Enhancing Learning by Enhancing Teaching: Peer Assisted Review and Observation for Course and Teaching Quality Improvement
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This chapter provides an overview of the enhancement of teaching and learning in a higher education setting, facilitated by two enhancement initiatives. The PRO-Teaching project and the PACES are complementary cross-disciplinary teamimplemented initiatives aimed at enhancing the quality of teaching and curriculum design. These projects were funded by Griffith University to engage staff in peer review initiatives focused on embedding sustainable, collegial development opportunities and quality teaching culture beyond formal professional development programs, in support of the university’s aim to provide a staff-enabling culture that supports its staff to create a high-quality, student-centred experience. The university’s peer assistance programs are distinctive in that they link with a range of cross-disciplinary, learning network initiatives to complement and reinforce the university’s teaching quality enhancement agenda. Furthermore, the programs demonstrate highly effective collaboration between teaching and professional staff to deliver support tailored to staff and School needs. Professional personnel play a key role in recruiting peer review teams, scheduling observations, disseminating review protocols and collating and maintaining confidential records for individual development purposes. The enthusiasm and commitment of professional administrative staff and their importance to the success of the PRO-Teaching and PACES projects have been recognised through embedding part-time positions in all four academic groups.
Teaching for Learning and Learning for Teaching: Peer Review of Teaching in Higher Education
Curriculum and Pedagogy Theory and Development