Foundation for Effective Teaching (FET)

Enrol in our ‘Foundations for Effective Teaching (FET)' course. FET is a practice-based program. It aims to introduce you to key practices and procedures that support university teaching, particularly in the domains of student-centred teaching. The program content considers key educational theories, and draws upon the evidence-base provided by recent scholarship and educational research in the field of higher education learning and teaching to create an understanding of what teaching excellence looks like within your discipline. There are also opportunities to work collaboratively and to share practice and experience with your colleagues, both face to face and online, benefiting from their insight and expertise. Critical reflection on your teaching practice is the core of the program, and forms the basis for all the work you will do. We have also designed it so that it may support you to meet most of the requirements for active learning.

The program is delivered via blended learning. It incorporates:

  • four face-to-face workshops with supporting online resources;
  • pre-session work to be completed online followed by face-to-face collaborative group work;
  • online learning unit for independent study on a Moodle site.

In addition to these elements, we encourage you to meet informally in online forums and face-to-face to collaborate, share and support your peers.

Express Your Interest

Target audience

  • Academics new to Monash University
  • Academic staff whose view of teaching is oriented to and focused on students and their learning

Module hours

  • This is a non-residential program delivered over two (2) days.


  • Dr Chan Chang Tik

Learning outcomes

On successful completion of the program participants will be able to:

  • design and plan effective learning activities and/or programs of study appropriate to students’ level and discipline;
  • teach and support student learning at all levels in higher education with an appropriate level of critical reflection and analysis;
  • select and implement a range of assessment techniques (formative and summative) which are designed to enhance student learning and/or to offer valid and reliable appraisal of student achievement;
  • create effective feedback and maximise opportunities for feedback in order impact positively upon student learning;
  • design effective learning environments (physical and virtual) within and beyond the classroom;
  • engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices;
  • demonstrate critical understanding of key concepts and theories relating to how students learn both generally and within their own discipline and to apply those theories in order to create engaged student learning.

Course Structure


Module Name

Module Synopsis

Module 1

Getting Started

The focus of this module is to give an overview of the FET program, identify the expectations of educators, and to reflect on their prior learning and teaching experiences and concerns. Subsequently, we will formulate the educators initial conception of effective teaching and learning.

Module 2

Design for Learning

This module focused on how students learn, particularly on the prior knowledge, knowledge organisation and motivation to learn. With these understandings, it will enable you to design pre-, in- and post-class learning activities to support learning. The module activities are designed to reinforce reflection, interactions and learning whereby the primary strategies and techniques discussed centred on active learning. It goes on to discuss three different domains of the Bloom’s Taxonomy and how they interact in teaching and assessment.

Module 3

Assessment for Learning

Participants will acquire knowledge on how to implement self- and peer-assessment. This module will also touch on the typical assessment methods as well as student-centred approaches. For institutions that advocate student-centred approach to teaching, it is only natural they also choose assessment for learning or formative assessment coupled with socio-constructivist feedback. In this context, the focus of assessment is to strengthen learning and not merely to provide marks and grades..

Module 4

Feedback for Learning

Participants will acquire knowledge on why despite all the efforts put into feedback and yet it fails to impact positively upon student learning. Research has shown that socio-constructivist feedback enhances student engagement and encourages student self-reflection and peer learning. This module shall reveal strategies in line with the seven principles of good feedback to spice up learning in a large cohort of students and small group learning either in formal or informal learning spaces.