<?xml version="1.0" encoding="UTF-8"?><?xml-stylesheet type="text/xsl" href="//uniteachingcriteria.edu.au/main-sitemap.xsl"?>
<urlset xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xmlns:image="http://www.google.com/schemas/sitemap-image/1.1" xsi:schemaLocation="http://www.sitemaps.org/schemas/sitemap/0.9 http://www.sitemaps.org/schemas/sitemap/0.9/sitemap.xsd" xmlns="http://www.sitemaps.org/schemas/sitemap/0.9">
	<url>
		<loc>https://uniteachingcriteria.edu.au/</loc>
		<lastmod>2017-06-14T16:44:21+08:00</lastmod>
		<image:image>
			<image:loc>http://uniteachingcriteria.edu.au/wp-content/uploads/2014/05/utc-bg.jpg</image:loc>
			<image:title><![CDATA[utc-bg]]></image:title>
		</image:image>
	</url>
	<url>
		<loc>https://uniteachingcriteria.edu.au/contact-us-2/</loc>
		<lastmod>2013-11-27T13:26:12+08:00</lastmod>
	</url>
	<url>
		<loc>https://uniteachingcriteria.edu.au/framework/about/</loc>
		<lastmod>2013-11-27T13:26:29+08:00</lastmod>
	</url>
	<url>
		<loc>https://uniteachingcriteria.edu.au/framework/about/use/</loc>
		<lastmod>2013-11-27T13:27:50+08:00</lastmod>
	</url>
	<url>
		<loc>https://uniteachingcriteria.edu.au/framework/about/use/guidelines-individuals/collecting-evidence/</loc>
		<lastmod>2013-11-27T13:28:54+08:00</lastmod>
	</url>
	<url>
		<loc>https://uniteachingcriteria.edu.au/framework/indicative-criteria/</loc>
		<lastmod>2013-11-27T13:29:31+08:00</lastmod>
	</url>
	<url>
		<loc>https://uniteachingcriteria.edu.au/framework/career-promotions/</loc>
		<lastmod>2013-11-27T05:32:49+08:00</lastmod>
	</url>
	<url>
		<loc>https://uniteachingcriteria.edu.au/resources/related-links/</loc>
		<lastmod>2013-11-27T05:35:48+08:00</lastmod>
	</url>
	<url>
		<loc>https://uniteachingcriteria.edu.au/resources/exemplars/full-list/</loc>
		<lastmod>2013-11-27T05:36:45+08:00</lastmod>
		<image:image>
			<image:loc>http://uniteachingcriteria.edu.au/wp-content/uploads/2013/11/Leon-Wolff.jpg</image:loc>
			<image:caption><![CDATA[“My approach to narrative method takes seriously the central pedagogical principle that students should be at the centre of their learning experience (Biggs &amp; Tang, 2007). My curriculum and assessment design, for example, does not position the teacher as the master story-teller; instead, students are at the forefront of the narrative. They are the lawyers; they are the ones assisting the clients with their legal disputes; and, as students acquire more knowledge of the design of the legal system and the skills of research, analysis, writing, problem-solving and critique, they are the ones who prepare the legal opinions… The development of such a curriculum requires imagination and legal expertise.”]]></image:caption>
		</image:image>
		<image:image>
			<image:loc>http://uniteachingcriteria.edu.au/wp-content/uploads/2013/11/Julie-Stout.jpg</image:loc>
			<image:title><![CDATA[Julie Stout's personal reflection on teaching]]></image:title>
			<image:caption><![CDATA[“I decided to adopt a new strategy. Instead of working through trial-and-error, tinkering with the edges of my teaching, I determined to overhaul it. The time had come for rigorous, critical reflection on my teaching, the same kind of systematic critical reflection that I apply to my research.”]]></image:caption>
		</image:image>
	</url>
	<url>
		<loc>https://uniteachingcriteria.edu.au/resources/good-practice-guides/criteria/</loc>
		<lastmod>2013-11-27T05:37:12+08:00</lastmod>
	</url>
	<url>
		<loc>https://uniteachingcriteria.edu.au/reports/about/</loc>
		<lastmod>2013-11-27T13:38:29+08:00</lastmod>
	</url>
	<url>
		<loc>https://uniteachingcriteria.edu.au/reports/reports/</loc>
		<lastmod>2013-11-27T05:38:58+08:00</lastmod>
	</url>
	<url>
		<loc>https://uniteachingcriteria.edu.au/resources/exemplars/exemplars-criterion-3/</loc>
		<lastmod>2013-12-03T11:19:39+08:00</lastmod>
		<image:image>
			<image:loc>http://uniteachingcriteria.edu.au/wp-content/uploads/2014/02/Personal-reflection-Catherine-Sutton-Brady.jpg</image:loc>
			<image:caption><![CDATA[“All innovations in assessment are piloted and rigorously tested through student and peer consultation and feedback. This approach has allowed me to triumphantly overcome issues common in assessment, for example plagiarism is now non-existent in my student’s work… My assessment regime… includes a combination of group and individual methods, oral and written measures and theoretical and applied tasks. I am careful not to over-assess students and prefer to give students a limited number of substantial assessments in scaffolded stages. It is in my experience, consistent with the literature, that using many smaller assessments pushes students into a ‘surface’ mode of learning. It is my belief that if students explore the subject matter in greater depth through a more substantial assessment they develop a better understanding of and competency in the field” “Students report that I provide assessment which allows them to demonstrate what they have understood (4.71 with 100% agreement, Faculty average 70%) and that my teaching helps them to learn effectively (4.33 with 83% agreement compared to the Faculty average of 68%).” “Some of the newer colleagues in the discipline have asked for my advice in designing their units and assessing the students. Two colleagues are utilising with my support, assessment tasks I had previously piloted and successfully introduced”]]></image:caption>
		</image:image>
		<image:image>
			<image:loc>http://uniteachingcriteria.edu.au/wp-content/uploads/2013/12/Student-feedback-on-Catherine-Sutton-Brady.jpg</image:loc>
			<image:caption><![CDATA[“Posters were fun and different way of learning, structure was fair, not too much work at once, the interactive class held my interest and I learnt more”, “Assessment was almost fun, it was great that we were in small groups it encouraged everyone to participate”]]></image:caption>
		</image:image>
	</url>
	<url>
		<loc>https://uniteachingcriteria.edu.au/resources/bibliography-resources/</loc>
		<lastmod>2013-12-10T15:11:34+08:00</lastmod>
	</url>
	<url>
		<loc>https://uniteachingcriteria.edu.au/resources/exemplars/exemplars-criterion-2/</loc>
		<lastmod>2013-12-12T13:25:28+08:00</lastmod>
		<image:image>
			<image:loc>http://uniteachingcriteria.edu.au/wp-content/uploads/2013/12/Alan-stirling.jpg</image:loc>
			<image:caption><![CDATA[“I run practical classes where students draw on themselves and their classmates with marker pens detailing the surface projections of various organs and structures in the body. By incorporating visual, kinesthetic, verbal and literary cues, students who learn in each of these ways embrace another learning opportunity that creates a more lasting memory than a simple didactic lecture” “Student revision sessions are delivered using quiz based games such as “Who wants to be a millionaire” and “The weakest link”. Using a power point generated game show platform and audio, I act as question master getting the students to gain points by answering questions on topics they themselves had previously selected. In this way the revision session is focused on topics of interest to the students and is delivered in a more interactive way. This provides students with immediate feedback and an opportunity to clarify ’muddy issues’.”]]></image:caption>
		</image:image>
		<image:image>
			<image:loc>http://uniteachingcriteria.edu.au/wp-content/uploads/2013/12/Alan-stirling-peer-and-student-feedback.png</image:loc>
			<image:caption><![CDATA[Please pass on my gratitude and thanks for the high level of assistance and quality of teaching A/Prof Allan Stirling has afforded myself and in my opinion, the Cohort during the last nine weeks. His approach and innovative techniques to enhance my learning is greatly appreciated” (Students) “Good use of “war stories” from clinical practice. Use of humor selective and effective. It was a pleasure to be in the audience and watch a “natural” at work. (Assoc. Prof D. Field, Peer reviewer, 2008).]]></image:caption>
		</image:image>
		<image:image>
			<image:loc>http://uniteachingcriteria.edu.au/wp-content/uploads/2013/12/Giuseppe-Carabetta-peer-reviewer.jpg</image:loc>
			<image:caption><![CDATA[“He appears to understand the learning process from their perspective; in particular, he has a rare ability to explain concepts and layer knowledge in a way that first-year non-law students can understand. He also has a real empathy for his students and responds to them as individuals, both key attributes of effective teaching. Last semester, a number of students experiencing learning difficulties specifically requested to be transferred to his tutorials”]]></image:caption>
		</image:image>
		<image:image>
			<image:loc>http://uniteachingcriteria.edu.au/wp-content/uploads/2013/12/Sarah-Smith-Robbins-case-study.jpg</image:loc>
			<image:caption><![CDATA[“Students who take her course know that it involves social media, but they still need some instruction and modeling to become proficient. “I teach about, with, and through social media”, Sarah says, so it makes sense to use those tools for learning, too. For each course, Sarah creates a Twitter hashtag and encourages her students to use it. She uses it to post information about the class itself, but more importantly, she uses it to post links to interesting articles that she wants to bring to the students’ attention. After a week or two, they take it over. They are answering each other’s questions and posting links to articles they are finding. What’s more, by using the same hashtag for the course from year to year, former students who are out in the working world sometimes rejoin the discussion, bringing their new perspectives into the conversation”]]></image:caption>
		</image:image>
	</url>
	<url>
		<loc>https://uniteachingcriteria.edu.au/resources/good-practice-guides/good-practice-guides-criterion-2/</loc>
		<lastmod>2013-12-12T13:31:13+08:00</lastmod>
	</url>
	<url>
		<loc>https://uniteachingcriteria.edu.au/resources/good-practice-guides/good-practice-guides-criterion-3/</loc>
		<lastmod>2013-12-12T13:32:41+08:00</lastmod>
	</url>
	<url>
		<loc>https://uniteachingcriteria.edu.au/resources/exemplars/exemplars-criterion-4/</loc>
		<lastmod>2013-12-12T13:33:56+08:00</lastmod>
		<image:image>
			<image:loc>http://uniteachingcriteria.edu.au/wp-content/uploads/2013/12/Staff-comments-from-Arkoudis.jpg</image:loc>
			<image:caption><![CDATA[“What I do with my undergraduate Management subject is I specifically looked for videotapes, examples and cases that were not just North American, European or Australian. I cover a number of Asian countries, because most of our international students are from Asia. In my postgraduate subjects I get examples of companies that are multinational. My guest speakers are all from organisations that are global. Also every year I look for books that have an International or Asia-Pacific focus. That’s how I internationalise my curriculum.” “At the start of the semester I show the Australian Bureau of statistics snapshot of the population. I do this just in case any of the local students think that it is not relevant for them to hear about the experiences of the international students. Even if they don’t work overseas, they have to communicate with people from different backgrounds here in Australia.”]]></image:caption>
		</image:image>
		<image:image>
			<image:loc>http://uniteachingcriteria.edu.au/wp-content/uploads/2013/12/Marilyn-Mitchell.jpg</image:loc>
			<image:caption><![CDATA[“To support non-English speaking background students, I found that it is important to provide case studies such as this one prior to class so that the students have time to read them and can contribute more easily”.]]></image:caption>
		</image:image>
		<image:image>
			<image:loc>http://uniteachingcriteria.edu.au/wp-content/uploads/2013/12/Debra-Bath-personal-reflection.jpg</image:loc>
			<image:caption><![CDATA[“I have found that it is often the ’little things’ that have a big impact – for example, the use of student names. From the first lecture, I aim to get to know students personally, even in a group of 300. I don’t remain behind the lecturn but move around the lecture theatre talking directly with students. Whenever a student asks a question, makes a statement or responds to me in class, I approach the student personally and if I don’t know their name I ask for it and then use it during my interaction with them. So, while I may never learn all names, students feel that I want to know them personally and value their individual contributions. This impacts on the environment in two ways: it helps to demonstrate my respect and care for students and creates a sense that each person is important and valued as an individual; and it generates a sense of community or of being a ‘collective of fellow learners.’ Both aspects are vital in addressing the potential for isolation and anonymity often experienced in large classes’.]]></image:caption>
		</image:image>
	</url>
	<url>
		<loc>https://uniteachingcriteria.edu.au/resources/exemplars/exemplars-criterion-5/</loc>
		<lastmod>2013-12-12T13:34:45+08:00</lastmod>
		<image:image>
			<image:loc>http://uniteachingcriteria.edu.au/wp-content/uploads/2013/12/Michele-Clark-personal-reflection.jpg</image:loc>
			<image:caption><![CDATA[Teacher evaluation summaries (HSS, 2010, 2011) correlate with student feedback in all subjects I have taught since joining Bond University in January 2010, and indicate consistent placement in the top 5% of academics within the Faculty of Humanities &amp; Social Sciences. This resulted in nomination for the Vice Chancellor’s Quality Teaching Excellence Award, 2011 and recipient of the Humanities Students Association Teaching Excellence Award, 2012”]]></image:caption>
		</image:image>
		<image:image>
			<image:loc>http://uniteachingcriteria.edu.au/wp-content/uploads/2013/12/Industry-partner-feedback-on-Michele-.jpg</image:loc>
			<image:caption><![CDATA[“The way Michele has designed the subject offers student exposure to real life clients with real life public relations problems to be solved. Michele arranges for a client brief and, with minimal tutor interference, allows the student to employ their problem-solving skills., their creativity and written and oral attributes. Few subjects are crafted in such an inclusive and end –game (the final presentation to the client) fashion. And as we’ve seen. The results can be stunning. Client organisations I am sure will implement a number of student recommendations in what is truly a three-way win – for the client, the student and Bond University”]]></image:caption>
		</image:image>
		<image:image>
			<image:loc>http://uniteachingcriteria.edu.au/wp-content/uploads/2013/12/Student-feedback-on-Michele-Clark.jpg</image:loc>
			<image:caption><![CDATA[“Being able to discuss current, relevant &amp; real world issues and campaigns with my peer group meant we were not only learning from the industry, as things happened, but assisting each other in developing a wider body of knowledge. ]]></image:caption>
		</image:image>
		<image:image>
			<image:loc>http://uniteachingcriteria.edu.au/wp-content/uploads/2013/12/Jeffrey-Brand-personal-reflection1.jpg</image:loc>
			<image:caption><![CDATA[“we have a session on breaking into the industry. I explain that student need to bring their CV or resume to the tutorial. Remarkably, most students have not developed one. So we “workshop it” and then I ask them to send it to me not for credit, but for “employment readiness”. They are surprised that this exercise is for their career rather than class credit. I tell them I will give them feedback outside of class and it works – I get 100% response-rate and my students have a ready CV!” My students are encouraged to use their university work in real-world applications. For example, the Federal Attorney Generals office undertook public consultation in late 2009 on whether Australia should legislate to introduce an R18+ classification for computer games. The consultation paper by government included references to my research. Students in my subject Computer Games Industry and Policy wrote submissions for assessment and were encouraged (although not required) to make a formal submission to government. When I surveyed the 19 Australian citizens in the class, all 19 confirmed they were inspired and empowered to send their submission to government!”]]></image:caption>
		</image:image>
		<image:image>
			<image:loc>http://uniteachingcriteria.edu.au/wp-content/uploads/2013/12/Student-feedback-on-Jeffery-Brand.jpg</image:loc>
			<image:title><![CDATA[Student feedback on Jeffrey Brand]]></image:title>
			<image:caption><![CDATA[ “Hi, Jef, My quest to find a job that does not feel like a job has ended, I started at the digital dividion of McCann Erickson, this week and absolutely loving it… I would like to say thanks to you, because I know if I hadn’t of walked into your New Comm Tech class I would not be here today.” ]]></image:caption>
		</image:image>
		<image:image>
			<image:loc>http://uniteachingcriteria.edu.au/wp-content/uploads/2013/12/Rick-snell-personal-reflection-.jpg</image:loc>
			<image:caption><![CDATA[“My students are encouraged to use their university work in real-world applications. For example, the Federal Attorney Generals office undertook public consultation in late 2009 on whether Australia should legislate to introduce an R18+ classification for computer games. The consultation paper by government included references to my research. Students in my subject Computer Games Industry and Policy wrote submissions for assessment and were encouraged (although not required) to make a formal submission to government. When I surveyed the 19 Australian citizens in the class, all 19 confirmed they were inspired and empowered to send their submission to government!”]]></image:caption>
		</image:image>
		<image:image>
			<image:loc>http://uniteachingcriteria.edu.au/wp-content/uploads/2013/12/Student-feedback-on-Rick-Snell.jpg</image:loc>
			<image:caption><![CDATA[“Ricks’ obvious enthusiasm and accessibility helped me to push my limits and conduct ‘real’ research, as opposed to academic exercises. I feel I have an actual, as opposed to theoretical understanding of some areas of Administrative law. The psychological benefit of building on and drawing from the work of previous students is significant. This adds to one’s commitment, as one’s work is actually going to be used in some ‘real’ way.”]]></image:caption>
		</image:image>
	</url>
	<url>
		<loc>https://uniteachingcriteria.edu.au/resources/exemplars/exemplars-criterion-6/</loc>
		<lastmod>2013-12-12T13:35:22+08:00</lastmod>
		<image:image>
			<image:loc>http://uniteachingcriteria.edu.au/wp-content/uploads/2013/12/Prof.-Mark-Freeman-peer-review.jpg</image:loc>
			<image:caption><![CDATA[“I am particularly impressed with Giuseppe’s commitment to help colleagues and see teaching improved within and beyond the disciple. Examples would be his willingness to engage in peer review, particularly with new colleagues within the discipline and his active involvement in various school programs, events, and committees. Not only is he a regular mentor in the School’s academic mentoring program, but a number of his mentees have gone on to win deans citations and school teaching awards. His pedagogical research, particularly his collaborative research on mobile learning and the use of short-form podcasts, extends that influence beyond the University"]]></image:caption>
		</image:image>
		<image:image>
			<image:loc>http://uniteachingcriteria.edu.au/wp-content/uploads/2013/12/John-Durmay-personal-reflection-.jpg</image:loc>
			<image:caption><![CDATA[“After attending initial classes in the Graduate Certificate of Educational Studies, the light bulb went on as I realised upon reflecting, my practices, were not good enough. Therefore in my Semester 1 2010 ACCT6005 class I changed the way I assessed the students’ major essay. When I marked the essays, I followed the rules of good feedback. First, I used the second person in giving positive feedback and informed them of what ‘I’ thought they could do to improve their essays (Brinko, 1993). I also made sure that papers were marked before the next class and when I finished marking each paper I emailed each student personalised feedback, ensuring feedback was timely and relevant. I then gave the students the opportunity to revise their essay to address the feedback and to improve their assignment for the opportunity of a higher grade. Additionally, I required students to submit 1-2 page reflection on what they improved, why they made the changes and what they learnt from doing the revision... the impact was phenomenal!... On average students were able to lift their grades from a class average of about 65 to a final average of over 75.” “I have an active role in the dissemination of teaching and learning practice in the Accounting discipline. In 2009 I was the Accounting Learning and Teaching Associate and in 2010 I became the Accounting delegate on the Faculty Learning and Teaching Committee. Third, I have become a vocal critic of teaching practices that disadvantage our students…”]]></image:caption>
		</image:image>
	</url>
	<url>
		<loc>https://uniteachingcriteria.edu.au/resources/exemplars/exemplars-criterion-7/</loc>
		<lastmod>2013-12-12T13:36:22+08:00</lastmod>
		<image:image>
			<image:loc>http://uniteachingcriteria.edu.au/wp-content/uploads/2013/12/Kevin-Sesnan.jpg</image:loc>
			<image:caption><![CDATA[“Recognising my limitations in the field of education despite my many years of teaching, I took up the opportunity of doing the Bond University Foundation of Learning course, analysed my philosophy of teaching and did my teaching perspectives inventory (Pratt &amp; Collins, 2001). Through this I recognised ways I could enhance the PBL process for Bond and Griffith students through “shifting the focus from the teacher to the learner” (Biggs &amp; Tang, 2011, p.9). I also benefited from peer observation and review. The PBL program is now bringing in 360 degree reviews for the students and facilitators. This is a continuing development tool which I have also introduced into hospitals. As part of a holistic performance appraisal system it is now being embraced by the medical profession as part of clinical governance.”]]></image:caption>
		</image:image>
		<image:image>
			<image:loc>http://uniteachingcriteria.edu.au/wp-content/uploads/2013/12/Mentee-feedback-.jpg</image:loc>
			<image:caption><![CDATA[Mentee feedback]]></image:caption>
		</image:image>
		<image:image>
			<image:loc>http://uniteachingcriteria.edu.au/wp-content/uploads/2013/12/Mentor-personal-reflection-on-practice.jpg.png</image:loc>
			<image:caption><![CDATA[“It is the nature of supervision that you have to explain/teach some key concept time after time as each new student arrives. Each time I had to make it feel to the student postdoc that it was the first time I had ever explained the concept; each time I had to tell it with sparkle to help inspire them to seek to know more. At times it was hard to stay ‘inspirational’; but to fail would have meant to me that I should quit as a supervisor. You need to understand, as an old wise friends once said to me, ‘Remember, they stay the same age, you get older!’”]]></image:caption>
		</image:image>
	</url>
	<url>
		<loc>https://uniteachingcriteria.edu.au/framework/about/use/guidelines-institutions/</loc>
		<lastmod>2013-12-13T11:38:48+08:00</lastmod>
	</url>
	<url>
		<loc>https://uniteachingcriteria.edu.au/resources/guides-evaluating-teaching-learning-collecting-evidence/</loc>
		<lastmod>2013-12-16T13:59:03+08:00</lastmod>
	</url>
	<url>
		<loc>https://uniteachingcriteria.edu.au/resources/good-practice-guides/good-practice-guides-criterion-4/</loc>
		<lastmod>2013-12-17T11:59:25+08:00</lastmod>
	</url>
	<url>
		<loc>https://uniteachingcriteria.edu.au/resources/good-practice-guides/good-practice-guides-criterion-5/</loc>
		<lastmod>2013-12-17T12:02:07+08:00</lastmod>
	</url>
	<url>
		<loc>https://uniteachingcriteria.edu.au/resources/good-practice-guides/good-practice-guides-criterion-6/</loc>
		<lastmod>2013-12-17T12:03:04+08:00</lastmod>
	</url>
	<url>
		<loc>https://uniteachingcriteria.edu.au/resources/good-practice-guides/good-practice-guides-criterion-7/</loc>
		<lastmod>2013-12-17T12:03:36+08:00</lastmod>
	</url>
	<url>
		<loc>https://uniteachingcriteria.edu.au/framework/indicative-criteria/indicative-standards-criteria/</loc>
		<lastmod>2013-12-20T13:48:49+08:00</lastmod>
	</url>
	<url>
		<loc>https://uniteachingcriteria.edu.au/framework/career-promotions/indicative-standards-promotional-level/</loc>
		<lastmod>2013-12-20T14:09:36+08:00</lastmod>
	</url>
	<url>
		<loc>https://uniteachingcriteria.edu.au/resources/exemplars/</loc>
		<lastmod>2013-12-22T07:58:43+08:00</lastmod>
	</url>
	<url>
		<loc>https://uniteachingcriteria.edu.au/resources/good-practice-guides/</loc>
		<lastmod>2013-12-22T08:04:37+08:00</lastmod>
	</url>
	<url>
		<loc>https://uniteachingcriteria.edu.au/framework/career-promotions/indicative-standards-promotional-level/table-page-example/</loc>
		<lastmod>2014-01-18T21:57:27+08:00</lastmod>
	</url>
	<url>
		<loc>https://uniteachingcriteria.edu.au/framework/career-promotions/indicative-standards-promotional-level/new-lecturer-b/</loc>
		<lastmod>2014-01-28T11:46:10+08:00</lastmod>
	</url>
	<url>
		<loc>https://uniteachingcriteria.edu.au/framework/career-promotions/indicative-standards-promotional-level/new-senior-lecturer-c/</loc>
		<lastmod>2014-01-28T12:06:26+08:00</lastmod>
	</url>
	<url>
		<loc>https://uniteachingcriteria.edu.au/framework/career-promotions/indicative-standards-promotional-level/new-senior-lecturer-c-2/</loc>
		<lastmod>2014-01-28T13:46:52+08:00</lastmod>
	</url>
	<url>
		<loc>https://uniteachingcriteria.edu.au/framework/career-promotions/indicative-standards-promotional-level/new-professor-e/</loc>
		<lastmod>2014-01-28T14:16:10+08:00</lastmod>
	</url>
	<url>
		<loc>https://uniteachingcriteria.edu.au/framework/indicative-criteria/indicative-standards-criteria/standards-criteria-criterion-3/</loc>
		<lastmod>2014-01-29T15:41:09+08:00</lastmod>
	</url>
	<url>
		<loc>https://uniteachingcriteria.edu.au/framework/indicative-criteria/indicative-standards-criteria/standards-criteria-criterion-4-2/</loc>
		<lastmod>2014-01-29T15:44:06+08:00</lastmod>
	</url>
	<url>
		<loc>https://uniteachingcriteria.edu.au/framework/indicative-criteria/indicative-standards-criteria/standards-criteria-criterion-5/</loc>
		<lastmod>2014-01-29T15:44:14+08:00</lastmod>
	</url>
	<url>
		<loc>https://uniteachingcriteria.edu.au/framework/indicative-criteria/indicative-standards-criteria/standards-criteria-criterion-6/</loc>
		<lastmod>2014-01-29T15:44:43+08:00</lastmod>
	</url>
	<url>
		<loc>https://uniteachingcriteria.edu.au/framework/indicative-criteria/indicative-standards-criteria/standards-criteria-criterion-7/</loc>
		<lastmod>2014-01-29T15:45:03+08:00</lastmod>
	</url>
	<url>
		<loc>https://uniteachingcriteria.edu.au/framework/indicative-criteria/indicative-standards-criteria/standards-criteria-criterion-1/</loc>
		<lastmod>2014-02-13T12:24:43+08:00</lastmod>
	</url>
	<url>
		<loc>https://uniteachingcriteria.edu.au/framework/indicative-criteria/indicative-standards-criteria/standards-criteria-criterion-2-2/</loc>
		<lastmod>2014-02-13T12:31:58+08:00</lastmod>
	</url>
	<url>
		<loc>https://uniteachingcriteria.edu.au/framework/about/use/guidelines-institutions/workshopsworkshops/</loc>
		<lastmod>2014-03-31T14:38:52+08:00</lastmod>
	</url>
	<url>
		<loc>https://uniteachingcriteria.edu.au/framework/about/use/guidelines-institutions/using-framework/</loc>
		<lastmod>2014-11-28T12:10:56+08:00</lastmod>
	</url>
	<url>
		<loc>https://uniteachingcriteria.edu.au/framework/about/use/guidelines-institutions/good-practice-recommendations/</loc>
		<lastmod>2014-12-16T16:05:18+08:00</lastmod>
	</url>
	<url>
		<loc>https://uniteachingcriteria.edu.au/reports/</loc>
		<lastmod>2016-10-20T17:59:17+08:00</lastmod>
	</url>
	<url>
		<loc>https://uniteachingcriteria.edu.au/contact-us/</loc>
		<lastmod>2016-10-21T10:06:04+08:00</lastmod>
	</url>
	<url>
		<loc>https://uniteachingcriteria.edu.au/framework/</loc>
		<lastmod>2016-10-21T10:18:58+08:00</lastmod>
	</url>
	<url>
		<loc>https://uniteachingcriteria.edu.au/resources/</loc>
		<lastmod>2016-10-21T10:24:05+08:00</lastmod>
	</url>
	<url>
		<loc>https://uniteachingcriteria.edu.au/framework/about/use/guidelines-individuals/</loc>
		<lastmod>2016-11-07T15:32:06+08:00</lastmod>
	</url>
	<url>
		<loc>https://uniteachingcriteria.edu.au/resources/resources/</loc>
		<lastmod>2016-12-05T21:49:17+08:00</lastmod>
		<image:image>
			<image:loc>http://uniteachingcriteria.edu.au/wp-content/uploads/2013/12/casestudies.jpg</image:loc>
			<image:caption><![CDATA[casestudies]]></image:caption>
		</image:image>
	</url>
	<url>
		<loc>https://uniteachingcriteria.edu.au/framework/about/use/guidelines-institutions/good-practice-recommendations-case-studies/</loc>
		<lastmod>2016-12-06T15:11:22+08:00</lastmod>
	</url>
</urlset>
<!-- XML Sitemap generated by Yoast SEO -->