Transcript Document
Staff and Departmental School of something Development Unit
Supporting postgraduates in their role as teachers
Dr Clara Davies, SDDU Dr Gina Koutsopoulou, Institute of Psychological Studies Jonathan Ervine, School of Modern Languages
Staff and Departmental Development Unit
Aims:
• To present models of good practice in training and supporting PGRs in their role as teachers from across the University • To encourage delegates to share their own practices in training and supporting postgraduates who teach; • To enable delegates to consider how their provision can be further developed in the future; • To gain feedback to help SDDU develop its PGR training provision that best meets the needs of departments, faculties and individual PGRs. January 2007 UoL Learning & Teaching Conference
Staff and Departmental Development Unit
Part-time teachers
(see Husbands & Allen, 2000)
1. Postgraduate Research Students (PGRs) 2. Teaching Assistants (TAs)
3. Contract Researchers 4. Staff who are otherwise employed elsewhere (e.g. Clinicians, Industry-based, Designers, LLC) 5. Staff who teach as a subsidiary part of their role (e.g. Library, Careers, Technician staff) 6. Staff who return after taking early retirement January 2007 UoL Learning & Teaching Conference
Staff and Departmental Development Unit
Category
Post
doc
demonstrating
2005/6 HR Figures Individuals Total Hours Derived mean hrs / individual
444
Total Cost (£)
8,000 48,133 573,000 Post
grad
demonstrating PG tutorial assistance 830 (/ 2300 PG & 900 PD) 2,192 61 52,000 PG teaching Assistance 203 14,400 (derived) 71 343,000 January 2007 UoL Learning & Teaching Conference
~ £1,000,000
Staff and Departmental Development Unit
Benefits:
• For the Institution • For the PGR • For the students But … January 2007 UoL Learning & Teaching Conference
Staff and Departmental Development Unit
Areas for consideration:
Impact of fees, NSS ...
Quality Assurance Sit outside L&T strategy Poorly visible in HR systems Require greater support which takes more time / effort Inconsistent approach Relies on local champions
Training
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Policy Support
Staff and Departmental Development Unit Code of Practice Status Demonstrating &
Postgraduate Research Student
Not employees (Hourly paid, max 250hrs/session)
Postgraduate Teaching Assistant
Part-time staff (SRDS, leave, sick pay etc) Tutoring Marking and giving feedback Lecturing Clear criteria / scheme, supervised + feedback Clear criteria / scheme, assessed + feedback Module design and leadership Academic and pastoral tutoring January 2007 Academic staff only Module review only Members of teaching staff of School only UoL Learning & Teaching Conference Academic staff only May assist ? Member of teaching staff of School
Staff and Departmental Development Unit
Code of Practice: PG Students engaged in teaching (under review in 2006/7)
“All PGs with teaching responsibilities are entitled to receive adequate training & guidance at school and institutional level”
http://www.leeds.ac.uk/leeds/rphandbook/06-00.htm
http://www.leeds.ac.uk/hr/policy/documents/teachingassistance.doc
Institutional Level: http://www.leeds.ac.uk/sddu/lt/pgpt.html
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Staff and Departmental Development Unit
School Support:
• nominated member of staff to co-ordinate PG teaching • mentor assigned to each postgraduate involved in teaching • peer support mechanisms
In addition:
• be trained in the use of specific equipment or techniques • receive all course information • be informed of relevant administrative procedures • be involved in module/programme review January 2007 UoL Learning & Teaching Conference
Staff and Departmental Development Unit
Generic, Centrally-delivered Training in Learning & Teaching Departmental Induction to Local Practices
The Tripartite Training Model
see Bryson (2004), Davies & Mossley (2002) Subject-Specific Training in Teaching e.g. School, SCs
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Staff and Departmental Development Unit
Level 1 Centrally-delivered / Generic Training
Introduction to principles of good practice Roles & responsibilities of tutor / demonstrator January 2007
Level 2 School-based Induction
Involving PG reps, tutors and/or DLT Induction to subject / local policies and practices
Level 3 Dialogue with Module Leader
Specific requirements of the teaching duties UoL Learning & Teaching Conference At Faculty level?
School based follow-up?
Staff and Departmental Development Unit How do part-time teachers develop? Knight, Tait, Yorke (2006) • Professional development • Non-award bearing – inc. departmental events • Award bearing • Personal • Commitment to students, intrinsic motivation, own experiences • Reflective judgement • Academic and social environment • • Feedback from students • Mentoring by colleagues inc. teaching observation
Informal - collegiality – team working - assimilation
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Departmental Examples:
Jonathan Ervine, School of Modern Languages Gina Koutsopoulou, Institute of Psychological Studies
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Staff and Departmental Development Unit
LUBS (Economics Division) – new for 2006/7
• Promoting team teaching approach • New TAs supported and mentored by staff and established TAs • New TAs shadowed by module leader / established TA • 4 + 1 rule for teaching duties • Fortnightly meetings January 2007 UoL Learning & Teaching Conference
Staff and Departmental Development Unit • How is the CoP implemented in your School?
• To what extent is there a: • Nominated individual to co-ordinate PG teaching? • … & training?
• Mentor allocated to PGs for their teaching role? • Peer support mechanisms in place?
• PG teacher input to module review?
• How is (effectiveness of) the training and support arrangements monitored and evaluated?
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Staff and Departmental Development Unit
How best to:
• Provide ongoing support?
• Mentoring, observing, shadowing, regular review meetings • Provide peer support?
• Follow-up sessions, cluster groups, staff coffee room • Engage with relevant HEA subject centre?
• Utilise Roberts’ funding for
new
training?
• Work with SDDU?
Is any additional advice / support needed?
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Department assumes primary responsibility for preparation but the centre provides some advice from the sidelines.
Department prepares part-time teachers with materials provided by the centre.
Centre staff work in the department as consultants to academic staff during preparation.
Centre has supported the department in the past in preparing part-time teachers but then this capability has been transferred to the department.
Centre and department agree a programme of teaching development tasks which are carried out by part-time teachers in the department.
Centre provides the preparation but with some disciplinary focus.
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