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Evaluating faculty pedagogic practices to inform strategic academic professional development: a case of cases

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Abstract

An investigation was undertaken into how a process involving peer review and observation of teaching can be used to enhance academics’ teaching practices and inform professional development activities at an organization level. We describe an innovative and highly structured approach to gathering evidence of pedagogic practice from academic peer observers, students, and reflections on practice. Collating multiple perspectives on multiple instances of observed teaching a focused analysis is undertaken to provide an insight into development opportunities for a teaching culture and context. The investigation was undertaken in response to organizational needs in an increasingly competitive higher education sector where strong quality statements around teaching and learning outcomes are a matter of importance for organizational success. This paper will be of interest to academic developers and leaders in quality enhancement in higher education.

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Authors and Affiliations

  1. Griffith Institute for Higher Education, Griffith University, Gold Coast Campus, Brisbane, QLD, 4222, Australia

    Steve Drew

  2. School of Education and Professional Studies, Griffith University, Gold Coast Campus, Brisbane, QLD, 4222, Australia

    Christopher Klopper

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  1. Steve Drew
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  2. Christopher Klopper
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Correspondence to Steve Drew.

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Drew, S., Klopper, C. Evaluating faculty pedagogic practices to inform strategic academic professional development: a case of cases. High Educ 67, 349–367 (2014). https://doi.org/10.1007/s10734-013-9657-1

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