Case Stories

The case stories presented here are described under the four categories of: Quality Improvement, Quality Assurance, Scholarship of Teaching and Learning, and Institutional Impact (across University or Faculty level). Under each of these headings the stories either involve peer-to peer mentoring or a teaching team interactions. The cases were conducted for either an individual unit or, more broadly, for a course or discipline.

Each of the case stories is located on the impact management planning and evaluation ladder (IMPEL), which provides a framework for describing different types of change that can be achieved through educational development projects. Each stage, or ladder rung, is incrementally broader in impact than the last. More information about IMPEL may be found here.

Quality Improvement

This category includes stories of Classic PATS and the PATS Variations. The PATS Variation stories focus on peer-to peer mentoring or a team approach usually for an individual unit.

A/ Prof. Angela Carbone Monash University

Classic PATS – Institutional Trial

Angela Carbone, Monash University

Peer mentoring for enhancing teaching practices and improving evaluation outcomes

Angela’s story of Classic PATS focuses on peer-to-peer mentoring for remediation of a teaching unit identified as requiring improvement, over a semester’s duration.

A/ Prof. Angela CarboneMonash University

Classic PATS – International Campus

Angela Carbone, Monash University

Peer mentoring for enhancing teaching practices and improving evaluation outcomes

Angela’s story of Classic PATS focus on peer-to-peer mentoring for remediation of a teaching unit identified as requiring improvement, over a semester’s duration.

University of the Sunshine Coast

Curriculum renewal: Preparing the team

Caroline Cottman, University of the Sunshine Coast

Caroline’s story focuses on the teaching team and preparation to a new curriculum approach to a unit of Management and Organizational Behavior.

University of Tasmania

Peer mentoring in the virtual environment

Melanie Greenwood, University of Tasmania

Melanie’s story focuses on peer mentoring to support casual staff, not on the physical campus that are teaching online postgraduate nursing units over multiple campuses.

University of Swinburne

Unit Review: Improving quality, content and teaching in under performing units

Lynette Zeeng, Swinburne University of Technology

Lynette’s story focuses on the teaching team, in the Bachelor of Design, providing ongoing peer review of underperforming units to improve quality.

Victoria University

Learning Through Teaching Program: Supporting PhD students working as sessional teaching staff

Teresa De Fazio, Victoria University

Teresa’s story focuses on a program for PhD students employed as sessional teachers, investigating providing feedback on student assessment with workplace supervisors as mentors.

Latrobe University

Fostering academic identities through PATS: Locating teaching in Academic Practice

Rhonda Hallett, La Trobe University

Rhonda’s story focuses on a PATS variation aiming to develop academic identity and practice in newly appointed academics and develop a university-wide process to improve teaching performance in large subjects.

Quality Assurance

This category focuses on quality assurance of curricula, three case stories are about teaching teams peer partnerships created by teaching teams for a course, program or school; one is about an inter-disciplinary peer-partnership.

The University of Newcastle

Postgraduate Online Programs with Sessional Staff

Liam Phelan, University of Newcastle

Liam’s story focuses on the teaching team approach to coherence and consistency of postgraduate programs online and over a trimester.

Andrea CarrUniversity of Tasmania

Peer Review: A team-based approach ensuring quality curricula

Andrea Carr, University of Tasmania

Andrea’s story focuses on the teaching team providing ongoing peer review to ensure quality curricula for the newly online Bachelor of Dementia Care.

University of Tasmania

Peer Assisted Teaching Scheme for new clinical academics in the online environment: a team based approach

Anne-Marie Williams, University of Tasmania

Anne-Marie’s story focuses on a teaching team approach to bench marking the Bachelor of Paramedic Practice conversion pathway with UTAS best practice recommendations.

Angela CarboneMonash University

Inter-disciplinary peer mentoring for quality assurance and scholarship of learning and teaching.

Angela Carbone, Monash University

Peer mentoring for enhancing teaching practices and improving evaluation outcomes – Faculty of Arts, Monash University

Angela’s story focuses on peer mentoring, primarily to ensure exisitng high standards of delivery were maintained, but also to guide decisions and evaluate outcomes of changes introduced by the new lecturer.

Scholarship of Learning and Teaching

These case stories focus on the teaching team for a course, program or discipline.

University of Tasmania

A Team-based Approach to enable Engagement in Scholarship

Tracy Douglas, University of Tasmania

Tracy’s story focuses on the teaching team teaching bioscience over multiple campuses integrating scholarship into their teaching practice.

Peer Assisted Course Enhancement (PACE): promoting evidence-based teaching and scholarship within teaching teams

Jo-Anne Kelder, University of Tasmania

Jo’s story focuses on a faculty wide approach to quality enhancement from a ‘whole of curriculum’ perspective

Institutional Impact

These case stories provide insight into organisational arrangements at an either across University or Faculty to ensure Quality Improvement, Quality Asssurance and Scholarship of Learning and Teaching in curriculum.

Griffith University

Peer Assisted Course Enhancement Scheme (PACES)

Steve Drew, Griffith University

Steve’s story focuses on peer-to-peer mentoring to enable collaborative approaches to curriculum design and review of units for the University.

University of Tasmania

Distributive leadership for teaching teams: a mechanism for designing and supporting variations of PATS in a Faculty

Justin Walls and Jo-Anne Kelder, University of Tasmania

Justin and Jo’s story focuses on a faculty wide approach to quality enhancement for teaching teams