Benchmarking and peer review of teaching practice for the purpose of evidencing excellence in teaching and learning


  • David Birbeck Learning and Teaching Unit, University of South Australia


his paper explores the difficulties inherent in benchmarking teaching practice for the purpose of formative development of teaching skills in higher education. An approach that uses long established principles of undergraduate education in a negotiated peer review process is proposed. The approach is based on a trial in a learning and teaching mentoring program called Building Innovation in Learning and Teaching (BuILT). This mentoring program involves 19 schools at the University of South Australia (UniSA) across all four metropolitan campuses and two rural / regional campuses. Involvement in the program either as a mentor or as a participant is by invitation. This program seeks to develop excellence in teaching and learning through dissemination, professional development and teaching and learning awards. 


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