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Institutional and sector-wide support for postgraduate students who teach

Institutional and sector-wide support for postgraduate students who teach. Dr Darren Comber University of Aberdeen. Not all my own work. Mary McCulloch, University of Glasgow Ginny Saich, University of Stirling Stuart B oon, Strathclyde University

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Institutional and sector-wide support for postgraduate students who teach

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  1. Institutional and sector-wide support for postgraduate students who teach Dr Darren Comber University of Aberdeen

  2. Not all my own work... • Mary McCulloch, University of Glasgow • Ginny Saich, University of Stirling • Stuart Boon, Strathclyde University • Sue Mathieson, Heriot-Watt University • Charles Juwah, Robert Gordon University • Susan Reid, University of Dundee • Louisa Sheward, University of the West of Scotland

  3. Concordat to Support the Career Development of Researchers 2008 Principle 4 12. Employers will ensure that where researchers are provided with teaching and demonstrating opportunities as part of their career development, suitable training and support is provided.

  4. Institutional perspective • PGR “training” (first year, “licence”) Demonstrators (wet side, dry side, computer labs, fieldwork) Tutors (Arts, Humanities) Small groups (tutorials, seminars) Colleges, Schools, Disciplines • Second year? Beyond? • Postdocs?

  5. PG Certificate in H.E. L&T • For staff (primarily lecturing staff) • UKPSF SD2 • PGRs not eligible • Conceptual gap • Time

  6. Short programme (voluntary) PGRs and Postdocs Six lunchtimes +ve feedback Demand / certification Roberts (early) Accredited Programme for PGRs and Postdocs who Teach 12 hours over six weeks Structured Practical Formative assessments Peer observation SD1 “Excellent. Departments should make attendance compulsory for PG researchers who are tutors.”

  7. We aren’t unique... • We aren’t starting from zero with this • Universities Scotland Educational Development SC • Common interest – but common provision? • What differences exist and why? • What could we learn from each other?

  8. What is common to our programmes? • Teaching methods • Design & planning • Student learning • Assessment and feedback (not marking) • Evaluation of teaching • Peer observation • Practical > theoretical (but scholarly)

  9. What is different about our programmes? • Length • Workload / assessment diet • Degree of support from depts. / schools • Internally validated • Accredited Process not content

  10. What we learned from doing this • Topics largely common • Approaches differ – institutional need / individual expertise and interests • Mixing disciplines up is good AT THIS LEVEL • Marking practices devolve to dept. / school • Linking forwards – CPD frameworks, PG Cert / PG CAP, PDP

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