teaching academic staff to teach: the roles of institutions and disciplines
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Teaching Academic Staff to Teach: The Roles of Institutions and Disciplines. Paul Yates Centre for Professional Staff Development, Keele University, Keele, Staffordshire ST5 5BG, United Kingdom E-mail:[email protected]. Relationship Between Good Teaching and Good Research. - PowerPoint PPT PresentationTRANSCRIPT
Teaching Academic Staff to Teach: The Roles of
Institutions and Disciplines
Paul Yates
Centre for Professional Staff Development, Keele University, Keele, Staffordshire
ST5 5BG, United Kingdom
E-mail:[email protected]
Relationship Between Good Teaching and Good Research
The Unrelated Personality Model
Researchers• Ambitious• Enduring• Seeking definiteness• Dominant• Showing leadership• Aggressive• Independent• Not meek• Nonsupportive
Teachers• Liberal• Sociable• Showing leadership• Extroverted• Low in anxiety• Objective• Supportive• Nonauthoritarian• Not defensive• Intelligent• Aesthetically sensitive
“The likelihood that research productivity actually benefits teaching is extremely small . The two, for all practical purposes, are essentially unrelated. Productivity in research and scholarship does not seem to detract from being an effective researcher.”
“A zero relationship is typically found in the natural sciences. The correlation between teaching and research is greater than zero in social science departments.”
J Hattie and H W Marsh, “The Relationship Between Research and Teaching: A Meta-Analysis”, Review of Educational Research 66, 507-542, 1996.
Discipline Specific versus Generic Training
Number ofdisciplines
Size ofgroup
Keele University TLHEP
ECTN NAUCTS
Faculty based courses
HEA Physical Sciences
The Keele TLHEPA typical generic course
Core sessions• Introductory days• Understanding student
learning• Promoting student
centred learning• Assessment• Evaluation• Catering for diversity• Reflective writing and
completing a portfolio
Optional sessions
• Group teaching techniques• Lecturing• Session planning• Marking and feedback• Dealing with plagiarism• Helping your students
make the best use of ICT• Problem based learning• Candidate led workshops
The Keele TLHEPA typical generic course
• 30 particpants
• 4 principal tutors
• Peer observation
• Mentor reports
• Assessed by means of a reflective portfolio
Newly Appointed University Chemistry Teaching Staff
Working Group“In the 2003/2004 funding period, the Newly Appointed University Teaching Staff group will plan the organisation and content of a Summer School to provide teacher training, to provide a forum for the exchange of ideas and good practices, and provide European networking opportunities for new staff. This summer school will take place in June 2005 and will be one of the outputs of 2004/2005. The group will also report on current practices in teacher training and provide an analysis of how new staff develop expertise in teaching and, at the same time, develop research careers.”
Results of Survey
• 10 responses (CZ, NL, ES, UK, A, F, LV, FI, I)
• Little formal training provided for academic staff
• Formal and compulsory training more likely for teaching PG and postdocs
• Range of delivery of training
• Problems with compulsory training
The Summer Schools
2005 and 2007
Recruitment
• Advertise electronically within Network
• Pay participant costs
• Choose an attractive venue
• Develop an exciting programme
Application Procedure
Provide a statement of not more than 1000 words critically analysing your experience of teaching chemistry at university level so far.
0
1
2
3
4
5
6
7
8
A
BG
CZ D
ES F
FIN GB
GR H I
IRL
LT M NL P
PL
SK
2005
2007
Country of Origin of Delegates Attending Summer Schools in
2005 and 2007
Programme
• Interactive workshops
• Shorter information giving sessions
• Evening discussions
Interactive Workshops
• Peer Group Work
• Practical Classes
• Presentation Skills
• Assessment
• Evaluation
• Context and Problem Based Learning
• Supervision
Information Giving Sessions
• European Developments in Chemical Education
• Portfolios for Students and Staff
• European funding
• Widening participation
• Online resources
Evening Discussions
• The European Image of Chemistry
• The Many Roles of the Teacher
Changes Made Between 2005 and 2007
• Allocate international groups which change every day
• Provide instant feedback mechanism for non-native English speakers
• More emphasis on workshop sessions
• More time for networking
• New session on pedagogy
Before and AfterYahoo Groups Electronic Discussion Board
Writing the Proceedings
• Pairs of delegates allocated to report for each session
• International collaboration after summer school
• Published on ECTN website
Issues to be Resolved
• Languages
• East and west European cultural differences
• Application procedure
• Accreditation
The Future – Other Activities
• Obtain independent funding for future summer schools
• Internationalisation
• Relationship to other disciplines
Conclusions
• Perceived need for training varies
• Institutional generic training can be supplemented by discipline specific regional training
• Advantages of residential summer school model