The Feasibility of Implementing Teaching Criteria and Standards at Your Institution

Denise CHALMERS
The University of Western Australia, Australia
denise.chalmers@uwa.edu.au

Rick CUMMINGS
Murdoch University, Australia
r.cummings@murdoch.edu.au

Sofia ELLIOTT
The University of Notre Dame, Australia
sofia.elliott@nd.edu.au

Sue STONEY
Edith Cowan University, Australia
s.stoney@ecu.edu.au

Beatrice TUCKER
Curtin University, Australia
B.Tucker@curtin.edu.au

Rachel WICKING
The University of Western Australia, Australia
rachel.wicking@uwa.edu.au

Trina JORRE DE ST JORRE
The University of Western Australia, Australia
trina.jorredestjorre@uwa.edu.au

Abstract

The literature reflects agreement on what constitutes quality teaching in universities, however, the establishment of criteria and performance expectations for each academic level is highly contested. The Australian University Teaching Criteria and Standards Framework has been developed to provide a practical and flexible guide for universities and their academic staff to clarify what constitutes quality teaching and how it can be evidenced. The framework is underpinned by carefully researched definitions and principles of quality teaching. These definitions and principles are expressed through seven criteria. For each criterion, the framework suggests performance standards and offers examples of practice and sources of evidence that academics can use to demonstrate their level of achievement. The organising principle of the framework is alignment with academic appointment and promotional levels. The framework has been used in many universities as a catalyst for determining expectations of teaching staff and the quality of their teaching for performance review and promotion. This Round Table seminar will invite participants to examine the Australian University Teaching Criteria and Standards Framework in the context of their own university's current teaching criteria and standards, and to discuss the processes by which quality teaching outcomes may be identified and promoted. The discussion will also include the contested and controversial aspects of setting quality teaching standards in higher education and suggest methods by which these challenges may be overcome.

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