Assessing the impact of a university teaching development programme

Keith Trigwell · Katia Caballero Rodríguez · Feifei Han

76 citations0/0 files storedAssessment & Evaluation in Higher Education

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Evaluation of Teaching Practices Higher Education Teaching and Evaluation Higher Education Practises and Engagement

Abstract

Four different indicators are used to assess the impact of a year‐long university teaching development programme in an Australian research‐led university. All four indicators show small positive outcomes. Teachers who complete the programme have higher rates of receipt of teaching awards and teaching development grants than their colleagues who do not participate in the programme. Students in the classes of teachers who complete the programme report, on average, higher satisfaction scores than students in the classes of the same teacher before she/he completed the programme. Students in the faculties where the programme is completed by a higher proportion of academic staff report greater change to levels of satisfaction in the quality of their degree over the seven‐year period of the study. The methodology adopted involves several new approaches to evaluation and confirms the need for the use of an evaluation framework and multi‐indicator strategy.

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1999Evaluating professional development 1973The characteristics of subject matter in different academic areas.2002University Students' Perceptions of the Learning Environment and Academic Outcomes: Implications for theory and practice 1999Relations between teachers' approaches to teaching and students' approaches to learning 1991A performance indicator of teaching quality in higher education: The Course Experience Questionnaire 1956Evaluating Training Programs 2004The Impact Of Training Of University Teachers on their Teaching Skills, their Approach to Teaching and the Approach to Learning of their Students 2006How approaches to teaching are affected by discipline and teaching context

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2020How a professional development programme for university teachers impacts their teaching-related self-efficacy, self-concept, and subjective knowledge 2014Situated learning, reflective practice and conceptual expansion: effective peer observation for tutor development 2015Informal conversations about teaching and their relationship to a formal development program: learning opportunities for novice and mid-career academics

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