In one sense, effective teaching is very easy to identify - it is what leads to effective learning. However, it is not as easy to specify what particular approaches and techniques will produce this desired result. The literature on effective teaching in higher education suggests that there is no straightforward formula, no single way of helping people to learn. Students testify that they have learned well in a variety of contexts, from a variety of teaching styles, ranging from the charismatic, brilliant lecturer to the non-interventionist, supportive facilitator. Fashions come and go in education as in other fields and it is important for universities to maintain a sense of complexity in this area, allowing room for individual perspectives and approaches.
It is possible, however, to articulate broad, general principles as a guide to staff and students and as a basis for evaluation. In recent years, a great deal of work has gone into the formulation of such principles at a national level and two very useful sets of guidelines have been published, after extensive consultation with interested groups in higher education. These are the AVCC's Guidelines for effective university teaching (1993) and the Higher Education Research and Development Society of Australasia's document Challenging conceptions of teaching: Some prompts for good practice (1993).These statements are commended to members of the academic staff.
Monash University has developed a briefer definition of effective teaching which will govern the university's planning and monitoring of its educational programs. The following statement of broad principles embodies a Monash vision of teaching which the university will strive to realise.
At Monash University, effective teaching:
When teaching programs are conducted without regular face-to-face contact between academic staff and students, effectiveness depends on the provision of properly designed and appropriate alternative technologies, and/or distance education methodologies, resources and support services, under appropriate academic direction.
The university recognises that much learning occurs outside the classroom and that the institution has a responsibility to support these learning activities, by providing resources to the Library and the Computer Centre and to other learning and resource centres.
Effective teaching and learning require appropriate support. The essential elements of Monash's teaching and learning support plan are as follows:
1.3.1 A mandatory induction program for all new academic teaching staff. The program will introduce staff to the university's expectations in relation to their teaching duties, the support systems and resources available, and general principles of effective teaching and learning in higher education. It will be flexible to allow for different `streams' according to staff members' qualifications and previous experience, and will be developed by the Professional Development Centre, in consultation with the faculties. One section will deal with the supervision of research students; all staff new to the supervision of postgraduate students will be required to participate in this part of the program.
1.3.2 A mentoring scheme for all new academic staff members with little or no experience of university teaching and supervision. The scheme will be faculty and department-based, but the Professional Development Centre will assist in establishing procedures and providing training sessions for mentors.
1.3.3 A professional development program for academic staff. This will consist of a collection of free standing modules covering aspects of tertiary teaching and learning, higher education policy and administration. The modules will be designed and offered by faculties of the university and the Professional Development Centre. If staff complete a certain number of modules in a designated structure (to be determined), they will qualify for a masters degree in higher education; modules taken for credit towards this degree must be approved by the Faculty of Education. Completion of any elements of this program will be regarded as evidence relevant to a claim of excellence in teaching in applications for promotion (along with the other evidence referred to in the relevant documents).
1.3.4 The appointment of associate deans (teaching) to take responsibility for the enhancement of teaching and learning in their faculties. These associate deans will liaise with the Professional Development Centre and, where appropriate, the Monash Distance Education Centre, on a formal and regular basis, and will have responsibility for establishing faculty staff development programs focused on teaching. They will meet regularly with the deputy vice-chancellor responsible for academic projects.
1.3.5 Encouragement of proposals for outside studies programs which have an emphasis on course development and teaching improvement and innovation. This emphasis will not be at the expense of the traditional research orientation of OSP activities, but will allow for teaching-related projects as a legitimate and valued alternative.
1.3.6 Continuation of the Vice-Chancellor's Awards for Distinguished Teaching and the introduction of a Vice-Chancellor's Award for Supervision. These are awards designed to recognise and encourage teaching excellence throughout the university. The vice-chancellor will continue to make three awards available annually for distinguished teaching according to the criteria developed over the last few years, and will introduce one award for supervision, the criteria for which will be developed in 1995.
1.3.7 Further modification of the regulations and procedures relating to promotion and selection to strengthen the importance of teaching.
1.3.8 Support from the Monash Development Fund for innovative projects designed to enhance teaching effectiveness.
1.3.9 Extension of the Teaching Improvement Projects Scheme (TIPs). The TIPs fund will continue to be administered by the Professional Development Centre and funds will be allocated by a committee chaired by the director of the centre.
1.3.10 The incorporation of a teaching quantum in the allocation of funds to faculties. From 1995, a sum equivalent to 2 per cent of the operating grant will be set aside every year to be distributed according to performance in teaching. In the first year, the sum will be allocated to the faculties as part of their operating grant; deans will distribute it internally to departments or groups on the basis of judgments about performance in teaching.
While the nature of the evidence provided will be determined within the faculty, it is expected that departments will be asked to submit teaching portfolios which incorporate evidence of the quality of their teaching in relation to their stated objectives. The evidence could include the aggregated results of student evaluations and may include material such as peer review of the curriculum and surveys of employers of graduates.
Deans will include a report of this process and its outcomes as part of a comprehensive report of activities within their faculties to the Academic Board during 1995.
In 1995 the process will be reviewed. It may be that, in subsequent years, the 2 per cent will be taken `off the top' of the budget and allocated to faculties on the basis of teaching portfolios judged by the vice-chancellor.
The Professional Development Centre will assist by distributing information on teaching portfolios, by developing a checklist on valuing teaching for departments (an extension of the HERDSA checklist for institutions as a whole) and by advising on criteria for judgment.
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