Researching our own practice

In this chapter, we argue that using research to inform our teaching is a vital element in the reflection process and empowers us to keep developing our teaching in ways that can be transformative for ourselves and our learners

Enhancing postgraduate supervision through a process of conversational inquiry

This paper outlines and begins to evaluate a process to build a critical and reflective community of postgraduate supervisors who can develop their supervision practice through reflective conversations, with the sharing of best practice and reference to research-based evidence. In 2009, the initiative of the Postgraduate Supervisors’ Conversations was set up through the collaboration of the Pro-Vice Chancellor (Postgraduate) and the Teaching Development Unit at the University of Waikato, New Zealand. We designed this initiative to complement the compulsory workshops for postgraduate supervisors that are intended to provide foundation skills. We aimed to create a professional development opportunity that could enhance supervisors’ capacity to manage the ongoing interpersonal and academic complexity of the supervision process as well as its dynamic character. This paper outlines the rationale for the Postgraduate Supervisors’ Conversations, describes its implementation and discusses the implications of an initial evaluative focus group discussion with attendees

Advocates for teaching: Reconceptualising the practice of teaching development in a university

Teaching development units have been provided at most Australasian and British universities over the last thirty years. Typically, units have provided workshops, courses and individual consultations in a variety of formats. These units have always attracted enthusiasts, but have often struggled to bring about a fundamental shift in organisational thinking about teaching. At the same time, external pressures such as Performance Based Research Funding (PBRF) draw academics away from teaching concerns and create additional challenges for staff developers

Portfolio pointers: Preparing and presenting high quality teaching portfolios

This goal of this project was to develop a set of guidelines for creating teaching portfolios for the Tertiary Teaching Excellence Awards or for other purposes. It includes key pointers to “getting started”, collecting evidence, interrogating practice, editing, and protecting the unique “voice” of the nominee and their student body. The guidelines consist of general principles and practical examples from both successful academic developers and award recipients and some examples from award-winning portfolios to illustrate good practice