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1.
Increasingly, the requirements of applicants to academic faculty positions, promotion and tenure procedures, nominations for teaching awards, or other application processes for innovative teaching grants worldwide include a teaching portfolio or dossier or a statement of teaching philosophy. Current literature provides a spectrum of approaches to constructing a teaching philosophy statement. While these resources provide practical utility, this literature generally lacks conceptual models that provide clear operational definitions and comprehensive frameworks for the process of generating or evaluating a teaching philosophy statement. However, this literature does illustrate the complexity of the task. Each teaching philosophy statement reflects not only personal beliefs about teaching and learning, but also disciplinary cultures, institutional structures and cultures, and stakeholder expectations as well. This synergy among self, discipline, and institutional context guided the development of a conceptual model for constructing a teaching philosophy statement. Based on the authors' survey of the literature, a conceptual model was developed, and then refined in a series of three workshops that included input from graduate students, academic faculty, faculty developers, and academic managers (administrators). The resulting conceptual framework includes the six dimensions commonly found in a survey of faculty teaching philosophies: the purpose of teaching and learning; the role of the teacher; the role of the student; the methods used; evaluation and assessment of teaching and learning; and also includes two framing devices - a metaphor or a critical incident and a device for acknowledging the impact that contextual factors have on teacher decision making. This paper describes the development of this conceptual model, and provides an evaluation rubric that can be applied to assess teaching philosophy statements generated using the proposed framework.  相似文献   

2.
A growing body of literature on students as partners in learning and teaching offers evidence on which academic developers can draw when supporting, advocating for, or engaging in partnerships. We extend a previous systematic review of the partnership literature by presenting an analysis and discussion of the positive and negative outcomes of partnership, and the inhibitors to partnership. Implications include the importance of academic developers supporting: the relational processes of partnership; institutional or structural change to address resistance; and the potential of partnership to make institutions more equitable and empowering spaces.  相似文献   

3.
In this paper, academic developers from universities in three countries explore underlying assumptions about what we as developers do and why we do it in relation to evaluating development programs. Through addressing three questions, key ideas emerge that highlight what is often overlooked in day-to-day practice: the fact that academic development has a ‘signature pedagogy’ defined by the ‘learning paradigm’; the potential role of different stakeholders in setting criteria for evaluation; and the inclusion of non-traditional academic development literatures (e.g., adult education, educational change, organizational development) to avoid perpetuating established practices. Our intent is to intellectually challenge ourselves and others to move beyond sharing program and evaluation activities to explore ideas and literature not often considered in our day-to-day work. While the context is academic development, we believe the questions and the answers that emerged are of value to all involved in staff and professional development.  相似文献   

4.
Probation is little used as a frame of reference in academic development literature. Frequently, the focus is on evaluating teaching qualifications for new lecturers. Less often investigated is the issue of situating such a course within the overall experience of new academics, to consider the role that teaching qualifications have within wider probationary processes in the UK. This qualitative study sought the views of new academics on various influences shaping their socialisation. Insights from this work can feed usefully into policy and practices for academic developers, and three key themes – equity, impact and congruence – are elaborated in this article.  相似文献   

5.
Universities have a long history of change in learning and teaching to suit various government initiatives and institutional priorities. Academic developers now are frequently required to address strategic learning and teaching priorities. This paper asks how, in such a context, academic developers can ensure that work they do in relation to one specific institutional priority can support future learning and teaching strategies. Two examples of efforts to integrate research and teaching are discussed to demonstrate the length of time needed to develop institutional understanding and how to create sustainable resources to meet the needs of changing initiatives. The paper highlights the importance of a sustainable approach to ever-changing learning and teaching priorities, suggesting that resources and other work developed to meet institutional initiatives should be structured so that they can be readily reused or adapted when policies change. The paper concludes by drawing out some implications for academic development.  相似文献   

6.
This paper outlines the findings of a study that examined the conceptions of academics regarding the nature of ‘leading’ and ‘managing’ learning and teaching in six Australian universities. These data were considered in the light of institutional systems and documentation regarding the leadership and management of learning and teaching and the contemporary literature on leadership and management, particularly in higher education. The research found that there was congruence between academic conceptions of the roles of leaders and managers in HE and those found in other contexts. In contrast, there was considerable variance and significant gaps between these conceptions and HR and professional development practices. The paper reports findings that have significant implications for more systematic and explicit professional development for University leaders and managers of teaching and learning. In addition, it argues that changes are required to the prevailing approaches in the current HR systems and policies in order to effectively develop, support and recognize effective leadership and management practices as they relate to learning and teaching.  相似文献   

7.
This paper describes the processes undertaken to construct more equitable and accountable evaluation procedures within seminars: that is, contexts where the salient modalities being evaluated are participation and oral expression. We describe the distinctive features of our model, including facilitation of the work of teaching assistants, ways to operationalize feminist pedagogy, and processes for evaluation. We articulate the specifics of these features as well as offering a comprehensive 'insider's' account of the actual seminar process we employ. We end by describing teaching, learning, evaluation and institutional outcomes.  相似文献   

8.
One consequence of globalisation is the demand on academics to better prepare students for work and life in an interconnected world through curriculum internationalisation. Many academics are hesitant, resistant, or ill-prepared to engage with curriculum internationalisation. This paper explores how this can be addressed by reconfiguring the way academic developers engage with academics within their teaching/program teams at the discipline level. Drawing on Star Trek and nomadic space, we theorise a participatory, situative approach to engaging disciplinary academic teams in the internationalisation of the curriculum process. We illustrate this from our work with teaching/program teams in two Australian universities.  相似文献   

9.
Internationally, there has been increasing emphasis on the teaching of the academic literacies, particularly reading and writing, in higher education institutions. However, recent research is highlighting the need for more explicit teaching of multimodal forms of communication, such as the visual literacies, in undergraduate courses in a wide range of disciplines such as the sciences, engineering and architecture. The research recognises that this is an area of academic literacy teaching that has often been neglected. This article draws on the findings of a research project which set out to understand both the multimodal literacy requirements and current practices in the teaching of these literacies in the earth and life sciences at a South African university. Three key themes are discussed: learning to see like a scientist, the importance of learning by switching between and integrating different modes of representation and teaching the conventions of representation in the sciences. The conclusion proposes ways for academic developers to work with staff to develop more explicit ways of teaching the visual literacies.  相似文献   

10.
The professionalisation of teaching is of increasing importance in UK higher education due to converging processes including the proliferation of managerialism, increasing quality agendas and changes to student fee structures. These have brought into sharp relief the need for greater understanding of how quality teaching evolves in university settings. One key element of this involves academic development and its impacts on teaching and learning. Current literature suggests that a plethora of ideas, frameworks and instruments claiming best practice exist but that take-up of these is inconsistent. This prompted a UK national research project which produced an evidence-based toolkit for evaluating academic development. As part of the toolkit augmentation, academic development representatives from across the sector were asked to create, review and test uniquely tailored evaluation instruments. These instruments were then piloted on university teachers who had participated in teaching-related continuing professional development activities. This paper reports on these individuals’ reflections of using the toolkit. It suggests that academic developers are interested in evaluating the impact of their work on teachers, students and on the wider institutional culture but that confidence and expertise varies. Using the toolkit generated ‘traditional’ evaluation data including satisfaction with the development activity and changes to lecturers’ conceptions and behaviours. However, it also prompted critical discussions around current evaluation practice. This included the need for transformational reform of institutional culture to support links between evaluation and good standing; and making explicit the thorny issue of evidencing student learning. This paper will be of interest to those with an interest or responsibility for evaluating teaching in higher education. The paper offers an important contribution to the international literature at a time when global higher education is faced with questions about teaching, learning and quality. Evaluation, and how to do it well, is timely and important business.  相似文献   

11.
This paper explores the experiences of a group of academic developers who support educational development work as Faculty Liaisons at a large, research-intensive university. These academic developers inhabit complex ‘third spaces’, providing support through an embedded partnership relationship that requires lateral movement across functional and organizational boundaries to create new professional spaces, knowledge, and relationships. The authors utilize narrative inquiry and auto-ethnographic approaches to present an interpretive qualitative analysis of their experiences supporting Faculty and University projects across complex and evolving organizational boundaries. From this analysis, they highlight key roles and responsibilities associated with their blended context and identify challenges that academic developers who occupy third spaces within academic organizations face as they negotiate competing interests, identities, and requirements associated with the diverse range of their projects and the blended experience of working in scholarly and administrative, central- and Faculty-based roles. The lessons they have learned from these experiences will be of particular interest to academic developers who are experiencing the flux of change within higher education settings that are impacting teaching and learning practices both for faculty in the classroom and for those across the institution who support them.  相似文献   

12.
In this article, we examine how our work in educational development, specifically in graduate student training, enacts the logic of neoliberalism in higher education in Canada. We approach this examination through a collaborative autoethnographic consideration of and reflection on our practices and experiences as educational developers, the design and delivery of a graduate student survey and our own experiences of and identification with ‘self-actualizing graduate students’. Further, we illustrate how neoliberalism shapes the work of teaching and learning centres resulting in offering programming, which compels graduate students to act in ways that can be read as responsible and capable of navigating an increasingly bleak academic labour market. Throughout the article we call attention to the ways in which our role as educational developers may either reinforce or disrupt neoliberal discourses. While we urge a critical approach, we also reflect on constraints to such criticism.  相似文献   

13.
Academic developers are important interpreters of policy, yet little research has focussed on the interplay of policy and academic development practice. Using methods from critical discourse analysis, this article analyses a national learning and teaching policy, charts its development, and explores its interpretation by the academic development community. The findings suggest that while developers played a strategic role in the policy’s development nationally, their influence on and use of policy institutionally was more limited. The article calls on developers to take a more overt leadership role in an area of higher education practice where they clearly have (often unharnessed) expertise.  相似文献   

14.
ABSTRACT

Digital education, now common in higher education, is particularly evident in the expansion of blended and fully online offerings at universities. Central to this expansion are educational developers, staff who support teaching and learning improvement in courses they do not themselves teach. Working closely with staff, students, and the curriculum, educational developers see first-hand how the digital learning agenda is both implemented and experienced. This article reports on findings from a national study of three educational development groups: academic developers, academic language and learning developers, and online educational designers, from 14 Australian universities. Although their institutional settings, roles, and work practices varied considerably, a central theme was the tension arising from a perceived shift in institutional priorities from ‘people development’ to ‘product development’: that is, from building human (educator) capacity towards curriculum resource development, particularly for the online environment. Participants reported a decline in autonomy, with institutional strategy and targeted projects increasingly directing both the work that gets done, and the skill sets required to do it. Their observations have implications for how universities conceptualise the development and support of the educational process.  相似文献   

15.

The UHI Millennium Institute (UHI) comprises an academic partnership of 13 further education colleges and research institutes in northern Scotland. In order to sustain accessible learning provision at Higher Education level across the Highlands and Islands, the UHI academic partners have to develop ways of collaboratively developing and facilitating courses using electronic communication. A key factor for the successful develop ment of new ways of working and teaching is the implementation of effective staff support. Current research often focuses on issues surrounding staff development programmes on a small scale and neglects problems associated with scaling up these programmes. This study aims to address these issues by examining the creation of a peer support scheme, its evaluation and subsequent expansion. It will be of interest to staff developers and managers wishing to implement strategic institutional policy.  相似文献   

16.
Abstract

The “2014 Chinese University Faculty Survey” found that: University faculty in China are young, recent recipients of their academic degrees, and have a high level of inbreeding within academia; there is a high percentage of doctoral degree holders; a large proportion are from villages and towns, and have parents with low-level education and employment; overall they feel high levels of work pressure as well as job satisfaction. They work on average 45?hours a week and are paid nearly RMB 110,000 yuan per year. One third of them live in “policy apartments,” one third have no overseas experience, and one fifth would not choose the academic profession again if they had the chance. They would prefer a teaching to research ratio of 2:8, but their actual work ratio for teaching, research, and service is 4:4.5:1.5. Three conclusions may be drawn from the results of the survey: the academic profession is highly equitable, but would benefit from people from more diverse backgrounds joining; there is a high threshold for entering the profession but opportunities for advancement need to be improved; it is a highly specialized profession that places a high demand on academic excellence.  相似文献   

17.
ABSTRACT

In this paper, we explore possibilities and challenges for deliberative academic development. Deliberative academic development refers to a practice that engages members of the university in dialogue about its purposes, ways of organizing and leading higher education, as well as teaching and learning. The paper critically analyses data from focus group interviews with academic developers from four universities within two national contexts. Combining sociological conceptualizations of agency and the framework of ‘epistemic living spaces’, the paper offers insights into challenges and opportunities for deliberative academic development, as well as a framework for studying agency in other contexts.  相似文献   

18.
In this paper we explore an approach to academic development that focuses on developing and using research as a means of understanding the complexity of teaching and learning within specific discipline environments. This approach shifts the attention of the academic developer from the enhancement of teaching using traditional methods such as workshops, formal courses, or in‐faculty curriculum and assessment advice, to encouraging and supporting participant research on learning and teaching, and disciplinary‐based research. Focusing on research development gives academics the opportunity to develop their teaching scholarship, prepare publishable work, and cultivate teaching and learning practices that are aligned with their specific discipline environments. We discuss the philosophy of this approach to the enhancement of academic work through the synergy between teaching and research. We illustrate our discussion with some recent examples in which we have used this approach successfully.  相似文献   

19.
Agency,context and change in academic development   总被引：1，自引：0，他引：1  
This article explores the notions of change that seem to underpin the ways in which academic developers practice within specific organizational contexts and cultures. Drawing on a two-year empirical study across UK institutions it links concepts of change to the different 'orientations' that developers consider appropriate to their strategic terrain. It provides an opportunity for colleagues to examine their own concepts of change and a conceptual tool for auditing the extent to which the approaches adopted in our Units and Centres might appropriately address the cultures and needs of our organizations.  相似文献   

20.
As conceptions of academic development expand to encompass a more diverse and flexible set of supports, traditional approaches to evaluation, including impact studies of formal programming, become insufficient. A program may appear ineffective when evaluation ignores additional supports that interact to counteract implementation or alternatively satisfy individuals’ needs. Recognizing the inherently interactive nature of academic development within systemically complex social contexts, this paper examines four evaluative lenses (traditional, ecological framework, complexity theory, and developmental) applied to graduate students’ support. By selecting an appropriate evaluation lens, based on local purposes and context, academic developers are better positioned to assess and improve supports provided.  相似文献   

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