Peer Review of Educational Practice Dimensions

Peer Review of Educational Practice Dimensions

Curriculum development – subject level

Could include a small and cohesive selection of:

  • Expression of a philosophy of teaching and learning and incorporation into planning and development of the curriculum
  • Use of current literature on teaching and learning in higher education to inform planning and development of the curriculum
  • Consideration of the diverse learning needs of students
  • Explicit subject design to integrate the needs of a global cohort of students
  • Consideration given to prior skills, knowledge and experience of the students when developing the learning activities, assessments and/or resources
  • Consideration of the subject in relation to its stage in a program
  • Consideration of the subject in relation to any prior, parallel or subsequent subjects
  • Consideration of the subject in relation to equivalent subjects taught at other institutions (benchmarking)
  • Student involvement in the development of the curriculum and/or teaching activities
  • Engagement of community expertise and experience in the design of curricula and resources
  • Engagement of community or profession in the implementation of the subject
  • Encouragement of reflective practice and self-assessment within teaching team
  • Encouragement within assessment to reward creativity
  • Opportunities for students to self-assess in preparation for major tasks
  • Provision of timely and constructive feedback
  • Sharing of expertise through development of appropriate resources where none are available
  • Facilitation of technology integration into learning activities, assessments and/or resources
  • Delivery of curriculum using support services where appropriate to complement teaching practice
  • Consistency between subject objectives, methods of teaching and learning, assessment and graduate qualities
  • Coherence between subject design and mode of delivery
  • Command of the subject matter
  • Relevance, accuracy and currency of content
  • Use of examples relevant to students’ interest and experiences
  • Encouragement for students to make effective use of libraries and other learning resources including workplace and professional experience
  • Alignment of learning to support the development of the desired graduate qualities
  • Opportunities to receive feedback on teaching from colleagues
     

Curriculum development – Program/Course level

Could include a small and cohesive selection of:

  • Use of current literature on teaching and learning in higher education to inform planning and development of the curriculum
  • Consideration given to mapping skills, knowledge and experience of the students when developing the learning activities, assessments and/or resources across subjects, units or modules
  • Consideration of the program in relation to equivalent programs at other institutions (benchmarking)
  • Consideration of the program in relation to identified standards
  • Explicit program design to integrate the needs of a global cohort of students
  • Student involvement in the development of the curriculum
  • Engagement of community expertise and experience in the design of curricula
  • Engagement of community or profession in the implementation of the program
  • Encouragement within assessment across the program to reward creativity
  • Opportunities for students to self-assess in preparation for major tasks
  • Development of appropriate resources where none are available to share expertise
  • Seamless integration of technology throughout the program
  • Integration of support services where appropriate throughout the program
  • Coherence between program design and mode/s of delivery
  • Information provided to students about course requirements and their rationale
  • Monitoring of consistency throughout program between subject objectives, methods of teaching and learning, assessment and graduate qualities
  • Command of the subject matter throughout a program
  • Relevance, accuracy and currency of content appraised by external review or benchmarking
  • Encouragement to students to make effective use of libraries and other learning resources
  • Alignment of learning that supports the development of the desired graduate qualities
     

Evaluation

Could include a small and cohesive selection of:

  • Collection of information about teaching and learning on a regular basis through a range of planned methods
  • Adjustment of approaches to teaching and/or design of subject in the light of the feedback obtained
  • Use of information obtained from student assignment and examination work in evaluation of teaching and/or subjects
  • Use of data gathered from graduates including longitudinal studies
  • Use of analytics data
     

Building teams

Could include a small and cohesive selection of:

  • Collaboration with colleagues to share expertise through discussion of learning and teaching within and/or beyond the institution
  • Mentorship of staff to engage with learning and teaching in a range of ways (such as curriculum development, managing a subject, leading a team of tutors, use of technologies for communication, selecting resources)
  • Identification of potential tutors with subsequent mentoring into the team
  • Identification and communication of directions for the team
  • Request for input and ideas from the team
  • Provision of constructive feedback to team members
  • Respect and value for individual differences
  • Questioning to clarify understanding
  • Presentation of ideas and plans in a convincing manner
  • Sharing of information with others who need to be kept informed
  • Leadership and management of the team
  • Project management to support effective team operation
     

Student support and communication

Could include a small and cohesive selection of:

  • Demonstration of commitment to mentoring and support of students
  • Demonstration of empathy and consideration within student support
  • Provision of additional opportunities for students to expand interest and engagement with subject (eg community
  • involvement; organisation of additional activities; highlighting learning opportunities)
  • Expansion of opportunities to acknowledge and support student diversity

Operational management

Could include a small and cohesive selection of:

  • Evidence of sound planning of learning opportunities for students
  • Effectiveness of systems to organise own work
  • Task tracking to ensure that important tasks/issues are not overlooked
  • Consideration given to issues and alternative solutions when addressing problems to ensure sustainability
  • Generation of innovative ideas and solutions to problems
  • Development of realistic solutions to problems
  • Informed decision making based on facts gathered from all relevant sources
  • Project management
     

Leadership in learning and teaching

Could include a small and cohesive selection of:

  • Support for the development of the teaching of peers
  • Opportunities for others to develop leadership
  • Encouragement of others to engage with leadership opportunities
  • Provision of leadership in curriculum review across a program
  • Consultation within and beyond the faculty in an area of learning and teaching expertise
  • Mentorship of staff in preparation of applications for confirmation, promotion, and/or awards
  • Mentorship of staff in preparation of learning and teaching grants
  • Contribution to policy development through working parties or education committees at Faculty or Institutional level
  • Engagement in collaborative research on learning and teaching related to subject, discipline or sector-wide issues or innovations
  • Active engagement with professional associations, conference committees or events focused on learning and teaching
  • Modelling of reflective practice and maintenance of continuing professional development activity
  • Agent of change at personal and/or faculty level (eg evidence of change effected)
     

Learning-Teaching-Research nexus

Could include a small and cohesive selection of: Staff activities:

  • Update of course and subject materials to reflect current research
  • Discussion of their research with students
  • Encouragement of students to undertake further research
  • Individual or collaborative research about student learning (scholarship of teaching and learning) and its dissemination.
  • Reflection on teaching and research practices and innovations

Student activities designed so:

  • Students engage with research findings and research literature
  • Students discover and discuss new topics and questions for research.
  • Students study the ways in which researchers work, examine the nature and use of specific research methods and undertake research activities.
  • Students question knowledge in the disciplines and discuss competing perspectives in the field of study.
  • Students attend research seminars
  • Students collaborate with other students and with academics on research projects
  • Students reflect on what and how they learn

Course level:

  • Course explores research bases of discipline knowledge
  • Course considers ethical issues in research
  • Course include activities to develop students’ problem solving, enquiry, analysis, reflection and critical thinking

 

Other

Suggestions welcomed for this category

Last reviewed: 29 March, 2016

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