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Considering teaching excellence in higher education

Considering teaching excellence in higher education. Dr Vicky Gunn Director Learning and Teaching Centre. Consensus in the literature?. “How excellence is defined, operationalized, and measured in relation to teaching and learning lacks a clear consensus…”.

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Considering teaching excellence in higher education

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  1. Considering teaching excellence in higher education Dr Vicky Gunn Director Learning and Teaching Centre

  2. Consensus in the literature? “How excellence is defined, operationalized, and measured in relation to teaching and learning lacks a clear consensus…”

  3. Broader context of teaching excellence • Diversification of academic role profiles • Living in paradox: motivated accountability to students through teaching practice or neo-liberal stooges? • Rebalancing of educational demands on universities

  4. Dimensions of Excellence 1: Educational Demands • Provide an educational environment in which all or some of the following are addressed: • Students achieve an appropriate level of disciplinary mastery • Students achieve mastery of the discipline and appropriate levels of transferable (discipline & generic) attributes • Students are enabled to enter fit-for-purpose into a profession • Students’ awareness of and engagement with bigger issues for societally appropriate futures • (workforce, social justice, democracy)

  5. Add time and space Specialism/ holistic context Specialism/ specific context SPACE Present TIME Future

  6. Time / Space: Academic Leanings • Liminal dimension: Primary & subordinate orientations • Academics’ orientation towards / away from these demands and their outcomes Research Teaching

  7. Dissonant discourses: theoretical approaches • Cynicism • Pragmatism • Aspirationalism

  8. Dynamic engagement: energy behind teacher excellence • Commitment to career-wide learning about teaching practice (evidenced through credentials, SoTL & approaches to enhancing teaching) • Affective characteristics

  9. Defining dimensions of teacher excellence

  10. Evidencing teacher excellence:

  11. Teaching excellence: strategic considerations • Student and Alumni conceptions of excellence • Disciplinary concepts of excellence • Institutions and cultures of teaching excellence

  12. Gaps in the literature: opportunities for research • How dominant orientations are demanded of and expressed within disciplines (and influence on teacher problem-identification and solving) • Inter-professionalism and teaching excellence • Transnational education • Learning analytics • Disruptive innovations • Excellence in teaching leadership

  13. Excellence in Teaching Leadership

  14. Developing a taxonomy of teaching excellence • Differences: threshold / excellence • Interpretation of excellence & dev of a shared repertoire (Tsui, 2013) • Structure for anticipating how excellence defined, evidenced in midst of disruptive innovations

  15. Developing a taxonomy of teaching excellence • Qualitatively identifiable variation in approach (Trigwell, 2010) (classified as excellent, recognisably different from threshold and good) and relevant to different types of academic career profile and stage of career; • How well an institution, discipline, individual academic informs, demonstrates, and judges that variation.

  16. Dimensions of a teaching excellence taxonomy

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