Teaching Quality Indicators Project - UTAS Areas of Focus

As an outcome of research undertaken for the Carrick Institute Stage 1 project, conducted during 2006, four dimensions of teaching practice were identified as being critical to the quality of teaching, with indicators proposed for each dimension.

Following the first meeting of the TQI project Steering Group, a subset of all indicators was selected for particular focus within the scope of the UTAS project. In November 2007, the scope for UTAS was narrowed to focus specifically on the Diversity & Inclusivity dimension. The full table of indicators is reproduced below, with the UTAS focus areas highlighted in blue.

Table 1: Indicative learning and teaching indicators for four dimensions of teaching practice (Source: Carrick Institute 2007)

Institutional climate And systems	Diversity and Inclusivity	Assessment	Student community & engagement
Adoption of a student-centred learning perspective Possession of desirable teacher characteristics Relevant and appropriate teaching experience, qualifications and development Use of research findings in informing teaching and curriculum / course content Community engagement / partnership Funding model in support of teaching and learning Provision of adequate support services	Valuing and accommodating student and staff diversity Provision of adequate support services Active recruitment and admissions Provision of transition and academic support Active staff recruitment Multiple pathways for reward and recognition of staff	Assessment policies address issues of pedagogy Adopting an evidence based approach to assessment policies Alignment between institutional policy for best practice and faculty/departmental activities Commitment to formative assessment Provision of specific, continuous and timely feedback Explicit learning outcomes Value of graduates (etc)	Student engagement Fostering and facilitating (academic) learning communities Staff engagement