Promoting quality teaching: an institutional perspective

Most Australian universities claim to promote a culture of teaching excellence, few really demonstrate this in practice when it comes to promotion. One institution which has firmly signalled a commitment to excellent teaching is UWA. Academics can be promoted to professorial level based primarily on teaching excellence - a very clear and strong message to all across the University. How does promotion through teaching affect these academics and their colleagues? Some of our excellent teachers share their thoughts:

How have you promoted/facilitated quality teaching and learning in the institution?

PHIL: . I have continued to try and stimulate students to learn by using appropriate use of different delivery mechanisms. For example, I do not believe that PowerPoint delivery is always the best way to get a message across or stimulate the interest of the students. Developing a line of reasoning on the whiteboard can be far more powerful in some circumstances.

PHIL: . I have promoted/facilitated quality teaching and learning by performing SPOT tests at appropriate times in the units that I coordinate. I think the SPOT's let the students know that we are interested in what they felt were good and bad aspects of the units and I always let the students in the following year know what the comments were and how I have addressed them. This also involves defending some aspects of the unit that students may not enjoy and explaining why it is an important component of the unit and why it needs to be performed in that way.

PHIL: The promotion based on teaching scheme has made me think in more detail about what the key components of quality teaching and learning are and I think the most essential component is good communication with the students.

BEV: I take very seriously my role as a leader in promoting excellence in teaching and learning. At a discipline level I initiate new practices and encourage other staff to reflect upon their own practices. I have been part of our first year review and take a key role in first year teaching which I believe is at the cornerstone of university teaching.

BARBARA: I tried to find a balance between providing the basic information needed at first-year level, and incorporating examples of the latest exciting research findings in this field.

Has your promotion and recognition as an excellent teacher resulted in further development of your teaching and learning strategies?

PAUL: I am reducing didactic teaching and experimenting with new forms of small group teaching.

PHIL: . it has made me think more about the objectives of whole degrees and where I think my units fit in and satisfy the overall objectives of the degree. This is something that I think has been neglected in the past because people become focussed on developing their own units and forget the big picture. It is my opinion that having clear objectives is essential for students to enjoy learning.

PHIL: My promotion has also made me more aware of different strategies that I could use to improve my teaching (eg. WebCT) in different circumstances and it has encouraged me to take more notice and actively participate in workshops and information sessions about different strategies of teaching and learning.

Has your promotion led to the development of more effective teaching and learning strategies in others?

PHIL: I think our Faculty as a whole has promoted quality teaching for many years and has initiated a number of innovative programs in mentoring students to improve their teaching and learning experiences. We have formed committees to disseminate and facilitate new information and ideas in teaching and learning. These committees have also provided support for academic staff who are interested in implementing new methods of teaching and learning in their units.

BEV: I have clarified the outcomes for all of my units in line with the university's policies; with my colleagues I have refined our online materials in first year; and I have reviewed and refined my evaluation practices by incorporating more qualitative feedback from the students.

General comments:

CHRIS: . quality teaching is a vital, indeed primary, function of universities. So promotion in recognition of teaching makes it possible to take research as a component, but is able to focus more on the expertise and effectiveness with which information is delivered to students.

JANE: If the main purposes of universities are teaching and research clearly the promotion of staff should be based on both of these criteria. Some staff will be stronger in one of these two areas but both should be given equal weighting. As good teaching at a tertiary level is linked to research experience, there are very few good teachers who aren't good researchers.

PHIL: What students think is a fair thing these days is quite different to what it used to be and competition between institutions for students is higher. These days, the quality of teaching and learning is a vital part of improving undergraduate and postgraduate numbers and the success of the University.

CHRIS: Freshness is always an important consideration for successful teaching. It is important for teachers to find time to modify, upgrade and renew their offerings continually in response to an ever-changing social and cultural environment.

PAUL: Professor Paul McMenamin, Associate Dean (Teaching & Learning), Faculty of Medicine and Dentistry.

PHIL: Dr Phil Vercoe, Senior Lecturer, Faculty of Natural and Agricultural Sciences.

BEV: Dr Beverley McNamara, Senior Lecturer, Faculty of Arts, Humanities and Social Sciences.

CHRIS: Professor Christopher Wortham, Professor, Faculty of Arts, Humanities and Social Sciences.

BARBARA: A/Prof Barbara Chang, Associate Professor, Faculty of Life and Physical Sciences.

JANE: Dr Jane Balme, Chair of Archaeology, Faculty of Arts, Humanities and Social Sciences