1996 Swinburne Higher Education Handbook

individuals, commitment to Swinburne and the work
of our particular school or area of the University. We
have respect for planning as a process, and for a
planned approach to our work.
We value the whole teaching team. We value selfawareness
in individuals as an aspect of mature,
responsible, professional behaviour. We aim for these
values to underpin our practice, such that we can be
clearer about what we expect of our students and of
each other.
3. In our relations with students, we expect that each
staff member will show respect and concern for
students as persons by:
3.1 Not in any way exploiting our position of
relative power and authority over students;
3.2 Reqectmg students' different points of view;
3.3 Treating students as associates in the
learning experience;
3.4 Being available for student consultation for
significant periods of time which have been
advised on our office door and/or on course
outlines (A minimum
of 20% of contact time is suggested);
3.5 Admitting our mistakes and oversights and
correcting them whenever possible;
3.6 Being punctual;
3.7 Being courteous;
3.8 Being fair in assessing students' work;
3.9 Providing timely, accurate and
comprehensive outlines of course content,
assessment and expectations of ~erformance;
3.10 Excluding the expression of any biases that
will compromise our conduct as professional
educators.
4. We will provide feedback to students by:
4.1 Returning graded work within the shortest
reasonable time after receipt, or being
willing to account for delays;
4.2 Making reasonable efforts to provide
constructive written and/or oral comments:
5. In our relations with each other as staff, we expect
that each staff member will:
5.1 Collaborate constructively and closely with
colleagues by:
5.1.1 Sharing materials and educational
methods;
5.1.2 Discussing problems;
5.1.3 Acting as peer appraisers of teaching
performance when asked;
5.1.4 Listening actively to each other;
5.1.5 Maintaining proper respect for
colleagues by refraining from
.. ..
undermining or openly crtticismg
them in the presence of students;
5.1.6 Being willing to tackle
constructively our conflicts and
differences (away from students'
hearing) when they arise;
5.1.7 Admitting our mistakes and
oversights and
..
correcting
.
them
whenever possible.
5.2 Play an effective part as a member of a
course or unit team by:
5.2.1 Clearly communicating our
expectations as a convener to
colleagues who teach in that unit;
5.2.2 Inviting multiple consultations with
other staff sharing teaching in a unit
of which we are convener especially
for purposes of course design and
content;
5.2.3 Teaching according to mutually
established guidelines when the unit
is m one which we convene;
5.2.4 Providing the convener with
assessment marks/gades in a timely
manner;
5.2.5 Covering our absences by making
other arrangements for student
consultation, for administrative
duties, assessment work or teaching
of classes themselves wherever
reasonably possible; cancellation of
classes is the last possible option;
5.2.6 Sharing student feedback, both
positive and negative, with the
colleagues whom the feedback
directly concerns;
5.2.7 Seeking to enhance the esteem of
each other.
6. Our professional conduct as teachers and educators
should also mean that we will all:
6.1 Provide the highest quality education
possible;
6.2 Have a good grasp of our teaching subject
matter by:
6.2.1 Keeping abreast of current
disciplinary developments;
6.2.2 Reading professional journals and
literature;
6.2.3 Showing enthusiasm for our
subject(s);
6.3 Have both a right and a duty to contribute
to discussions on courses and subjects in
which we are involved;
6.4 Reflect on our own individual practice of
teaching by:
6.4.1 Evaluating the effectiveness of our
own teaching by using student
feedback and peer evaluation;
6.4.2 Formulating and being able to
explain the model and values of
professional practice which we
individually employ;