1. Teaching Effectiveness Matters: A survey of teaching effectiveness indicators, quality criteria and standards across Australian and Malaysian Universities
1. Introduction – introduce the project
2. Describe the survey
3. The seven criteria
4. Go over the seven slides of most important standards in each criterion
5. Group activity –give sheet all criteria and standards and ask small groups to pick one standard and discuss what kinds of evidence they might gather
6. Feedback on issues
7. Issues arising
8. Finish – where next and thanks.
Dr. Craig Whitsed
Professor Richard Cummings
Centre for University Teaching and Learning
Professor Heather Smigiel
Flinders University

2. Aim of the collaboration:
To survey senior academic and professional staff across the IRU and MRUN networks about their perceptions of importance and application of the AUTCAS criterion and standards
AUTCAS
Framework
Perceived importance
Probation & promotion
IRU and a group of Malaysian universities agreed to collaborate and funded a range of research projects including in teaching and learning
One project was a two year study to explore the use of the AUTCAS framework in the two groups of universities. One of the activities was to survey staff on three key questions:
Which of the 51 standards in the 7 criteria in the framework are currently being used in the institutions in annual reviews of academic staff?
Which standards are currently being used in the institutions in probation or promotion processes for academic staff?
How important is each standard when assessing teaching effectiveness?
Annual review of performance
Universiti Malaya (UM), Universiti Sains Malaysia (USM), Universiti Kebangsaan Malaysia (UKM), Universiti Putra Malaysia (UPM), Universiti Teknologi Malaysia (UTM)
Murdoch University, Flinders University, Charles Darwin University (CDU), James Cook University (JCU)

3. What we did
Which AUTCAS standards do university staff consider most importance?
Which standards are currently used in academic annual performance reviews?
Which standards are currently used in academic promotion and probation processes?
Developed a common survey with the MRUN institutions to find out from university staff, specifically senior academic staff who generally are involved in making judgments about effective teaching, the following three key questions:
Which AUTCAS standards do they consider most importance?
Which standards are currently used in academic annual performance reviews?
Which standards are currently used in academic promotion processes?
Received nearly 1000 responses across the 9 unis and have

4. Evaluation of practice and continuing professional development
Integration of scholarship, research and professional activities with teaching and in support of student learning
Evaluation of practice and continuing professional development
Professional and personal effectiveness
Design and planning of learning activities
Teaching and supporting student learning
Assessment and giving feedback to students on their learning
Developing effective learning environments, student support and guidance
Many of you will know of the AUTCAS Framework developed by the 5 WA universities in one of the final OLT strategic projects.
Many universities have used the framework in reviewing and developing processes for academic staff annual reviews, probation and promotion processes, and professional development frameworks.
A number of IRU institutions were interested in exploring the potential use of the framework and the MRUN universities were very interested because they generally were only using scores on student feedback surveys. They were very interested in exploring a more broadly based approach to measuring teaching effectiveness.

5. DESIGN AND PLANNING OF LEARNING ACTIVITIES
MOST IMPORTANT STANDARDS
Criterion 1
DESIGN AND PLANNING OF LEARNING ACTIVITIES
Teaching plan that aligns to teaching and learning activities and assessment
Knowledge of the discipline area
In Criteria 1, these three standards were the top three in both countries
Preparation of teaching materials

6. Teaching and Supporting Student Learning
Criterion 2
Teaching and Supporting Student Learning
Effective supervision of student research activity
Engage and stimulate student participation
In Criteria 2, two standards were agreed as being in the top three in both countries
IRU – also focused on student centred approach
MRUN – focused on Innovation which is a national priority in Malaysia
Use of innovative teaching approaches
Use of student centred approaches

7. Assessment and Giving Feedback to Students
Criterion 3
Assessment and Giving Feedback to Students
Constructive and timely feedback is provided to students
The assessment tasks are closely linked to the learning outcomes
Criterion 3 – agreed on the need for feedback to students
MRUN staff concerned with linking assessment to Los
IRU concerned with this but also with the clarity of assessment requirements
Assessment constructively aligned to learning outcomes
Assess intended learning outcomes
The assessment requirements are clearly stated

8. DEVELOPING EFFECTIVE ENVIRONMENTS, STUDENT SUPPORT AND GUIDANCE
Criterion 4
DEVELOPING EFFECTIVE ENVIRONMENTS, STUDENT SUPPORT AND GUIDANCE
Initiative and innovation in supporting students and the creation of engaging learning environment
Availability for consultation
Criterion 4 agree on initiative and innovation
IRU – support student diversity and availability
MRUN – Support to students with specific needs and demonstrating collaborative learning
Demonstrate effective practice in developing collaborative learning
Support and guidance of students with specific academic needs
Creating supportive learning environment to support student diversity

9. INTEGRATION OF SoTL AND PROFESSIONAL ACTIVITIES SUPPORT OF LEARNING
Criterion 5
INTEGRATION OF SoTL AND PROFESSIONAL ACTIVITIES SUPPORT OF LEARNING
Use of current disciplinary research in curriculum through teaching activities
Use of authentic case studies, industry experience and/or partnerships in teaching
Agree on use of disciplinary research in teaching and use of authentic case studies and industry experience
Share teaching and learning research within your discipline
Effective preparation of students prior to their work-based experience

10. EVALUATION OF PRACTICE AND CONTINUING PROFESSIONAL DEVELOPMENT
Criterion 6
EVALUATION OF PRACTICE AND CONTINUING PROFESSIONAL DEVELOPMENT
Leadership and contribution in the provision of professional development of others
Self-evaluation leading to changes in teaching practice and student outcomes
Criterion 6 - Agree on on 2
Participation in teaching and learning conference/forums
Successful completion of Foundation of University Teaching program or equivalent

11. PROFESSIONAL AND PERSONAL EFFECTIVENESS
Criterion 7
PROFESSIONAL AND PERSONAL EFFECTIVENESS
Application of professional ethical practices in work and teaching context
Approaching teaching with enthusiasm, passion and confidence
Agree on 2
Overall there are 13 agreed standards in the top three out of a possible 21 (62%)
Responding positively to opportunities and new teaching approaches
Demonstrating commitment and interest in students and their learning

12. to

13. Issues arising from the research
Criterion/Standard
Importance
Use in Annual Reviews
Use in Probation/Promotion
C2 - Scores in student evaluation survey
Low
High
C2 - Effective supervision of student research activity
C6 - Self-evaluation leading to changes in teaching practice and student outcomes
Criterion 5 - Integration of Scholarship (SoTL), Classroom Research and Professional Activities with Teaching and in Support of Learning

14. What next? Dr. Craig Whitsed: c.whitsed@murdoch.edu.au
It might be useful to refer to the HEA framework and to point out that one possible direction for the framework is in the context of the IRU and the conversations with them having
Dr. Craig Whitsed:
Professor Rick Cummings: