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Staff development at the K.U.Leuven The case of academic development

Staff development at the K.U.Leuven The case of academic development. Hilde Creten en An Verburgh. K.U.Leuven. 13 Faculties, 50 departments, 240 sub-departments representing three different groups: positive sciences, social sciences and humanities, and biomedical sciences

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Staff development at the K.U.Leuven The case of academic development

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  1. Staff development at the K.U.LeuvenThe case of academic development Hilde Creten en An Verburgh

  2. K.U.Leuven • 13 Faculties, 50 departments, 240 sub-departments representing three different groups: positive sciences, social sciences and humanities, and biomedical sciences • 28.000 students, 1370 professors and 3441 researchers • Centrally organised, yet discussions about new structures

  3. Staffdevelopment • Varied offer: • use of ICT • leadership training • communication • languages • safety & prevention ... • Different ‘providers’: • HR, Ludit, DUO/ICTO, ... • all central support units

  4. Institutional policy with regard to staff development • Free offer (in some cases administrative cost) • Free participation • Impact on professional career not (always) clear

  5. Academic Development • “Provision of pedagogically sound and discipline relevant development for academic staff across the broad spectrum of disciplines present within a university as to impact effectively on student learning.” (Hicks, 1999) • General aim: implementation of university’s teaching concept ‘Guided Independent Learning’ (G.I.L.)

  6. Academic Development: Offer • General initiatives • summer course • workshops • digital chalk • Targeted initiatives • program for new faculty • program for new teaching assistants • Bespoke initiatives • workshop for program directors about curriculum evaluation

  7. Principles of Academic Development • Modeling G.I.L. • Learning to teach and learning about teaching • Evidence-based: • integrated approach • professional growth • impact • Supported by tools • Promoting scholarship of teaching

  8. Principle: Modeling G.I.L. • Research-based education • Students are responsible for own learning • Teachers are responsible for adequate support (high degree of student activity, importance of feedback, fading during program) • Summer course: input based on state of the art of research, varied offer, yet freedom to choose: attend sessions, work on own project, with or without counseling

  9. Principle: Learning to teach & learning about teaching • Practical training • Micro-teaching, DLE-skills • Introduction to research on teaching and learning • Input about learning theories, impact of teaching strategies • Link to personal teaching practice through specific assignments

  10. Principle: evidence based Integrated approach • Faculty members identify with department (Gibbs, 1996; Knapper, 2000) • Importance of ‘metaprofessionals’ (Candy, 1996) → Academic development is multidimensional and distributed activity for which various partners within the university bear responsibility (Hicks, 1999) • Program for new Teaching Assistants

  11. Principle: evidence based Professional growth • Importance of teaching conceptions (Prosser & Trigwell, 2002) • Exercise about teaching conceptions • Conceptualising the change process • Program for new faculty

  12. Principle: evidence based Professional growth Faculty develop-ment Change in practice Change in beliefs Change in student outcomes (Ho, 2000)

  13. Principle: evidence based Professional growth Faculty develop-ment Change in practice Change in student outcomes Change in beliefs (Guskey, 1986)

  14. Principle: evidence based Professional growth External domain External source of information or stimulus Enactment Reflection Domain of practice Personal domain Professional experimentation Knowledge, beliefs, attitudes Salient outcomes Domain of consequence (Clarke & Hollingsworth, 2002)

  15. Principle: evidence based Impact of academic development initiatives (Weimer & Lenze, 1994; McAlpine, 2003) • Direct and explicit focus on students and learning • Practical application with feedback • Free participation • At least 12 hours, spread over semester • Feedback on implementation in teaching practice

  16. Principle: supported by tools • Opti-kwest: on line tool to design questionnaire (http://www.kuleuven.ac.be/opti-kwest) • Anatool: on line instrument to analyse teaching practice (https://www.kuleuven.ac.be/duo-icto/anatool) • BV-databank: on line database of ‘good practices’ (http://www.kuleuven.ac.be/icto/bv) • DLE-manual: on line manual about use of digital learning environment (http://docbook.kuleuven.be/frame.html)

  17. Principle: promoting scholarship of teaching • Research about teaching practice and students’ learning in order to ameliorate one’s knowledge about teaching in general and the quality of one’s teaching practice in particular • Research groups • Opti-kwest

  18. Guided independent learning: a concept

  19. Program for new faculty Term 1 Term 2 Term 3 Collective Start (2 days) Collegial consult Discussion about results Data-collection opti-kwest Collective Interim day Data-collection opti-kwest Collective Closing day Collegial consult Action plan

  20. Anatool • Part 1: Description of teaching practice according to global scheme • Part 2:Comparison of descriptions

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