Frequently Asked Questions

Teaching in built environments education is both exciting and challenging. Find a list of answers to common questions here.

Subject Preparation

  • Where can I find information and resources for Canvas

    You can find links to resources for support and training, advice on Canvas site design, and information on external learning tools at the BEL+T Canvas page.

    BEL+T also has guidance for Incorporating Learning Tools into Canvas to enhance your teaching.

    Finally, Learning Environments host a range of workshops, events and webinars. Find out more about Canvas workshops, including times and types.

  • Who do I contact for timetabling?

    For timetabling queries or requests, you can reach ABP’s Academic Programs and Teaching Support team at Please keep an eye on your Inbox, as they’ll be reaching out to you to collect your requirements and preferences throughout the subject timetabling process, starting in June or July of the preceding year.  For details, please see the Set Your Timetable page on the ABP Staff Intranet.  You can also check current room bookings via the University’s Web Timetable page.

  • Where can I get my class lists?

    As enrolments and registrations change, class lists will be automatically populated and updated under the Sections tab on each subject’s Canvas page (including co-taught subjects’ merged Canvas pages).

    Please note that this feed from the class registration system into Canvas is one-way.  If you have issues or requests around class registration, please contact And if your students contact you with issues or requests around class registration, please direct them to the Timetabling Assistance Form (which they can also access via the Student Portal.)

    (Alongside your students, you may also see users with “zz_” usernames listed in Canvas.  These are college tutors. College tutors' use of the LMS is governed by policy approved by Academic Board, through which they have access to the LMS at a student-view level only. More information is available here.)

  • How do I get access to Allocate +?

    Staff seeking access to Allocate+, the University's class registration system, should please contact Access to this system comes with the ability to pull up-to-date class lists, including email address and photo lists.

Teaching and Learning Support

  • Where can I find guidance around the ESS questions?

    The End Subject Survey (ESS) seeks students’ perceptions of their learning experiences in subjects taught at the University of Melbourne. Approved by the Academic Board, these instruments assist in the continuous quality improvement process for subjects.

    BEL+T has produced a page of descriptors and tactics, framed around the ESS questions, for you to consider for subject development. Use this information to help interpret student responses and iteratively improve your subject. In addition to this guidance, Learning Environments has produced a suite of resources to help teaching staff improve their ESS scores.

    BEL+T is also available for consultations regarding your ESS results. If you would like to arrange a consultation, please reach out to us at

  • I am a casual teaching staff member and I need information for teaching. Where can I start?

    Support for casual teaching staff is available through the Faculty. You can find some useful links and contacts below:

    The Built Environments Learning and Teaching (BEL+T) group has developed a series of learning experiences for ABP teaching staff. These are the Introduction to ABPABP Teaching Fundamentals, ABP Casual Constracts, ABP Teaching Practices and Assessment & Feedback Focus. They can be found through the ABP Teaching Canvas Community site. All casual teaching staff are encouraged to register for one or both of the related workshops, make use of the preparation, and engage with related resources over the semester. Staff are able to enrol themselves into this community, or, if already enrolled, are able to access the community via Canvas.

    The links on the BEL+T Sessional Setup page offer help to a casual teacher setting up at the beginning of the role, or the beginning of a new semester.  This page focuses on practical issues; like getting access to facilities and getting paid.

    Finally, the University Staff Hub includes news items from across the University to stay up to date, as well as access to systems and policies, as well as support.

  • Is there a useful framework to help me think about my approach to teaching?

    BEL+T has developed a relational learning design framework called the DIAgram, which you can use to develop your teaching practices. The framework focuses on Learning Engagement and Belonging as the foundational aims for the design of these activities, and the Coordinated integration of Delivery + Interaction + Assessment as elements that support this. The entire framework is encompassed by a Supportive Learning Environment to acknowledge the importance of student wellbeing. The elements are defined as follows:

    • Delivery: Delivery refers to the learning 'objects' that teachers share with their students.
    • Interaction: Interaction identifies crucial opportunities for students to engage and connect with one another and/or their teachers.
    • Assessment: Assessment focuses on effective strategies for guiding student learning through assessment design and feedback.
    • Coordination: Coordination is the behind-the-scenes work to integrate discrete elements into meaningful learning opportunities for students.
    • Learning Engagement: Learning Engagement refers to the degree of attention, curiosity, interest, and passion students exhibit towards learning or being taught.
    • Belonging: Belonging entails students feeling accepted, respected, included and supported in the educational environment, promoting positive relationships and a sense of community that contributes to their academic success and well-being.
    • Supportive Learning Environment - Supportive Learning Environments refer to the way teachers organise and facilitate what and how students learn in order to enhance holistic student wellbeing.

    The DIAgram framework is versatile and can be adapted to various teaching and learning contexts. For instance, when evaluating and contrasting different learning technologies, it is beneficial to determine their placement within the DIAgram. BEL+T has created a learning technologies table which classifies each technology in terms of its recommended application for teaching and learning activities: Delivery, Interaction and/or Assessment.

  • Where can I learn about culturally inclusive teaching practices?

    Culturally inclusive teaching is an educational approach that values and integrates diverse cultural perspectives into the learning process, with a focus on equity and mutual respect. BEL+T has produced guidance that introduces reflective, respectful and relational teaching practices that embrace the needs and interests of a culturally diverse cohort.

  • How can I best engage with generative AI in my teaching?

    Engaging with generative AI in your teaching can be a beneficial experience, but it's essential to approach it thoughtfully, responsibly, and in accordance with University policy. In order to navigate this complex environment, BEL+T has produced Guidance on Generative AI. It offers educators some key concepts and definitions in this fast-developing space.

    Furthermore, the Melbourne Centre for the Study of Higher Education has also produced a range of resources on Assessment, AI and Academic Integrity. These resources have been developed to provide academic staff with practical advice and strategies relating to the use of generative AI for assessment and academic misconduct.

  • What workshops are available to improve my teaching practice?

    BEL+T runs a variety of workshops throughout the year, which investigate key learning and teaching issues in built environments education. Upcoming workshops, as well as recordings and resources from past workshops, can be found on the BEL+T Workshops page.

    In addition, Learning Environments frequently run workshops covering a wide variety of teaching and learning related issues.

  • How can the quality of my teaching be recognised?

    There are many avenues available through which you can get your teaching recognised and awarded. To help you navigate this space, BEL+T has produced the Teaching Awards page, which provides information on Learning and Teaching Excellence Awards relevant to ABP teaching staff. These include awards at Faculty, University, National and International levels. These awards are offered through various procedures and pathways and provide ABP staff opportunities to have their teaching practices recognised and celebrated.

Technology for Teaching

  • How can I improve the quality of my multimedia recordings?

    The Faculty of Architecture, Building and Planning has a Microstudio that ABP staff members can use to create high quality multimedia content. The Microstudio is acoustically treated and equipped with professional-grade equipment, so the quality of recordings that can be achieved is far superior to what can be produced in most home setps.

    ABP staff members can book the ABP Microstudio through the Outlook calendar system. More information on this process can be found here. BEL+T is available to induct staff members on how to use the Microstudio, and is happy to help set up the Microstudio for staff members who are looking to use it.

    Furthermore, BEL+T has authored a series of resources designed to help you create a range of multimedia content at home. Additionally, Learning Environments has a suite of guides on multimedia creation, as well as a range of workshops on creating and editing multimedia.

  • How can I book digital media equipment?

    Digital media can be booked online through the ABP Loans Desk. The Loans Desk has a wide range of equipment available to both staff and students, including cameras, computers, AR and VR technologies, audio recorders and 3D scanners. The Loans Desk is located in the Print Room, Level 1, Room 127 – Gyln Davis Building (Building 33).

  • What learning tools are available to help my teaching?

    The University of Melbourne supports a range of learning tools and technologies that can be utilised to improve teaching quality. BEL+T has produced a table of learning technologies to help you determine which tools may be appropriate for your teaching. Furthermore, Learning Environments have curated extensive guidance on a range of learning technologies.

  • I want to create a virtual site visit – where can I find help?

    BEL+T is happy to assist with the production of virtual site visits for ABP teaching staff. If you are interested in producing a virtual site visit, please get in touch with us at

    Furthermore, we have produced a range of resources to show you how to create virtual site visits, such as 360˚ tours and interactive images; and integrate these into your learning and teaching

Health and Wellbeing

  • I am worried that some of my students are going through personal issues. What can I do?

    "As a staff member, you may observe signs that indicate a student is experiencing distress, or at risk of deteriorating mental health, and be able to provide a timely response. Assisting students to access mental health support early can be critical in preventing problems from becoming more serious or prolonged, and potentially reduce adverse impacts of mental health issues on a person’s academic/work functioning, relationships, and quality of life. Early intervention is also associated with better recovery outcomes." (Counselling and Psychological Services, The University of Melbourne).

    The University offers a wide range of services for immediate help, as well as resources, such as mental health training that are available to staff.

    Find more information via the following links:

  • Where can I find wellbeing support resources for staff?

    Juggling the many tasks and responsibilities that come alongside teaching is both rewarding and challenging. Looking after you own physical and mental wellbeing is essential to keep a healthy balance. Be sure to check out the BEL+T Getting Help page, which contains links to many resources including counseling and psychological services, OHS and emergency information, as well as general ABP wellbeing.

Administrative Support

  • Where can I find the At Risk Early Alert Form

    The At Risk Early Alert Form is a mechanism used by the faculty to identify and contact ABP and MSD students who may be experiencing difficulties in their subjects.

    Find out more information and access a link to the form.

  • Where can I find the Extension Application Form?

    Extensions of up to ten days may be offered to students if circumstances outside of their control have affected a student’s ability to complete an assessment task on time.  ABP teaching staff may direct students to the Application for Extensions guidelines. The guidelines outline the conditions for eligibility. The form must be completed by the students. Students requiring extensions longer than 10 working days must apply for Special Consideration through the Student Information System.

  • I suspect academic misconduct with one of my students. What should I do?

    This site provides a thorough overview of the issues and implications of Academic Integrity for staff and students of the University. Both students and staff should be aware of the requirements of Academic Integrity, as well as the implications when these are breached, as they can be significant and are treated very seriously by the Faculty and University. If you have concerns about a student's submission, you should contact the subject coordinator or senior tutor before speaking with anyone else. They will follow up with the student if necessary. The Academic Support Office can also provide guidance in this or other forms of suspected academic misconduct.

    If you suspect a student of plagiarism or collusion, you should report it to the senior tutor and/or subject coordinator. If the senior tutor/subject coordinator believes the plagiarism or collusion is deliberate and significant, they will contact the Student Support team in the ASO who will manage the process. Note that under no circumstances are you allowed to accuse or penalise the student.

    The following link contains a step by step to assist academic staff members in determining the appropriate response so suspected academic misconduct.

    Additionally, the emergence of generative artificial intelligence in educational contexts has introduced new challenges related to academic integrity. As the opportunities and challenges offered by these technologies continue to emerge, the University and the Faculty are working to clarify what is required of students and of teaching staff. To this end, BEL+T has produced Guidance for Generative AI which includes information on University Policy. Additionally, the Melbourne Centre for the Study of Higher Education has produced information and resources focused on academic integrity and AI in higher education.