Join Dr Alexandra Johnston (University of Melbourne) for this 2-part, interactive series, “Evidence-informed peer review of educational practice: A hands-on approach.”

In the first part of this hands-on series, you will:

• Access an evidence-informed artefact to support your engagement in the interactive workshop sessions.
• Engage in critical approaches to evidence-informed peer review of educational practice to support your teaching growth and development.
• Interact with a peer to provide and receive feedback on teaching based on the principles of feedback literacy.
• Form a safe, informed, and critical community of practice to sustain teaching growth and development across your career in academia.
• Details about the second part of the series will be posted in October 2023

Dr Alexandra Johnston (PhD) is a neurodivergent teaching and learning specialist with the Arts Teaching Innovation Team at the University of Melbourne. Alexandra’s PhD explored peer review of teaching in Australian higher education. Her substantive theory, becoming scholarly, is an approach to safeguarding, affording, and sustaining opportunities for academics to develop scholarly teaching capabilities. Alexandra’s central recommendation is that peer review of teaching programs scaffold meaningful conversations about scholarly teaching. These conversations can transform teaching quality in higher education and result in evidence-based knowledge, skills, and behaviours – or scholarly teaching capabilities.

Alexandra holds several qualifications, including a Masters in Applied Positive Psychology, Graduate Certificate degrees in Educational Research and University Teaching, and bachelor’s degrees in education and fine arts. She has extensive experience in a range of educational settings over 25 years and brings both industry practice and academic research skills and knowledge to her work in higher education teaching and research. Alexandra is also a wellbeing science consultant, with experience working with a range of educational providers across the public and private sectors.

Dr Alexandra Johnston (PhD) is a neurodivergent teaching and learning specialist with the Arts Teaching Innovation Team at the University of Melbourne. Alexandra’s PhD explored peer review of teaching in Australian higher education. Her substantive theory, becoming scholarly, is an approach to safeguarding, affording, and sustaining opportunities for academics to develop scholarly teaching capabilities. Alexandra’s central recommendation is that peer review of teaching programs scaffold meaningful conversations about scholarly teaching. These conversations can transform teaching quality in higher education and result in evidence-based knowledge, skills, and behaviours – or scholarly teaching capabilities.

Alexandra holds several qualifications, including a Masters in Applied Positive Psychology, Graduate Certificate degrees in Educational Research and University Teaching, and bachelor’s degrees in education and fine arts. She has extensive experience in a range of educational settings over 25 years and brings both industry practice and academic research skills and knowledge to her work in higher education teaching and research. Alexandra is also a wellbeing science consultant, with experience working with a range of educational providers across the public and private sectors.