Learning at Melbourne
The learning experience at Melbourne is characterised by research-led teaching, the deep attainment of disciplinary knowledge at undergraduate, graduate and research higher degree levels, and the breadth of variety offered through our programs.
Learning is recognised as a process that occurs through experience, understanding and testing. Students are expected to be active participants in their learning. In addition, the University recognises that teachers are learners too, and that good teaching is infused by a love of learning, and a love of research and scholarship.
The University's commitment to these concepts is outlined in Nine Principles Guiding Teaching and Learning (2MB), the framework for the University's teaching and learning environment, developed on behalf of the Academic Board. The nine principles are:
- An atmosphere of intellectual excitement
- An intensive research and knowledge transfer culture permeating all teaching and learning activities
- A vibrant and embracing social context
- An international and culturally diverse learning environment
- Explicit concern and support for individual development
- Clear academic expectations and standards
- Learning cycles of experimentation, feedback and assessment
- Premium quality learning spaces, resources and technologies
- An adaptive curriculum
Research-led teaching
Under the Growing Esteem strategy, the University strives to develop curriculum for teaching and learning that is deliberately informed by the other key activities of research and knowledge transfer. As outlined above, one of the key principles guiding learning and teaching at Melbourne is ‘an intensive research and knowledge transfer culture permeating all teaching and learning activities’.
The Teaching-Research Nexus (280kb) (a paper developed for the University by the CSHE) provides an outline of the many ways in which the University of Melbourne’s research activity and research culture permeate teaching and learning. The report illustrates how the University’s academic staff build the teaching research nexus through approaches that include:
- drawing on personal research in designing and teaching courses;
- placing the latest research in the field within its historical context in classroom teaching;
- designing learning activities around contemporary research issues;
- teaching research methods, techniques and skills explicitly within subjects;
- building small-scale research activities into undergraduate assignments;
- involving students in departmental research projects;
- encouraging students to feel part of the research culture of departments;
- infusing teaching with the values of researchers; and
- conducting and drawing on research into student learning to make evidence-based decisions about teaching.