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• W3023837474 abstract "Background: A Teaching and Learning Development Program (TLDP) for academics teaching into the engineering degree program at The University of Queensland (UQ) was launched in December 2011. The program draws heavily on an article by Felder (2011) which provided a compelling case for faculty development in engineering, and incorporates findings from current national best practice. The TLDP was pitched using a framework hinging on three central activities: professionalisation of Teaching and Learning (T and L); mentor, support and develop teaching academics; and enhancement of communication and collaboration networks for T and L. What distinguishes the TLDP from other centrally administered offerings at UQ, such as the Graduate Certificate Higher Education, is that the program is engineering-specific and training, mentoring, and communication is primarily created and delivered by engineering educators. Purpose: This paper gives an overview of TLDP activities and critically analyses successes and failures to date. Both obstacles and opportunities are detailed in relation to the program's intended goals. In addition, the paper seeks to describe the necessity of ensuring that T and L has value in the institution; top-down buy-in is fundamental to the success of such a program. Design/Method: Each of the significant activities implemented as part of the TLDP, such as a mentorship initiative and workshops, are presented in terms of their impact on staff, changes in teaching practices, and their perceived benefit and value. Outcomes are mapped across the three levels which underpin the program to both validate the approach, and to improve/ tailor initially proposed directions. Results: Difficulties have been encountered in terms of the development of teaching academics, most notable at higher levels of academia where T and L beliefs and practices are more entrenched and less time is available for innovation and change. These difficulties were anticipated as UQ is a research-intensive institution and professionalising T and L is a 'tough sell' given the traditional research-oriented career path. However, the TLDP has been well received and many new academics are benefitting from a tailored program of workshops and mentorship. Communication and collaboration networks are showing signs of growth with procedures and practices being adopted indicative of institutionalisation (Boshier, 2009, Reidsema et al. 2011). Success has also been measured through the inclusion of both the program and the Special Interest Group Engineering Education (Kavanagh and O'Moore, 2007) in the accreditation literature prepared for EAust. Indeed, one of the six commendations delivered by EAust in summing the accreditation procedure was directly attributable to the TLDP. Conclusions: The framework upon which the TLDP was built appears sound; however, without top-down support and good communication amongst academics, the development of Level D and E T and L staff, and dissemination of best practice to these academics will be limited. Further work is currently being scoped in terms of positioning the TLDP as a research project wherein various models of behaviour and organisational change will be utilised in order to enhance coverage and uptake." @default.
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• W3023837474 date "2012-01-01" @default.
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• W3023837474 title "The Teaching and Learning Development Program: an opportunity to excel?" @default.
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