ABSTRACT
Many institutions have made significant advances in recent years in developing, recording and recognizing good teaching by academics, but few have established coherent, integrated strategies that address these matters, evaluate their effectiveness and check that the presumed connection between good teaching and effective learning is achieved. This short contribution cannot address that challenge in detail, but it does seek to sketch a framework which should lead towards the desired goal. In large measure it draws upon experiences at the author’s institution, Strathclyde.
