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GBS Sessional Staff Induction Our Learning & Teaching Community: Creating the Links

GBS Sessional Staff Induction Our Learning & Teaching Community: Creating the Links. 27 July 2011 Gold Coast 28 July 2011 Nathan. Introductions. Introductions. Intended Outcomes.

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GBS Sessional Staff Induction Our Learning & Teaching Community: Creating the Links

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  1. GBS Sessional Staff InductionOur Learning & Teaching Community: Creating the Links 27 July 2011 Gold Coast 28 July 2011 Nathan

  2. Introductions

  3. Introductions

  4. Intended Outcomes • IO1: Recognise and engage with the communities (staff and students) which contextualise learning and teaching work in the GBS • IO2: Feel equipped to prepare and facilitate effective tutorials which align with course objectives, GBS Program Goals and Griffith Graduate Attributes, and enable your students to learn and demonstrate the achievement of those course objectives, program goals and graduate attributes. • IO3: Better appreciate and best perform to meet the many requirements of assessment, including assurance of learning, student experience and learning, teaching staff workload and coordination • IO4: Be encouraged to reflect upon your teaching experiences and contribute to continuous improvement and quality of GBS courses, while recognising the contribution of the tutoring experience to your own professional growth.

  5. T’ from today’s session... • Better understanding of the structure of GBS, its programs and its courses • Knowledge of how your teaching contributes to the goals of the organization • Know how to engage with the different communities within GU and how they can help • Understand how objectives of each lesson (tutorial) are reached through L&T activities and how best to help students achieve in the assessment items (formative and summative) - constructive alignment • How to focus on reflective practice as a teacher - what worked? why did it work? what didn't work? how would I change it to make it better? - make notes and keep records • Understand why evaluating your teaching is important to your career as an academic

  6. Better understanding of the structure of GBS, its programs and its courses…

  7. GBS

  8. GBS and Griffith University

  9. GBS Structure

  10. GBS Degrees • Degrees • B. Bus • B. Com • B. Bus (HTERS) • B. Politics, Asian Studies and International Relations • Graduate Coursework

  11. GBS Degrees • Bachelor of Business • Majors in • Employment Relations • Human Resources Mgmt • International Management • Logistics & Supply Chain Mgmt • Management • Marketing • Sustainable Enterprise

  12. GBS Degrees • Bachelor of CommerceMajors in: Accounting; Finance; Financial Planning; Economics

  13. GBS Degrees • Bachelor of Business (HTRS) • Majors in • Events Management • Hotel Management • Int’l Tourism & Hotel Mgmt • Real Estate & Property Dev • Sports Management • Tourism Management

  14. GBS Degrees Bachelor of Politics, Asian Studies and International Relations Majors in Politics & Government International Relations Asian & International Studies

  15. GBS Degrees Graduate Coursework Programs: • MBA • MIS • M Bus • M Com • M Marketing • MHRM • MER • MIB • MPA • MIR • ...and Certificates articulating into some of the above

  16. Knowledge of how your teaching contributes to the goals of the organization…

  17. GBS Degree Roles • Roles • Program Directors • Discipline Leader • Program Services Officer

  18. GBS Courses • Roles • Course Convenor • Campus Convenor • Head Tutor • Tutor

  19. Tutor Role (1) • A tutor is responsible to the Course Convenor and the Head of Department for the conduct, teaching and assessment of one or more tutorials. Using prepared materials set by the convenor, the Tutor should deliver tutorial sessions to achieve learning objectives. The tutor should ensure that the tutorial is:

  20. Tutor Role (2) • Conducted in a manner that is consistent with the approved Course Profile • Conducted in accordance with the comprehensive tutorial guidelines prepared by the convenor • Modified, if appropriate, in response to its routine evaluations, and • Conducted in accordance with University policies, particularly the Assessment Policy; • In order that all students may have an effective learning experience and an equal opportunity to learn

  21. Tutor Role (3) • Ensure that every tutorial is reviewed using University SET and other means of evaluation • Respond to student enquiries for explanation and discussion, including emails, both in class and at other times as specified • Contact and follow up students who are not attending tutorials regularly • Participate in all meetings of the teaching team • Engage in the coaching and development of other members of the teaching team.

  22. Tutor Role (4) • Monitor class interaction and reflect on teaching practice, to improve course design and delivery • Mark assignments, under supervision and with marking guidelines or rubrics • Provide feedback to students, on assignments and in consultation

  23. Repository for Role and other documents... https://qplace01.domino.griffith.edu.au/gbs-staff-teamplace

  24. GBS Courses Lectures and Tutorials • Students want a more interactive lecture experience and clear links between lectures (which are more than the text repeated!) and clearly purposed tutorials and assessment. Tutorials are not a positive learning experience if: • They are unstructured, poorly structured, and/or lack learning objectives; • They are used to present assessment items (e.g., other students presenting); • They don’t align with the lecture material; or • Tutors provide different advice than lecturers.

  25. GBS Courses Lectures and Tutorials • Positive tutorial experiences are often the result of clear tutorial planning by convenors, coupled with a ‘road map’ of the course which clearly links the constituent parts. Tutorials are often the students’ only opportunity to practice core skills and concepts, or to gain skills and understanding essential for completion of assessment items. • (Operation Program Focus Report, October 2010)

  26. Integration of Assessment with Lectures and Tutorials

  27. GBS Courses • Blended Learning

  28. OPF findings on Technology use... The results of an audit of Learning@Griffith shows an underutilisation of the learning management system by staff, however, with relatively low uptake beyond first year classes, except in AFE. Across all courses, the majority of use is posting of content (e.g., PPTs) and announcements, with far less use of interactive or assessment tools, and limited use of Grade Centre. (Operation Program Focus Report, October 2010)

  29. Entering Marks in Grade Centre

  30. GBS Courses • Assessment Types

  31. Operation Program Focus

  32. Knowledge of how your teaching contributes to the goals of the organization… • How to focus on reflective practice as a teacher - what worked? why did it work? what didn't work? how would I change it to make it better? - make notes and keep records…. • Understand why evaluating your teaching is important to your career as an academic….

  33. Evaluation of Your Teaching The Griffith University Student Evaluation of Teaching (SET) instrument consists of three sections: • mandatory, fixed questions which are the same across the whole institution; • additional, but optional, questions selected by the individual academic staff from a database of questions; and • spaces for respondents to write comments as text, with open-ended prompts to identify aspects done well and those that could be improved. (Sec 2.2) Timing of Data Collection Data collection using Evaluations@Griffithis completed between Weeks 10 to 14 each semester to facilitate the reporting and benchmarking of course and teaching evaluation data. Equivalent timing towards the end of a course is used for courses taught in non-standard periods or intensive mode. (Sec 2.5) (Griffith University Policy Library, 2010)

  34. Know how to engage with the different communities within GU and how they can help… • How to focus on reflective practice as a teacher - what worked? why did it work? what didn't work? how would I change it to make it better? - make notes and keep records… • Understand why evaluating your teaching is important to your career as an academic…

  35. Communities of Practice? “…are formed by people who in engage in a process of collective learning in a shared domain of human endeavour.” Domain (shared interest and commitment) Community (learning –from each other- relationships) Practice(shared repertoire of resources: experiences, stories, tools, ways of addressing recurring problems…) (Wenger, 2006)

  36. Overview Adapted fromhttp://www.southalabama.edu/oll/mobile/theory_workbook/graphic/situatediagram.jpg

  37. Teaching Staff CoP Domain? Community? Practice?

  38. GBS Communities • Teaching Community of Practice (TCoP)

  39. GU Communities

  40. GIHE PD for free!

  41. Student Diversity & Predictors of Student Success

  42. Break

  43. Student CoPs? • Learning Communities [intentional](Angelo, 1997; Tinto,2003) • What are some characteristics of Student CoPs? • Domain? • Community? • Practice?

  44. Interactions (Discontinuous Network Memberships) (Brown & Duguid, 2000)

  45. Student CoPs (Transience & Persistence of Memes)

  46. Memes “Unit of cultural transmission” (Dawkins, 1976)

  47. Student CoPs (Transience & Persistence of Memes)

  48. Toward virtue

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