The case stories presented here are described under the four categories of: Quality Improvement, Quality Assurance, Scholarship of Teaching and Learning, and Institutional Impact (across University or Faculty level). Under each of these headings the stories either involve peer-to peer mentoring or a teaching team interactions. The cases were conducted for either an individual unit or, more broadly, for a course or discipline.
Each of the case stories is located on the impact management planning and evaluation ladder (IMPEL), which provides a framework for describing different types of change that can be achieved through educational development projects. Each stage, or ladder rung, is incrementally broader in impact than the last. More information about IMPEL may be found here.
Quality Improvement
This category includes stories of Classic PATS and the PATS Variations. The PATS Variation stories focus on peer-to peer mentoring or a team approach usually for an individual unit.
Classic PATS – Institutional Trial
Angela Carbone, Monash University
Peer mentoring for enhancing teaching practices and improving evaluation outcomes
Angela’s story of Classic PATS focuses on peer-to-peer mentoring for remediation of a teaching unit identified as requiring improvement, over a semester’s duration.
Classic PATS – International Campus
Angela Carbone, Monash University
Peer mentoring for enhancing teaching practices and improving evaluation outcomes
Angela’s story of Classic PATS focus on peer-to-peer mentoring for remediation of a teaching unit identified as requiring improvement, over a semester’s duration.
Curriculum renewal: Preparing the team
Caroline Cottman, University of the Sunshine Coast
Caroline’s story focuses on the teaching team and preparation to a new curriculum approach to a unit of Management and Organizational Behavior.
Peer mentoring in the virtual environment
Melanie Greenwood, University of Tasmania
Melanie’s story focuses on peer mentoring to support casual staff, not on the physical campus that are teaching online postgraduate nursing units over multiple campuses.
Unit Review: Improving quality, content and teaching in under performing units
Lynette Zeeng, Swinburne University of Technology
Lynette’s story focuses on the teaching team, in the Bachelor of Design, providing ongoing peer review of underperforming units to improve quality.
Learning Through Teaching Program: Supporting PhD students working as sessional teaching staff
Teresa De Fazio, Victoria University
Teresa’s story focuses on a program for PhD students employed as sessional teachers, investigating providing feedback on student assessment with workplace supervisors as mentors.
Fostering academic identities through PATS: Locating teaching in Academic Practice
Rhonda Hallett, La Trobe University
Rhonda’s story focuses on a PATS variation aiming to develop academic identity and practice in newly appointed academics and develop a university-wide process to improve teaching performance in large subjects.
Quality Assurance
This category focuses on quality assurance of curricula, three case stories are about teaching teams peer partnerships created by teaching teams for a course, program or school; one is about an inter-disciplinary peer-partnership.
Postgraduate Online Programs with Sessional Staff
Liam Phelan, University of Newcastle
Liam’s story focuses on the teaching team approach to coherence and consistency of postgraduate programs online and over a trimester.
Peer Review: A team-based approach ensuring quality curricula
Andrea Carr, University of Tasmania
Andrea’s story focuses on the teaching team providing ongoing peer review to ensure quality curricula for the newly online Bachelor of Dementia Care.
Peer Assisted Teaching Scheme for new clinical academics in the online environment: a team based approach
Anne-Marie Williams, University of Tasmania
Anne-Marie’s story focuses on a teaching team approach to bench marking the Bachelor of Paramedic Practice conversion pathway with UTAS best practice recommendations.
Inter-disciplinary peer mentoring for quality assurance and scholarship of learning and teaching.
Angela Carbone, Monash University
Peer mentoring for enhancing teaching practices and improving evaluation outcomes – Faculty of Arts, Monash University
Angela’s story focuses on peer mentoring, primarily to ensure existing high standards of delivery were maintained, but also to guide decisions and evaluate outcomes of changes introduced by the new lecturer.
Scholarship of Learning and Teaching
These case stories focus on the teaching team for a course, program or discipline.
A Team-based Approach to enable Engagement in Scholarship
Tracy Douglas, University of Tasmania
Tracy’s story focuses on the teaching team teaching bioscience over multiple campuses integrating scholarship into their teaching practice.
Peer Assisted Course Enhancement (PACE): promoting evidence-based teaching and scholarship within teaching teams
Jo-Anne Kelder, University of Tasmania
Jo’s story focuses on a faculty wide approach to quality enhancement from a ‘whole of curriculum’ perspective
Institutional Impact
These case stories provide insight into organisational arrangements at an either across University or Faculty to ensure Quality Improvement, Quality Assurance and Scholarship of Learning and Teaching in curriculum.
Peer Assisted Course Enhancement Scheme (PACES)
Steve Drew, Griffith University
Steve’s story focuses on peer-to-peer mentoring to enable collaborative approaches to curriculum design and review of units for the University.
Distributive leadership for teaching teams: a mechanism for designing and supporting variations of PATS in a Faculty
Justin Walls and Jo-Anne Kelder, University of Tasmania
Justin and Jo’s story focuses on a faculty wide approach to quality enhancement for teaching teams