teaching induction for postgraduates and research staff please collect: (1) teaching handbook (2)...
TRANSCRIPT
Teaching Induction for Postgraduates and Research Staff
Please collect:(1) Teaching handbook(2) Professional Development workbook(3) QuestionnaireAlso, make a label with your first name
University of NottinghamDr Jo Bramham
Professional [email protected]
Welcome to the Academic Teaching Community at UoN
Staff who teach in the university describe their role as:
• a guide to development of the subject expertise
• a mentor of intellectual development
• an inspirational role-model.
Are you ready?
Questions which this session will try to answer:
About the University:(1) What knowledge will you need of
University of Nottingham (UoN) learning and teaching to get started in your new teaching role?
(2) What teaching practices are teachers using at UoN to enhance student learning?
Preparing for your teaching role:(3) What can you do to prepare for your new
teaching role?(4) What professional development is
available to you as a teacher at UoN?
Outline programme for this induction session
1. Expectations of you as a teacher at UoN
2. Our Educational Values at UoN3. Enhancing the learning of
undergraduate students at UoN4. Professional Development in
teaching at UoN
4
Expectations of you for this session
To get the most out of this session:• Use your experience of learning as a student
to think about your teaching work• Discuss your thoughts and ideas about
teaching your subject. You will not be criticised
• Ask me if you do not understand.• Listen to the views of others (you might get
some new insights!)• Turn off anything you think might interrupt
you or the rest of the group
5
Bingo activity
Purpose:(1) To start discussions with other
new teachers (as potential sources of information and learning).
(2) To learn about the wider University organisation and the relevance to your teaching work.
6
The easier questions….
• Different campuses?• New to teaching?• Taught before in
another country?• Taught before at a UK
university?
7
Answers to Teaching Bingo
(Q2) Undergraduate students: 34,076
(Q3) Student Evaluation of Teaching (Q4) 7,864 staff around the world(Q5) 350 undergraduate courses(Q6) 17% International
undergraduate students including EU (2011-2012)
(Q8) Pro-Vice Chancellor for Teaching and Learning: Prof Saul Tendler and the Director of Teaching and Learning: Prof Wyn Morgan
8
(Q9) National Student Survey (NSS)
NSS Collects feedback from undergraduates on:
1. Teaching on their Course 2. Assessment and Feedback 3. Academic Support 4. Organisation and Management 5. Learning Resources 6. Personal Development 7. Overall Satisfaction 2011 results: UoN 30th with overall
satisfaction score of 87%.9
(Section 1) Expectations of you as a teacher at
UoN
10
Induction checklist provided in your workbook as a reference to help structure your preparatory discussions with members of the teaching team (p.3-7)
Summary of our key expectations of you1. Draw on your existing skills,
knowledge and expertise2. Prepare – teaching materials,
engage with teaching staff and learn about logistical/administrative processes that support teaching
3. Review your teaching work to provide continuous improvement
11
Consider:
(1)What do you already know? (2) What do you need to know to
prepare?
Complete Part A of Questionnaire ‘Review of learning from Teaching Induction’ and discuss any gaps or key issues you wish to raise
12
How is teaching work ‘regulated’? Postgraduate Research Students who teach
Quality Manual policy (for Postgraduates who teach): http://www.nottingham.ac.uk/quality-manual/QAstructures/students-for-teaching.htm
• PGTA need appropriate skills, experience and knowledge• Have received appropriate training• Quality monitored – by lecturer or experienced postgraduates• Paid appropriately – including preparation, marking, contact with students• Max 6 hours/week• Regular feedback including classroom observation
How is teaching work ‘regulated’? Research Staff who teach
Quality Manual policy:http://www.nottingham.ac.uk/academicservices/qualitymanual/miscellaneouspolicies/policyonoccasionalteachers.aspxApplies to researchers with no previous experience of HE teaching
and main responsibility for teaching students• Researchers need appropriate skills, experience and knowledge
of the subject area being taught• Training needs assessment should be undertaken by a member
of the School’s academic staff• Mentor (member of academic staff) to provide guidance and
advice• Receive constructive and regular feedback on their performance
(strengths & weaknesses) by module convenor or another member of academic staff.
• Feedback over duration of teaching (including classroom observation)
• If involved in student assessment, training should be provided and assessments contributing to final mark should be moderated
14
Sources of information
• Academic staff:– Supervisor/Principal Investigator– Mentor (teaching)– Module Convenor– Director of Teaching– National Teaching Fellows– Lord Dearing Award winners– Winners of Chancellor Awards
• Administrative staff:– School Manager– School Undergraduate Secretary/School
Office
Academic Administration (external to your school: Registrar’s Department)
• UoN Quality Manual (online)• Student Administration e.g. student
records inc attendance monitoring, marks, progression & award processing.
• Examinations e.g. Scheduling & organisation of Examinations
• Timetabling e.g. Scheduling of Teaching
• Academic Processes e.g. student registration, Academic appeals, offences & complaints
• Quality & Standards e.g. Quality Assurance (committees and management), professional accreditations.
16
Benefits of employing you to bring research into teaching
• Makes the subject lively and up-to-date• Makes research more relevant and interesting• Develops research skills for use in future
careers
“Someone who has direct access to research, so somebody who is teaching directly from their own experience is very valuable.”
Dr Angus DavisonSchool of Biology
What are your responsibilities as a UoN teacher?
• Provide excellent teaching (p. 15 Handbook)
• Support academic integrity- understanding of what constitutes plagiarism
• Provide inclusive teaching – student centred learning (diversity arising from disability, previous educational experience, expectations or motivations
Diverse groups of staff & students
• Advance equality of opportunity• Remove/minimise disadvantage• Take steps to meet different needs• Encourage participation
• Foster good relations• Tackle prejudice• Promote understanding
19
Equality Act ‘Protected Characteristics’
1. Age (whether a person is too old or too young)
2. Race (including nationality, colour, ethnicity)
3. Gender (including gender reassignment)
4. Disability (mobility, hearing, speech & dyslexia)
5. Sexual orientation6. Religion and belief (including no belief)
20
(Section 2) Our Educational Values at UoN
Our Teaching cultureWe are informed by: • research into learning
and effective teaching practice
• course review processes and student feedback
• personal reflection and collegial debate
21
Teaching staff – student relationship
22
“Research suggests that students learn best when they are actively participating in their education. We encourage students to take ownership of their learning as part of developing skills of independent thinking.”
Professor Wyn Morgan,Director of Teaching and Learning
UoN Educational values
1. Transitions2. Academic and pastoral
support3. Nottingham’s distinctive
qualities4. Listening to our students5. Valuing our teaching6. Characteristics of an
effective teacher7. Learning to be a critical
thinker23
Nottingham teaching excellence
Valuing our teaching:http://www.nottingham.ac.uk/teachtube/search/dearing/
valuingx729/
(Section 3) Enhancing the learning of undergraduate students
Selection of teaching examples based on illustration of Hattie’s three principles of effective teaching:
1) Communication of appropriate, specific and challenging goals
2) Feedback drives achievement3) Reconceptualisation of learning
Hattie, J., Bigg, J. & Purdie, N. (1996): Effects of learning skills interventions on student learning – a meta analysis, Review of Educational Research, Vol. 66, Edition 2, p. 99-136.
(Principle 1) Specific and challenging goals
• Communicate Learning Outcomes (see workbook for example)
• Set goals and targets that are meaningful and interesting
• Persuade students of the importance and relevance of your topic
• Make the process of learning interesting and rewarding
Video: Using aims at the beginning of a session to aid learning
http://www.nottingham.ac.uk/pesl/browse/results/do%2520coyle/usingaim034/
(Principle 2) Feedback & achievement
The broader purposes of feedback:• Express and improve student
understanding• Assess work • Correct weak understandings or weak
work
Video: Recording feedback as a podcast and uploading it to WebCT
[http://www.nottingham.ac.uk/teaching/resources/tools/audioandpodcasting.aspx]
Embedding Technology in teaching
• Xerte• Turnitin• Recording lectures
(Principle 3) Reconceptualisation of learning
• Graphical organisers – diagrams, mind maps, anything visual
• Explaining complex concepts• Chunking – recognise pieces of the
pattern
Video: Explaining complex conceptshttp://www.nottingham.ac.uk/pesl/browse/
results/liz%2520sockett/explainx933/
Your Questions
31
(Section 4) Professional Development in Teaching
Learning more about teaching from your Experience- Working with a teaching mentor- Discussions with colleagues
Teaching induction
Teaching skills training
Professional Development activities as a teacher at UoN
1. Dialogue with a teaching mentor2. Observation of your work with students by an
experienced teacher• Experienced teacher• Colleague/peer – postgraduate/researcher with teaching
experience(see guidance in workbook)
3. Self-reflection:• ‘What worked?’ • ‘What didn’t work?’ (see guidance in workbook)
Sources of feedback on your teaching
• Module convenor observes teaching and gives feedback (required by Quality Manual policy)
• School based performance questionnaire
• SET – Student Evaluation of Teaching• SEM – Student Evaluation of Module
Where to from here?Ongoing Guidance and
Support for your Teaching
35
UoN Learning & Teaching Development andQualifications
Stand-alone Learning and Teaching workshops
Intensive Learning and Teaching Programme
Associate Teachers’ Programme
PGCHE
MA in Higher Education
Conference for Postgraduate Teachers
Induction Course
New to Teaching Conference
Annual UoN conference for postgraduates and researchers:next conference April 2013 (date TBC)Provides practical ideas for teaching and the following taster sessions:
– Demonstrating in lab practicals– Core teaching skills– Class management– Effective use of PowerPoint– Getting into teaching– Marking and Assessment– Large group lecturing
Central Short Courses www.nottingham.ac.uk/csc [learning and teaching]
Course Title
How do students learn
A practical look at core teaching skills
Public speaking skills for PGR teachers
Lecturing for learning
Small group teaching
Demonstrating in lab practicals
Supporting examples classes
Marking and assessment
Marking and assessment for scientists
Also school based courses in American & Canadian, Chemistry, Comp. Sci, Eng, Medince, Pharmacy, Physics, Vet.
Booking a place on a teaching workshop
Teaching workshops are really popular and session often have waiting lists. This is how you can help us make places available:
1. Review your training requirements with your teaching mentor or supervisor/PI.
2. If you cannot attend, you can cancel using the instructions found in your confirmation email. Cancel three days before the course (online).
3. PLEASE NOTE: Three instances of non-attendance, blocks you from further access to learning and teaching courses. Your School will be contacted.
39
Professional Development events for Teachers
• UoN Teaching and Learning Development events (led by T&L Directorate):
http://www.nottingham.ac.uk/teaching/events.aspx
• Learning Sciences Research Institute:http://www.lsri.nottingham.ac.uk/
• Higher Education Academy (national body):
http://www.heacademy.ac.uk/events
• e.g. New to teaching workshop: Strategies to enhance learning and teaching for home and international students
PGR Teaching Award
• Submissions by March 2013 (annually)– 1 side A4 and reference/s
• 2011 winners awarded a certificate and £100 voucher:• Centre for Genetics and Genomics, • School of Education, • Dept of Electrical and Electronic Engineering.
• Also 3 highly commended certificates
For more information visit the Professional Development New to Teaching website:[http://pd.nottingham.ac.uk/eng/Learning-Teaching/New-to-Teaching]
Summary of key themes of the session
1. Seek out information on your new role and a teaching mentor
2. Hattie’s 3 principles of effective teaching. Lots more pointers in Teaching Handbook
3. Review specific teaching experiences with self and others.
Review of your learning
Complete Part 2 of the questionnaire
Your feedback is much appreciated.
43
Don’t forget to sign the register
as your leaveThis allows us to confirm your attendance to your School and to update your training record
44
Additional feedback for this workshop
If you have other comments about this workshop, we use an online questionnaire to receive feedback on our training sessions.
The details for this session are:http://www.nottingham.ac.uk/pdp
Poll ID : PDP000869PIN : 2914
[23rd May 2012]
The poll will be open for 5 days.
45