The following text is an edited transcription of an interview conducted with Torgny Roxå of Lund University on October 5th 2016. As a Distinguished Scholar at the Macpherson Institute, Roxå lends his 27 years of expertise as an academic developer to support teachers in their endeavor to improve student learning.
Top universities like McMaster have an obligation to ensure the on-going development of both teaching and research. They must routinely identify good and weak practices and recognise, support, and reward good teaching. We have long established traditions in how to evaluate and celebrate great research. We are challenged, however, when it comes to assessing and rewarding good teaching.
In a previous positing on this blog I claimed that using SET (student evaluation of teaching) as a measurement of good teaching is naïve and ultimately stupid. Having said this, it would be fair to discuss the question: If SETs do not discriminate between good and mediocre teaching, how then can we do this?
So, my job is to help teachers develop better teaching skills. Today I met two academic teachers from Botswana National University. They are in Lund as part of a project…