two and seven. In principle two the interrelations between research, knowledge transfer and teaching and learning are described while in principle seven the practical elements of embedding knowledge transfer in teaching and learning are discussed.
Nine guiding principles
1. An atmosphere of intellectual excitement
2. An intensive research and knowledge transfer culture permeating all teaching and learning activities 3. A vibrant and embracing social context
4. An international and culturally diverse learning environment 5. Explicit concern and support for individual development
6. Clear academic expectations and standards
7 Learning cycles of experimentation, feedback and assessment .
8. Premium quality learning spaces, resources and technologies 9. An adaptive curriculum
The nine guiding principles are interrelated and interdependent. Some relate to the broad intellectual environment of the University while others describe speciﬁc components of the teaching and learning process. Together, these principles reﬂect the balance of evidence in the research literature on the conditions under which student learning thrives. Each principle has a direct bearing on the quality of students’ intellectual development and their overall experience of university life and beyond as they embark on a process of lifelong learning, regardless of whether...
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