Title: Teaching Academic Staff to Teach: The Roles of Institutions and Disciplines
1Teaching 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-mailp.c.yates_at_keele.ac.uk
2Relationship Between Good Teaching and Good
Research
3The Unrelated Personality Model
- Ambitious
- Enduring
- Seeking definiteness
- Dominant
- Showing leadership
- Aggressive
- Independent
- Not meek
- Nonsupportive
- Liberal
- Sociable
- Showing leadership
- Extroverted
- Low in anxiety
- Objective
- Supportive
- Nonauthoritarian
- Not defensive
- Intelligent
- Aesthetically sensitive
4The 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.
5Discipline Specific versus Generic Training
6Number of disciplines
Keele University TLHEP
Faculty based courses
HEA Physical Sciences
ECTN NAUCTS
Size of group
7The Keele TLHEPA typical generic course
- Introductory days
- Understanding student learning
- Promoting student centred learning
- Assessment
- Evaluation
- Catering for diversity
- Reflective writing and completing a portfolio
- 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
8The Keele TLHEPA typical generic course
- 30 particpants
- 4 principal tutors
- Peer observation
- Mentor reports
- Assessed by means of a reflective portfolio
9Newly Appointed University Chemistry Teaching
StaffWorking 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.
10Results 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
11The Summer Schools
2005 and 2007
12Recruitment
- Advertise electronically within Network
- Pay participant costs
- Choose an attractive venue
- Develop an exciting programme
13Application Procedure
- Provide a statement of not more than 1000 words
critically analysing your experience of teaching
chemistry at university level so far.
14Country of Origin of Delegates Attending Summer
Schools in 2005 and 2007
15Programme
- Interactive workshops
- Shorter information giving sessions
- Evening discussions
16Interactive Workshops
- Peer Group Work
- Practical Classes
- Presentation Skills
- Assessment
- Evaluation
- Context and Problem Based Learning
- Supervision
17Information Giving Sessions
- European Developments in Chemical Education
- Portfolios for Students and Staff
- European funding
- Widening participation
- Online resources
18Evening Discussions
- The European Image of Chemistry
- The Many Roles of the Teacher
19Changes 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
20Before and After
Yahoo Groups Electronic Discussion Board
21Writing the Proceedings
- Pairs of delegates allocated to report for each
session - International collaboration after summer school
- Published on ECTN website
22Issues to be Resolved
- Languages
- East and west European cultural differences
- Application procedure
- Accreditation
23The Future Other Activities
- Obtain independent funding for future summer
schools - Internationalisation
- Relationship to other disciplines
24Conclusions
- Perceived need for training varies
- Institutional generic training can be
supplemented by discipline specific regional
training - Advantages of residential summer school model