Transcript Development of New Faculty: A European Perspective

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:[email protected]
Relationship Between Good
Teaching and Good Research
The Unrelated Personality
Model
Researchers
• Ambitious
• Enduring
• Seeking definiteness
• Dominant
• Showing leadership
• Aggressive
• Independent
• Not meek
• Nonsupportive
Teachers
• Liberal
• Sociable
• Showing leadership
• Extroverted
• Low in anxiety
• Objective
• Supportive
• Nonauthoritarian
• Not defensive
• Intelligent
• Aesthetically sensitive
“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.
Discipline Specific versus
Generic Training
Number of
disciplines
Keele University TLHEP
Faculty based courses
HEA Physical Sciences
ECTN NAUCTS
Size of
group
The Keele TLHEP
A typical generic course
Core sessions
• Introductory days
• Understanding student
learning
• Promoting student
centred learning
• Assessment
• Evaluation
• Catering for diversity
• Reflective writing and
completing a portfolio
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
The Keele TLHEP
A typical generic course
•
•
•
•
•
30 particpants
4 principal tutors
Peer observation
Mentor reports
Assessed by means of a reflective
portfolio
Newly Appointed University
Chemistry Teaching Staff
Working 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.”
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
The Summer Schools
2005 and 2007
Recruitment
•
•
•
•
Advertise electronically within Network
Pay participant costs
Choose an attractive venue
Develop an exciting programme
Application Procedure
Provide a statement of not more
than 1000 words critically
analysing your experience of
teaching chemistry at university
level so far.
Country of Origin of
Delegates Attending Summer
Schools in 2005 and 2007
8
2005
2007
7
6
5
4
3
2
SK
PL
P
NL
M
LT
IRL
I
H
GR
GB
FIN
F
ES
D
CZ
BG
0
A
1
Programme
• Interactive workshops
• Shorter information giving sessions
• Evening discussions
Interactive Workshops
•
•
•
•
•
•
•
Peer Group Work
Practical Classes
Presentation Skills
Assessment
Evaluation
Context and Problem Based Learning
Supervision
Information Giving Sessions
• European Developments in Chemical
Education
• Portfolios for Students and Staff
• European funding
• Widening participation
• Online resources
Evening Discussions
• The European Image of Chemistry
• The Many Roles of the Teacher
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
Before and After
Yahoo Groups Electronic Discussion Board
Writing the Proceedings
• Pairs of delegates allocated to report for
each session
• International collaboration after summer
school
• Published on ECTN website
Issues to be Resolved
• Languages
• East and west European cultural
differences
• Application procedure
• Accreditation
The Future – Other Activities
• Obtain independent funding for future
summer schools
• Internationalisation
• Relationship to other disciplines
Conclusions
• Perceived need for training varies
• Institutional generic training can be
supplemented by discipline specific
regional training
• Advantages of residential summer school
model