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Teaching Excellence Series: What is the evidence
- 1. + Dr James Field School of Dental Sciences PFHEA Edubites: Teaching Excellence Series • What’s the evidence?
- 2. Newcastle Educators https://ncleducators.wordpress.com/ Dr Phil Ansell (Maths & Stats) DrVanessa Armstrong (Biomed Science) Dr Lindsey Ferrie (Biomed Science) Dr James Field (Dental Sciences) Dr Sara Marsham (Marine Sciences) Dr JC Penet (Modern Languages) Miss KatieWray (Enterprise)
- 3. Teaching Excellence Series We see this as a fantastic opportunity to engage in some wide- ranging discussions with a number of stakeholders This is not all about theTEF!
- 4. Excellent. So…. It’s difficult to imagine starting with a blank canvas Our perception is already heavily influenced by where we are….
- 5. … and where we’ve been After all, excellence is a relative phenomenon
- 6. Sources of evidencePedagogic literature Performance data Employability & outcome data Student satisfaction Student ideas Expert opinion • Robust literature, but not much! • Recently • Teaching effectiveness vs excellence • Differences in perception () • Global interest • De Courcy 2015
- 7. Pedagogic literature CHERI Centre for Higher Education Research & Information Cynical view: Teaching excellence is just a facet of neoliberalism and part of an agenda to move towards a consumerist model of higher education Pragmatically:We need a fuller recognition of the possible different educational orientations being manifested at a disciplinary/profession level and their influence on appropriate ‘excellent’ outcomes for student learning • Considered and reflexive development of a personal philosophy of teaching (Skelton 2009) • Excellence is ‘dynamic’, a ‘force’ that motivates teachers not only at the heights of their work but also in difficult circumstances and choices • A moral category – not about ‘what works’ but about what is ‘good’ • Involves vibrant, deliberative cultures in which intellectual curiosity is supported and ideas and practices are shared and discussed rather than held to a fixed set of criteria • Concrete circumstances that underpin teaching and learning:‘Staff-student ratios; general infrastructure; conditions of work and secure contracts • Time to reflect within the working day; and professional development opportunities should be conceived as part of excellence in the whole of the academic life, and not in rivalry with or in distraction from research excellence. The ‘Academic Citizen’ (Macfarlane & Skelton 2007): • Values such as: • dedication to one’s discipline • a love of one’s students • a desire to communicate • a willingness to continually learn • Teaching excellence is part of a bigger, moral, nominal culture underpinned by academic altruism and, supported through institutional systems
- 8. Teaching Excellence Awards: the evidence Surely this is all relative? And as we strive for, and achieve excellence, how do we reflexively redefine the concept? Or do we accept that everyone at some point is ‘good enough’?
- 9. Student ideas We have some equally fascinating excerpts from the students that we canvassed But the rest of these will have to wait until our student session on 8th February “a true dedication and investment into your students' learning, rooted in a true passion for your subject that is conveyed to those you are teaching.Also providing the extra time and resources some students may need to gain sufficient understanding, and the ability to stimulate interest and a desire to learn in all those who you teach” “Dr. Field, I think it's fair to say teaching excellence is when no one falls asleep in the lecture. “When you’re not afraid to ask a question and when you can never annoy someone by knocking on their office door” “successfully taking on the difficult challenge of teaching the same curriculum to a body of students with vastly different learning styles and abilities.
- 10. The remainder of the series: Input from: • You! • PFHEAs • PVC Educator opinion Open discussion Institutional views Student ideas Expert opinion
- 11. ?