| Abstract: | This article discusses a facilitative and collaborative model of teaching development in higher education. It explores the effectiveness of such a model in the light of the staff (faculty) development literature and the authors' five years of experience in its application through the TRAC (Teaching, Reflection and Collaboration) network facilitated by the Academic Staff Development Unit (ASDU) at the Queensland University of Technology (QUT), Australia.Denise C. Scott received her B.A. and M.Ed.St. from the University of Queensland and is a Lecturer in Teaching and Learning (Higher Education) at the Queensland University of Technology in Australia (QUT). She coordinates the TRAC (Teaching Reflection and Collaboration) Network for the Academic Staff Development Unit at QUT and has a particular interest in the role of collaboration and interaciton in learning. Patricia A. Weeks received her Ph.D. from Queensland University of Technology in the area of Professional Development, and she is a Senior Lecturer in the Academic Staff Development Unit at QUT. She coordinates the Graduate Certificate in Education (Higher Education) offered to lecturers at QUT and also teaches a unit within the course entitled  The Reflective Practitioner. She consults on issues related to teaching and learning, and her special interests are in action research, narrative inquiry, and models of reflective practice. |
