Aligning the Student Experience at AUT

Our learning and teaching design and practice are focused on creating student experiences in-which learning outcomes, learning activities and assessments all align to support each other as well as the University’s mission of exceptional learning experiences and Great Graduates that Care Question Act.

Aligning the Student Experience at AUT

View and/or download Aligning the Student Experience at AUT diagram below.

Care Question Act

AUT has a mission of Great Graduates, and more specifically, it has Great Graduate aspirations of Care Question Act. It is intended that this aspiration be articulated and measurable within curricula for all AUT graduates.

Care Question Act can be considered and applied as relevant to each programme but may include the following suggestions or starting points:

Care: culturally intelligent; communicate and collaborate across boundaries; far reaching aspirations to create a better world; engage in social impact; advocate and initiate change; contribute positively

Question: intellectually curious; critically consider ideas, text and research; think reflectively and reflexively; challenge and propose ‘dangerous ideas’

Act: knowledgeable; confident; work ready; apply knowledge and technical skills in practice; engage in diverse ways of thinking

More information on Care Question Act will be available here soon. This will include detail on expectations for inclusion in graduate profile learning outcomes – and the subsequent need for it to be scaffolded through the curriculum for development and assessment at a paper level. We will also link to upcoming modifications to programme development guidelines which will extend reference to the University’s existing graduate profile by incorporating Care Question Act.

Xceptional Learning Experiences Framework

Consisting of a framework of three pillars, the XLE draws inspiration from the complex fields of practice and environments that our students are moving into and shapes how we think about formal and informal learning experiences at AUT.

The three interconnected pillars are work and social connection; interdisciplinary collaboration; and authentic assessment. In turn, these pillars create opportunities for us also to focus on novel interactions and shared learning; advancing mātauranga Māori; learning acquired through research and inquiry; cultivating an adaptive and responsive mindset; and stretching and challenging.

While the XLE Framework may not always be explicitly addressed in learning outcomes in the same way as Care Question Act, the Framework informs and inspires the design of learning and teaching at AUT.

Our altLAB Sparks further explore the XLE Framework.

Constructive Alignment

altLAB supports constructive alignment in the development of teaching practice.

The ‘constructive’ part of constructive alignment refers to students constructing their own meaning through relevant learning activities.

The alignment part refers to the learning outcomes, the teaching and learning experiences, and the assessment tasks all being aligned and coherent (Biggs, 2012).

This means that we:
(a) design learning and teaching activities that scaffold students to achieve learning outcomes, and
(b) create assessments that assess student’s abilities to meet the requirements of these same learning outcomes.

When we think about aligning the whole student experience at AUT, we consider how we can include the graduate aspirations of Care Question Act into this through the learning outcomes, learning activities and assessment, and how the development of all elements can be informed and inspired by the Xceptional Learning Experiences Framework.


This video from the Faculty of Business, Economics and Law provides an example of thinking about providing an aligned student experience at a programme level at AUT.

Our guidance and information in response to the frequently asked question What is constructive alignment?


Biggs, J. (2012). What the student does: Teaching for enhanced learning. Higher education research & development, 31(1), 39-55.