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Teaching Academic Staff to Teach: The Roles of Institutions and Disciplines

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:p.c.yates@keele.ac.uk. Relationship Between Good Teaching and Good Research.

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Teaching Academic Staff to Teach: The Roles of Institutions and Disciplines

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  1. 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:p.c.yates@keele.ac.uk

  2. Relationship Between Good Teaching and Good Research

  3. The Unrelated Personality Model Researchers Teachers Liberal Sociable Showing leadership Extroverted Low in anxiety Objective Supportive Nonauthoritarian Not defensive Intelligent Aesthetically sensitive • Ambitious • Enduring • Seeking definiteness • Dominant • Showing leadership • Aggressive • Independent • Not meek • Nonsupportive

  4. “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.

  5. Discipline Specific versus Generic Training

  6. Number of disciplines Keele University TLHEP Faculty based courses HEA Physical Sciences ECTN NAUCTS Size of group

  7. The Keele TLHEPA typical generic course Core sessions 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 • Introductory days • Understanding student learning • Promoting student centred learning • Assessment • Evaluation • Catering for diversity • Reflective writing and completing a portfolio

  8. The Keele TLHEPA typical generic course • 30 particpants • 4 principal tutors • Peer observation • Mentor reports • Assessed by means of a reflective portfolio

  9. Newly Appointed University Chemistry Teaching StaffWorking 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.”

  10. 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

  11. The Summer Schools 2005 and 2007

  12. Recruitment • Advertise electronically within Network • Pay participant costs • Choose an attractive venue • Develop an exciting programme

  13. Application Procedure Provide a statement of not more than 1000 words critically analysing your experience of teaching chemistry at university level so far.

  14. Country of Origin of Delegates Attending Summer Schools in 2005 and 2007

  15. Programme • Interactive workshops • Shorter information giving sessions • Evening discussions

  16. Interactive Workshops • Peer Group Work • Practical Classes • Presentation Skills • Assessment • Evaluation • Context and Problem Based Learning • Supervision

  17. Information Giving Sessions • European Developments in Chemical Education • Portfolios for Students and Staff • European funding • Widening participation • Online resources

  18. Evening Discussions • The European Image of Chemistry • The Many Roles of the Teacher

  19. 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

  20. Before and After Yahoo Groups Electronic Discussion Board

  21. Writing the Proceedings • Pairs of delegates allocated to report for each session • International collaboration after summer school • Published on ECTN website

  22. Issues to be Resolved • Languages • East and west European cultural differences • Application procedure • Accreditation

  23. The Future – Other Activities • Obtain independent funding for future summer schools • Internationalisation • Relationship to other disciplines

  24. Conclusions • Perceived need for training varies • Institutional generic training can be supplemented by discipline specific regional training • Advantages of residential summer school model

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