1996 Swinburne Higher Education Handbook

and quality of their work.
1.8 To inculcate an ethical awareness and
sense of responsibility
To inculcate an awareness of the ethical
issues associated with their chosen fields of
study and their consequent responsibility to
society and the environment.
2. Development of the student's knowledge,
skills and understanding
Swinburne aims to develop its students with a depth
of education and a breadth of vision. More
specifically it aims to educate to professionally
recognised standards by fostering knowledge,
understanding and scholarly perspective, and
developing thinking, self-learning, problem-solving,
communication and requisite technical skills.
2.1 To facilitate effective learning
To ensure that teaching facilitates effective
learning, that is, to enable students to reach
their highest possible level of knowledge,
understanding, skills and attitudes, both during
their courses and in later life.
2.2 To educate to professionally recognised
national and international standards
To ensure that gaduates of the University
are able to operate in Australia or overseas
by ensuring that their qualifications comply
with recognised national and international
vocational and professional standards.
2.3 To engage students in the fostering of
knowledge
To engage students in the creation,
preservation, evaluation, interpretation and
iransmission of knowledge, itimost recent
advances and its applications.
2.4 To develop thinking skills
To assist in the development of students'
analytical and critical thinking skills by
demonstrating these skills, and provide
students with tasks appropriate to the
development of these skills.
2.5 To demonstrate scholarly perspective
To achieve depth and perspective in matters
relating to knowledge, society, technology
and culture, and to impart this perspective
to students.
2.6 To develop self-learning skills
To develop in students a culture of life-long
learning and in particular the self-learning
skills necessary to successfully pursue
careers in an environment where the
knowledge base is continuously changing.
2.7 To develop confidence in problem-solving
and decision making
To develop students' confidence in problemsolving
and decision making: to assist them
to identify the real problem behind an
expressed need, to define the problem
independently of any solution, to creatively
generate solutions, and to evaluate their
goodness.
2.8 To develop communication skills
To assist in the development of students'
communication skills by providing
opportunities for oral, graphic, practical and
written presentations and for feedback on
their performance.
2.9 To develop relevant vocational and
technical skills ---
To develop vocational and technical skills
requisite to the exercise of professional
competence in the academic disciplines in
accordance with the relevant competency
standards or recognised benchmarks.
2.10 To extend students' capacity for
application
To extend students capacity to apply
knowledge, skills and attitudes by using
them in relevant work and social situations.
2.11 To prepare students for postgraduate
work
To prepare students where applicable for
postgraduate research, teaching, and other
forms of academic involvement.
3. Effective Teaching and Learning Processes
Swinburne aims for an internationally recognised standard
of excellence in the effectiveness of its teaching and the
management of the teaching/learning process. Swinburne
has a philosophy of continuous improvement through
course maintenance and quality assurance procedures. More
specifically it aims to provide students with intellectual
challenge, motivate them in the learning process, provide
them with role models, maintain its vitality through
research, and respect students' individuality and opinions.
In the management of the teaching/learning process
Swinburne aims to use appropriate teaching methods,
encourage continual feedback from students, manage
subjects coherently, provide constructive feedback to
students, ensure relevance to students' goals, provide
appropriate assessment, be concerned about student welfare,
and provide a supportive and stimulating learning
environment.
3.1 To provide intellectual challenge
To develop the students' confidence by
challenging them with high academic
expectations relevant to the subject aims,
and encouraging them to achieve beyond
their own expectations.
3.2 To motivate students in the learning
process
To motivate students in the learning process
by ensuring staff competence in the subject
areas they teach; effective communication of
their knowledge and experience; interest in
and enthusiasm for their subiect: , the ability
to make it interesting and to arouse the