Most of the issues raised in this observation overlap the areas of improvement identified in other sections of the TLQPR Report. In addressing those, we have reported on attempts to make processes more systematic, and to foster a culture in which the quality of teaching and learning is a central concern of academic staff and administration.

As already noted, we have been working to improve the incentives for staff to focus on these issues—by a greater emphasis on teaching in assessment of staff, public sharing of information on evaluation of teachers, and more awards and recognition for good teaching.

With respect to the assessment of teachers, review is not confined to individual classroom performance. The guidelines for the documentation to be submitted in academic review (see Annex G) call for information on the applicant’s approach to teaching, efforts made to improve teaching, and evidence of contributions to teaching as a profession.

The Senate and task force discussions on TLQPR have served as an essential consciousness-raising step towards a culture of more systematic critical self-examination of teaching and learning quality. The Committee on Teaching and Learning Quality was established to institutionalize this culture. Having the Schools report annually to this committee is intended to convey the message to Schools and Departments that quality assurance is a priority.