Currently, the Peer Enhancement of Teaching and Learning Programs are not available. Please contact Louise Maddock with any questions or queries about the programs.

Work with a colleague to enhance your course or teaching practice

Peer Enhancement of Teaching and Learning processes support the university’s aim of encouraging and enabling teaching staff to confidently and capably engage with the challenges and new opportunities in enabling a culture of learning and teaching excellence.

Why engage in peer professional learning?

Teaching practice

Gain insights into strategies to enhance your teaching practice and engage students in their learning experience

Course design practice

Discover ways to enhance the design of your course, to enable student learning and experience of your course

Professional learning

Engage in reflective practice and peer-based professional learning

Career development

Add evidence to your academic portfolio that may be useful as part of the ASCD process and development of your career as an academic

Recognition and reward

Gather evidence for your academic portfolio that may be useful for applications for learning and teaching awards and citations, and HEA Fellowships

Collegial connections

Build your network and contribute to Griffith’s vibrant learning and teaching culture and community

Choosing the best program for you

There are two Peer Enhancement of Teaching and Learning programs available to Griffith educators. Before deciding which program best fits your needs, it is helpful to decide what you wish to focus on - teaching enhancement or course enhancement.

Peer Enhancement of Teaching

Peer Enhancement of Teaching (PET) enables you to collaborate with colleagues to enhance your teaching practice. The process involves two observations of teaching by two observers (one discipline observer and one teaching and learning observer) to provide you with collegial feedback and assist in the development of your teaching and enhancement of student learning.

Find out more

Peer Assisted Course Enhancement Scheme

The Peer Assisted Course Enhancement Scheme (PACES) is a developmental and confidential process which will enable you to collaborate with one or more colleagues throughout the Trimester to reinvigorate and enhance the quality of a course. You will also be offered 10 coffee vouchers to facilitate mentor/mentee and peer/peer meetings.

Find out more

What your colleagues say

Read what some of your colleagues have said about their experience of developing their learning and teaching practice through the Peer Enhancement of Teaching and the Peer Assisted Course Enhancement Scheme.

Anna Webb

Griffith Business School, Department of Accounting, Finance and Economics

Small, incremental improvements that are done well over a longer period of time are likely to work better than attempting several large improvements all at once, particularly if you don’t have the time to be fully across everything. It’s also harder to figure out what worked and what didn’t if you are changing several variables at once.

Find out more about PET

Dr Tommy Soesmanto

Griffith Business School, Department of Accounting, Finance and Economics

I strongly recommend educators participate in the Peer Enhancement of Teaching (PET) program available through Learning Futures. Through the program I was grateful having my teaching observed and commented on by two colleagues/mentors. I was provided with tips and tricks which have been useful to enhance my repertoire of teaching skills and strategies.

Find out more about PET

Dr Lisbeth Kitson

Arts, Education and Law, School of Education and Professional Studies

Keep persevering! As J.K. Rowling said, “Failure is so important. We speak about success all the time. It is the ability to resist failure or use failure that often leads to greater success”. So just keeping on trying, even if some trimesters you are not successful. Tweak small things to start with and monitor the change. Engage in programs like PACES (Peer Assisted Course Enhancement Scheme) where you get to actively reflect on and within your practice in a focused way, and where you can work with mentors to talk about your practice.

Find out more about PACES

Principles

The following nine principles underpin all Peer Enhancement of Teaching and Learning processes at Griffith University.

Peer Enhancement of Teaching and Learning at Griffith University will:

1. facilitate and enhance collaboration and collegiality through processes which are open to all teaching staff

2. design processes that are rigorous, feasible and sustainable for teaching staff

3. provide mechanisms to promote quality enhancement and quality assurance of teaching

4. empower teaching staff as active partners in the design of peer enhancement processes which meet their needs

5. offer an accessible means for teaching staff to gather sound evidence of their teaching effectiveness

6. ensure confidentiality and ownership of data which is mutually negotiated between the individual and the institution

7. ensure teaching staff in evaluation roles are appropriately recruited, resourced, trained and supported to provide valid and reliable feedback on teaching

8. encompass all contexts of teaching, including different modes and practices of design, teaching and assessment across the lifecycle of a course within a program

9. undertake regular quality review and improvement processes to ensure that Peer Enhancement of Teaching aligns with the current and future university‘s goals and strategic plan.

Get in touch

Feel free to contact us if you have any questions about Peer Enhancement of Teaching and Learning