In this session, participants observed a novice instructor (the role of novice instructor was played by Gordon Stubley) giving a lesson to a group of undergraduate students (student volunteers offered to attend and play the role of student).
I read this in the "Peer observation of teaching in university departments: a framework for implementation" journal article (PDF) by Bell and Cooper, and immediately liked it:
This case study, presented in a July 2012 workshop, introduces a concrete strategy for deciphering feedback obtained through course evaluation questionnaires.
The need to add new subject material or desired student outcomes to existing courses creates challenges if we are to ensure that the required student workload is reasonable. Usually the addition of new course content or focus requires that some existing subject material be removed.
Ontario's Auditor General regularly conducts value-for-money audits (VFMA) of governmental branches including ministries, public-sector organizations, and Crown-controlled agencies. Undergraduate teaching quality was the focus of a 2012 VFMA that resulted in the Auditor General putting forward the following five recommendations for Ontario's universities:
This June, 2014 blog post discusses pedagogy (the methods and practice of teaching children) in contrast with andragogy (the methods and practice of teaching adults).
In this study (PDF), researchers from two Ontario universities tested the theory that ISW graduates adopt a more student-centred and less teacher-focused approach to classroom teaching than those who had not participated in ISW.
Dorothy Jones-Davis, American Association for the Advancement of Science fellow, talks about embracing the "disruption of education" being caused by new technologies as a way to increase diversity in engineering graduates.