Dear Colleagues,
I have recently been assigned to a project the purpose
of which is to develop institution-wide mechanisms to
both enhance and assess teaching quality at
research-intensive universities. We are interested
options that could potentially have a formative and
summative aspect to them. I am presently, for
example, reviewing the literature on the peer review
of teaching. It is evident that is a range of opinion
about whether formative and summative aspects could be
developed interchangeably here. My sense is that they
can through, for example, an academic practice
portfolio that spans research, teaching and service.
The components of which could also build in elements
that enhance teaching quality. Some evidence from
practice would certainly be helpful to underpin my
emerging thinking here however. Also, any thoughts or
suggestions that you may have about how best to
institute mechanisms around teaching quality would be
most welcome.
Appreciatively,
Dr. Timothy Murphy
Centre for Excellence in Learning and Teaching
National University of Ireland, Galway
Phone: + 353-91-495690 (or ext. 5690)
email. [log in to unmask]
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