• Section 1 - Purpose
• Section 2 - Application and Scope
• Section 3 - Learning & Teaching Principles
• Section 4 - Key Responsibilities
• Students
• Teaching Staff
• University 
• Section 5 - Teaching Staff Qualifications and Professional Equivalency
• Section 6 - Schedule 1: Role Responsibilities
• Faculty Responsibilities
• Head of School Responsibilities
•  Academic Program Director Responsibilities
• Subject Coordinator
• Supervisor(Creative or other Special Projects)
• Casual Teaching Employees and Fractional Teaching Staff Coordinating Subjects
• Section 7 - Schedule 2: Guide to Assessment of Teacher Qualifications and Equivalence
• Table 1: Criteria for Assessing Equivalence
• Section 8 - Definitions

Section 1 - Purpose

(1) This Code communicates the vision for quality teaching, learning and assessment at the University, underscoring essential principles and responsibilities that govern academic, professional services staff and students and students’ practices. 

(2) This Code should be read in conjunction with the following associated policy documents:

1. Subject Delivery Policy; and
2. Assessment and Feedback Policy.

Section 2 - Application and Scope

(3) This Code applies to all teaching staff (casual, fixed term or permanent employees) and enrolled students at UOW. This includes subjects that are taught onshore and offshore and delivered in any mode (on campus, mixed mode or online delivery mode) including coursework subjects where the primary or only assessment task is a research or creative project or an Honours Project).

(4) In conjunction with this Code, coursework subjects worth 24 credit points (cp) or more, and where the primary or only assessment task is an Honours Project, should apply the Honours Policy for aspects such as the orientation, management, supervision, assessment and examination of honours students. This does not preclude the application of the Honours Policy to subjects within an Honours Degree where the Honours Project is worth less than 24cp.

(5) The responsibilities of the Faculty Education Committee are outlined in Appendix B of the Faculty Academic Governance Policy.

Section 3 - Learning & Teaching Principles

(6) The following principles provide a framework for high quality, effective instruction and curriculum design, ensuring meaningful learning in safe, inclusive learning environments. The principles advocate for excellence in learning and teaching through equity, transparency and collegiality. These principles are informed by national and international University Teaching Standards established by Advanced Higher Education, United Kingdom and the retired Australian Government Office for Learning and Teaching (OLT).

(7) The University of Wollongong is committed to:

1. the creation of inclusive learning environments, where all learners are respected and supported to reach their potential;
2. the promotion of teaching that actively engages learners, fosters collaborations, uses appropriate digital technology and draws on scholarship to inform contemporary teaching practice;
3. effective curriculum design that scaffolds learning, adopts a variety of innovative and meaningful assessment tasks, and engages students in feedback dialogue to support learning;
4. strategic course-wide approaches that enable student transitions, by embedding contemporary developments in research and practice, work-integrated learning and career development learning opportunities to support students to apply their knowledge, develop professional identities and prepare for future career pathways; 
5. continuing professional development for staff with teaching responsibilities and the employment and retention of high quality educational leaders, across all contexts, ensuring they are celebrated and recognised; and
6. consistent and fair assessment practices and quality assurance processes to support effective teaching and to ensure learning environments adhere to the UOW Strategic Plan and broader legislative and regulatory requirements. 

Section 4 - Key Responsibilities

Students

(8) Students have responsibility to:

1. be familiar with the course requirements for the degree in which they are enrolled as set out in the University’s Course Handbook;
2. check their enrolment status at the audit dates in each session and inform themselves of deadlines for withdrawal or addition of subjects;
3. access the subject outline and be familiar with the requirements and deadlines such as assessment due dates, exam schedules and any hurdle requirements (minimum levels of performance required to pass the subject) that apply for subjects in which they are enrolled;
4. be available for the full academic session, including exams, and the supplementary and deferred assessment periods.
5. consult the subject outline and online subject site and follow up with the lecturer and/or tutor if seeking subject specific clarification, or with the Academic Program Director or AskUOW in relation to matters regarding enrolment in the course;
6. be informed and comply with University rules, policies, procedures and guidelines related to learning and teaching. Key learning related policies include, but are not limited to, the below:
   1. Academic Integrity Policy;
   2. Student Conduct Rules;
   3. Assessment and Feedback Policy and Examination Procedures;
   4. Support for Students Policy;
   5. Student Academic Consideration Policy;
   6. Course Progress Policy;
   7. Code of Practice – Work Integrated Learning (Professional Experience); and
   8. Review and Appeal of Academic Decisions Policy.
7. maintain satisfactory course progress and seek support from subject coordinators or tutors if requiring additional support with the course material;
8. engage with lectures, tutorials, seminars, online materials, activities, group and practical work and any other key learning activities for subjects in which they are enrolled;
9. act professionally, ethically, and respectfully in dealings with University staff, students and affiliates, including during mobility experiences, placements, projects, and practicums; and
10. consult with the Subject Coordinator regarding clarification on a final grade prior to applying for a review of mark or grade within ten business days of notification of the final grade.

Teaching Staff

(9) In addition to the specific role responsibilities outlined in Section 6, schedule 1 below, all teaching staff have responsibility to:

1. engage in ongoing professional development and stay up to date with the latest research and best practices in their field;
2. teach subjects in a structured, coherent manner appropriate to students at the target level and clearly communicate that structure to students in advance, including the relationships between learning outcomes, teaching and learning activities, taught content and assessment tasks;
3. build positive relationships with students, assess students’ work appropriately, fairly and consistently and provide students with adequate and timely feedback on performance in accordance with the requirements of the Assessment and Feedback Policy;
4. embed education of broad and/or discipline-specific academic integrity principles and practices in the curriculum and take appropriate measures to educate students to uphold academic integrity;
5. ensure learning resources are up to date and available to students at the time they are needed;
6. fulfill their roles in the quality provision of teaching and assessment by undertaking the responsibilities assigned to teaching staff as outlined in key teaching related policies including, but not limited to:
   1. Assessment and Feedback Policy
   2. Subject Delivery Policy
   3. Continuing Professional Development (Learning and Teaching) Policy
   4. Supplementary and Deferred Assessment Procedure
   5. Examination Procedures
   6. Finalisation of Student Results Policy
7. deliver the subject in accordance with the specifications of the Subject Outline to ensure consistency across teaching locations;
8. engage with other members of the teaching team to contribute to the development and enhancement of a community of practice within the teaching team to support collaboration;
9. be available to students seeking individual advice (as appropriate to the nature of the teaching role) and respond to enquiries in a timely manner;
10. encourage students to utilise the University’s support services and infrastructure to enable them to learn and demonstrate learning to the best of their ability;
11. maintain the principles set out in the University’s Privacy Policy regarding the handling of personal information, including marks; and
12. report periods of staff leave to ensure teaching commitments such as finalisation of assessments and grades and responding to student enquiries during and post session are in place.

University 

(10) The University has responsibility to:

1. maintain systematic, mature internal processes for quality assurance of learning and teaching and the maintenance of academic standards and academic integrity in accordance with its Strategic Plan and broader legislative and regulatory requirements;
2. ensure all academic teaching staff have the appropriate qualifications and experience to teach at the required level and are provided with an academic induction and access to professional development programs;
3. support students to make informed academic decisions by providing clear, timely, reliable and accessible information in advance and in consultation with academic advisors;
4. enable students to learn from a range of teachers who possess qualifications, experience, scholarly understanding and pedagogical ability to provide excellence in teaching;
5. allocate resources effectively to ensure the academic staffing profile provides the level and extent of academic oversight and teaching capacity needed to lead students in intellectual inquiry suited to the nature and level of expected learning outcomes;
6. provide students and teachers with course and program evaluation tools and information which enable continuous improvement of curriculum design, and the University’s teaching and learning practices, governance and infrastructure;
7. provide support services and infrastructure to enable students to learn and demonstrate learning to the best of their ability, including learning management systems, discipline-based and University-wide academic support services, libraries and information services, counselling and medical services, and access and inclusion services; and
8. maintain transparent, equitable and just appeals and complaints procedures. 

Section 5 - Teaching Staff Qualifications and Professional Equivalency

(11) Teaching staff must have the following:

(12) The above requirement applies to all academic staff teaching and assessing students enrolled in undergraduate and postgraduate award courses and subjects, whether they are employed by the University or by any of its teaching partners (including onshore and offshore partners).

(13) Where a subject is offered to students who are enrolled at different levels (for example, at both a 300 and 800 level), the qualification and equivalence requirements will relate to the higher of the two levels.

(14) Where professional accreditation bodies set more stringent requirements for staff qualifications and professional engagement, these will take precedence over the minimum requirements established by this Code.

(15) The Head of School is responsible for ensuring employment of appropriately qualified staff and must be satisfied that those formal qualifications meet the required AQF Level. In such cases no further action is needed.

(16) If a member of staff does not possess formal qualifications that satisfy the required AQF Level the Head of School or delegate must undertake and record an assessment of AQF+1 equivalency and ensure their teaching is guided and overseen by staff who meet the standard. 

(17) The appropriateness of the qualifications and experience of teaching staff is assessed with reference to the criteria set out in Schedule 2: Guide to Assessment of Teacher Qualifications and Equivalence.

(18) Exceptions to the requirements are permissible in certain circumstances, such as teaching a specialised component of a course of study, provided the staff members who do not fully meet the requirements of the Standards are closely supervised by an academic staff member who does hold the required level of qualification.

(19) The Executive Dean may approve exceptions to the teacher qualifications and equivalency requirements outlined above. In such cases an academically defensible position must be made for each individual staff member.

Section 6 - Schedule 1: Role Responsibilities

Faculty Responsibilities

(20) The Faculty is responsible for monitoring and ensuring the quality of its educational strategy, practice and procedure, primarily through the Faculty Education Committee. These specific responsibilities, the oversight of which must be carried out by the Associate Dean Education, include:

1. Working with the Associate Dean International to:
   1. ensure UOW quality frameworks for onshore and offshore provisions are in place across the Faculty to attain and retain the highest possible standards in learning and teaching and compliance with government requirements, the requirements of accreditation bodies and with relevant UOW educational policy documents;
   2. monitor, evaluate, report on and work to improve the Faculty’s performance in learning and teaching, including student outcomes, onshore, offshore across different delivery modes (on campus, mixed mode or online delivery); and
   3. establish and maintain equivalence of learning and teaching standards between the University and partner institutions for collaboratively delivered courses, in accordance with the Collaborative Delivery of a UOW Course Policy and associated procedures.
2. leading the implementation of UOW structures, processes and programs to support and enhance learning and teaching within the Faculty and develop complementary structures as appropriate;
3. working with Heads of School and academic staff to ensure academics’ career development plans align to the University’s educational strategy;
4. ensuring that University procedures for the approval of new courses, majors, minors and subjects and for amendments to existing courses, majors, minors and subjects are followed (see the Course Policy Framework definition);
5. applying appropriate documented quality assurance mechanisms to approve new and amended courses, majors, minors and subjects with clear delegation for approval and appropriate record management;
6. ensuring that courses, majors, minors and subjects are systematically reviewed in accordance with the Course Policy Framework, and improvements to individual subjects are communicated to students through subject outlines;
7. providing appropriate continuing professional development for staff currently undertaking or aspiring to undertake the role of Academic Program Director and ensuring that the role is properly carried out;
8. facilitating and participating in the sharing of information on learning, teaching and assessment practices among colleagues across a range of communities (e.g., WATTLE);
9. ensuring the Faculty has processes to support casual academic teaching employees with induction, professional development and ongoing training: 
10. ensuring that courses and subjects are designed in accordance with the language communication responsibilities outlined in the English Language Policy;
11. ensuring that courses and subjects are designed in accordance with work-integrated learning and career development learning opportunities as outlined by Code of Practice - Work Integrated Learning (Professional Experience) and other UOW and Faculty initiatives as amended from time to time;
12. ensuring that courses and subjects that utilise a blended learning approach are designed in a way that purposefully connects synchronous and asynchronous learning experiences across a range of technology enhanced online and on campus delivery modes as per the Course Design Procedures;
13. ensuring subject design processes utilise university supported resources where relevant (e.g., templates, checklists and tools) to guide the development of quality online learning environments and technology enhanced learning and teaching experiences that align with relevant digital checkpoints and standards (as outlined by the Subject Delivery Policy section 5 & Schedule 1: Online Learning Environment Design Guide;
14. ensuring adequate information about available learning and teaching resources, support and professional development (including those provisioned by specialised units e.g., LTC) are provided to enable staff to improve the design and delivery of quality learning and teaching environments and experiences (this includes oversight of an LTC Faculty Engagement Plan that nominates faculty learning and teaching support needs and formalises LTC supported faculty projects and professional development services);
15. having in place in each School processes to ensure that a subject outline is prepared and distributed by Subject Coordinators for all subjects offered by each School, and is approved and quality assured so as to meet the requirements of the Subject Delivery Policy and satisfy any additional Faculty procedures;
16. identifying subjects where the primary or only assessment task is a creative or other special project, and ensuring that these are offered in accordance with section 2;
17. ensuring that all requirements of the University’s Finalisation of Student Results Policy are met;
18. ensuring that subject outlines for the session in which the subjects are on offer are held in a central location within the Faculty and are available to students, academic staff and professional services staff;
19. supporting the implementation of access plans within the teaching, learning and assessment environment for students registered with a disability in accordance with the Disability Policy - Students;
20. ensuring that academic complaints initiated by coursework students are managed in accordance with the Review and Appeal of Academic Decisions Policy;
21. ensuring that allegations of academic misconduct by students undertaking coursework are investigated in accordance with the Student Conduct Rules, Academic Integrity Policy and associated procedures; and
22. appointing Course Progress Advisors to provide academic advice in accordance with the Course Progress Policy, and making this information available to students on the Faculty’s website.

Faculty Education Committee 

(21) The responsibilities of the Faculty Education Committee are outlined in Appendix B of the Faculty Academic Governance Policy.

Head of School Responsibilities

(22) The Head of School role provides academic leadership to the School and therefore has a broad set of strategic accountabilities in relation to quality assurance, course portfolio strategy, people management, professional development of staff and coordination of the workload allocation. The role plays a pivotal part in ensuring teaching policy requirements are met. Where appropriate, the Head of School may allocate duties to staff in an equitable manner to ensure the effective and efficient performance of key responsibilities which include:

1. overseeing School processes to ensure that all staff engaged in teaching into a UOW award course:
   1. are appropriately qualified in the relevant discipline at the required level or have the equivalent professional or practice-based experience (refer Section 5);
   2. have a sound understanding of current scholarship and/or professional practice in the discipline that they teach;
   3. have an understanding of the pedagogical and/or adult learning principles relevant to the student cohort being taught, noting the requirements of the Continuing Professional Development (Learning and Teaching) Policy;
   4. are appropriately inducted and prepared for their teaching and ancillary duties; 
   5. are aware of all available teaching resources, support and professional development (including those provisioned by specialised units e.g., LTC) to support the learning and teaching experience; and
   6. are familiar with and comply with educational policy, practice and procedures.
2. carrying out the academic delegations associated with the Head of School role as stipulated in the Delegations of Authority Policy with focus on key responsibilities listed under subject delivery and assessment;
3. ensuring school assessment methods and practices are quality assured using the Assessment Quality Cycle activities as detailed in the Assessment and Feedback Policy. This will include ensuring that assessment tasks:
   1. address the stated learning outcomes of the subject (and the related major study and/or course);
   2. are appropriate to the level of the subject;
   3. are clearly set out, free from error prior to submission to the Future Education Division; and,
   4. in the case of examinations and in-session tests, are of a duration appropriate to the demands of the examination’s content.
4. ensuring that faculty examinations are conducted in accordance with the Examination Rules and associated procedures, or approving that a faculty examination may be conducted under varied guidelines, subject to such variation being appropriately communicated to students;
5. determining arrangements for course leadership and direction, in consultation with the Associate Dean Education and, where programs exist across two or more Schools, other Unit Heads, through:
   1. the appointment of an Academic Program Director for each program; and
   2. where any responsibilities listed for the role Academic Program Director are not allocated, determining who will perform those responsibilities;
   3. managing the distribution and rotation of roles associated with course leadership and direction to ensure the smooth transition of course leadership and direction;
   4. ensuring that there is appropriate recognition of the workload associated with the role of Academic Program Director and any associated course leadership responsibilities; and
   5. ensuring that staff new to course leadership roles are provided with appropriate continuing professional development.
6. ensuring that the School complies with the requirements of the Finalisation of Student Results Policy;
7. ensuring that formal academic complaints initiated by coursework students are considered and determined in accordance with the Review and Appeal of Academic Decisions Policy;
8. participating, where required, in investigations of alleged academic misconduct by a student undertaking coursework in accordance with the Student Conduct Rules, Academic Integrity Policy and associated procedures;
9. attending each meeting of the Faculty Assessment Committee or appointing a nominee from the academic staff to attend in their absence.

(23) Where learning and teaching activities in a subject offered by the school are provided under a collaborative delivery arrangement, the responsibilities of the Head of School, and all provisions relating to the School, stand.

 Academic Program Director Responsibilities

(24) The Academic Program Director is responsible for providing strategic leadership for one or more UOW coursework programs, in collaboration with the teaching team. Specific responsibilities include:

1. assuring the overall coherence of the course, its broad subject areas and coverage, its underlying philosophy(ies) and its approach to learning and teaching;
2. overseeing structural aspects of the course, such as sequencing of subjects, subjects included in majors/minors, core requirements etc;
3. ensuring that course content is coherent, current and grounded in disciplinary knowledge and scholarship;
4. confirming that assessments and assessment methods are sequenced across the degree to enable student progress towards achieving course learning outcomes;
5. ensuring subjects within a program/course implement a quality and consistent e-learning template as per the recommendations of the Subject Delivery Policy, Schedule 1: Online Learning Environment Design Guide). Specifically;
   1. overseeing that subjects either adopt the UOW Subject Moodle Template (as is, or modified accordingly to meet pedagogical or discipline needs), or an alternative site design that conforms to equivalent learning environment standards (and learning platform requirements); and
   2. ensuring each subject in a program/course uses a consistent e-learning site template (as above) to create a unified look and feel that enhances student familiarity and ease of navigation. 
6. ensuring that, at least every five years, there is external referencing, to comparable courses, of assessment methods and grading of student achievement of course learning outcomes;
7. embedding curriculum priorities into UOW courses as outlined in the Course Design Procedures;
8. contributing to the course review process and implementing the recommendations of course reviews;
9. liaising with other faculties and discipline areas which provide core subjects for the course;
10. liaising with those working at other UOW campuses on how the course will be offered at other locations, including;
    1. how to ensure equivalence in teaching, assessment and student support; and
    2. the quality assurance processes to be used.
11. encouraging robust participation in the faculty/school moderation processes; and
12. responding to issues emerging from course performance data.

Subject Coordinator

(25) The Subject Coordinator is responsible for the academic quality and integrity of subjects taught. Specific responsibilities include:

1. collaborating with the Academic Program Director and relevant course teams to ensure that the design of their subject provides alignment with the courses that it feeds into;
2. implementing learning, teaching and assessment strategies that support the achievement of Subject Learning Outcomes and ensure they embed relevant Course Learning Outcomes;
3. implementing learning, teaching and assessment strategies that embed the curriculum priorities outlined by the Course Design Procedures(including: academic and English language skills, first year experience, blended learning, capstones, work-integrated learning, and academic integrity)as appropriate to the level of study;
4. designing learning resources that relate directly to the learning outcomes, are up to date and, where supplied as part of a course of study, are accessible when needed by students;
5. designing an e-learning site for each subject that is guided by university supported resources where relevant (e.g., templates, checklists and tools) to ensure the development of quality online learning environments that align with relevant digital checkpoints and standards as outlined in the Teaching and Assessment – Subject Delivery Policy Schedule 1: Online Learning Environment Design Guide;
6. preparing and distributing a subject outline in coordination with Future Education for each subject taught in accordance with the requirements of the Subject Delivery Policy;
7. ensuring that subject material and assessment is at an appropriate standard for both its level and the course(s)in which it is offered;
8. providing students with:
   1. an overview of the subject’s place and purpose within the course(s) that it feeds into and with reference to Subject Learning Outcomes and Course Learning Outcomes; and
   2. the rationale for the assessment requirements of the subject including how they align with, and contribute to demonstration of achievement of, the Subject Learning Outcomes and, where relevant, Major Study and Course Learning Outcomes.
9. where more than one member of staff is teaching a subject, ensuring good processes and communication with other teaching staff so that there is consistency in terms of subject learning outcomes, delivery of the subject, assessment and other quality assurance matters, as provided in the Assessment and Feedback Policy and the Guide to Leading Teaching Teams;
10. obtaining formal approval from the Head of School for the imposition of a quota on a subject, orcancellation of a subject instance or decision to not offer a subject and managing the administration of these subject delivery constraints in accordance with the timeframes and procedures stipulated in the Subject Delivery Policy;
11. undertaking the responsibilities assigned to Subject Coordinators as stipulated in the Academic Integrity Policy;
12. offering students fair access to consultation during session;
    1. full-time staff will make available an average of four hours consultation time per week during session, although the distribution of this may be varied over the session; and
    2. fractional and casual staff will be available for a proportion of this time as determined by the Head of School.
13. ensuring recommended access plans for reasonable adjustments are implemented for students registered with Student Accessibility and Inclusion (SAIT). If an Access Plan is received that recommends an adjustment not deemed reasonable, the Subject Coordinator is required to liaise with the relevant SAIT staff member to identify an alternate adjustment that is reasonable in regard to the learning outcomes for the subject;
14. submitting all examinations and in-session tests to the Head of Unit or delegated authority for review and approval;
15. ensuring that marks for individual assessment tasks are entered into SMP or Moodle Gradebook at or before the time the mark is provided to the student so that:
    1. ongoing review and analysis of student performance during the subject delivery session can be undertaken to support student engagement and progress;
    2. student feedback can be provided online; and
    3. a central record is maintained in accordance with the Assessment and Feedback Policy;
16. undertaking ongoing review and analysis of student performance during the session in which the subject is delivered to support student engagement and progress in accordance with the subject monitoring requirements in the Subject Delivery Policy; and ensuring that, consistent with the Support for Students Policy, students at risk of failure are reminded and encouraged to make use of the learning support services available;
17. submitting subject marks to, and attending, the relevant Assessment Committee according to School processes and the Finalisation of Student Results Policy;
18. responding to student academic consideration applications in accordance with the Student Academic Consideration Policy;
19. considering and making a determination on informal requests for academic review of a mark or grade initiated by coursework students in accordance with the Teaching and Assessment: Assessment and Feedback Policy and the Procedures for the Review of Marks or Grades and other Academic Decisions (Coursework);
20. maintaining the principles set out in the University’s Privacy Policy regarding the handling of personal information,including marks;
21. undertaking Assessment Quality Cycle activities to ensure appropriate, consistent and fair assessment within each subject taught in accordance with the Assessment and Feedback Policy;
22. establishing and maintaining equivalence of learning and teaching standards between the University and partner institutions for collaboratively delivered courses, in accordance with the Collaborative Delivery of a UOW Course Policy and associated procedures.

Supervisor(Creative or other Special Projects)

(26) For subjects where the primary or only assessment task is a creative or other special project (such as a research project), a supervisor must be identified for each student undertaking the subject. This role may be undertaken by the Subject Coordinator, or where necessary, other members of the teaching staff may be allocated as the Supervisor. The overriding responsibility of a Supervisor is to provide continuing support to students under their supervision in researching and/or producing the project to the best of the student’s ability. Specific responsibilities include:

1. assisting students to develop a plan for completing the project within an appropriate timeframe;
2. maintaining regular contact with students in order to monitor their progress;
3. providing timely and helpful written feedback to students on any submissions and to assist them to develop solutions as problems are identified;
4. advising students and the Subject Coordinator of inadequate progress or work below the standard generally required and to suggest appropriate action (including referral to learning development where required); and
5. ensuring that responsible research practices are maintained as per the Code of Practice - Responsible Conduct of Research.

(27) The above provisions do not apply to Honours Projects. Supervision responsibilities for such Honours Projects are outlined in the Honours Policy.

Casual Teaching Employees and Fractional Teaching Staff Coordinating Subjects

(28) Casual teaching employees and fractional staff appointed as Subject Coordinators or Supervisors (Creative or Other Special Projects) are expected to meet the key teaching requirements set out in section 4 and role responsibilities listed above or as determined by the Head of School.

(29) If a casual teaching employee or fractional staff member is unable to carry out the responsibilities set out above it is the responsibility of the Head of School to delegate these responsibilities to another member of teaching staff.

Section 7 - Schedule 2: Guide to Assessment of Teacher Qualifications and Equivalence

(30) UOW is committed to ensuring that students receive a quality learning experience across all its teaching locations and delivery modes.

(31) Students are entitled to expect that they are being taught by a person who is knowledgeable and skilled in the particular field of study at a level more advanced than the level of the course being taught and that their teacher’s expertise has been clearly established through an assessment of formal academic qualifications, equivalent professional experience, or a combination of both.

(32) This document provides guidance to Faculties on what factors should be considered when assessing whether teaching staff without the required qualification level have an equivalent level of expertise and experience.

(33) The Code of Practice – Learning and Teaching states that:

1. The Faculty is responsible for ensuring that staff engaged in teaching in a UOW award course:
   1. are appropriately qualified in the relevant discipline at the required level or have the equivalent professional or practice-based experience;
   2. have a sound understanding of current scholarship and/or professional practice in the discipline that they teach; and
   3. have an understanding of the pedagogical and/or adult learning principles relevant to the student cohort being taught.

(34) The appropriateness of the qualifications and experience of teaching staff covered by this guide are assessed with reference to the criteria set out in Table 1 below.

(35) Additional criteria may be included for particular courses, as appropriate for the discipline, on endorsement by the Faculty Education Committee and approval by the Executive Dean.

(36) The basis for judging equivalent experience is the documented professional and practice-based experience of teaching staff, including previous experience teaching at the required AQF level.

(37) Evidence to support decisions about equivalence of experience might relate to (but is not limited to):

1. experience in professional, business or creative roles;
2. teaching and/or student mentoring experience and success;
3. professional qualifications, experience and standing;
4. experience in professional development and training;
5. performance in a role that requires high order judgement and/or provision of expert advice;
6. leadership in the development of professional standards;
7. participation on advisory boards and or professional networks;
8. design, creative and technical achievements;
9. publications and presentations;
10. outputs from projects.

Table 1: Criteria for Assessing Equivalence

Section 8 - Definitions

(38) The following definitions apply to all documents within the Teaching and Assessment Policy suite.