workshop: academic development in higher education mieke clement & sari lindblom ylänne tempus...
TRANSCRIPT
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Workshop: Academic development in Higher Education
Mieke Clement & Sari Lindblom Ylänne
Tempus Project Strategic Management of Staff Development at UniversityDubrovnik March 2005
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Expectations
• What do you expect of this workshop?
• What questions would you like to be answered?
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Our objectives
• Clarify current definitions of academic development and come to shared understanding
• Discuss issues with regard to academic development
• Reflect systematically on elements involved in designing academic development in your institution: objectives, target groups, organisation, evaluation of impact
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Our background
• Research based academic development
• Scholarship of teaching
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Definition of academic development
• What does academic development encompass according to you?
• Literature: staff development, faculty development, academic development, educational development …-> many definitions throughout history of faculty
support
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Definition of academic development
• Academic development = all initiatives taken -both at the central as at the ‘local’ level- in order to support faculty members to fulfil their different roles (teaching, research, …) throughout their academic career
• Focus in this workshop on ‘formal’ training of faculty members with regard to their teaching
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Designing academic development
• Think back of your ‘student’ time: what were the characteristics of the courses that meant most for you! How did they help you to develop your expertise?
• Report on the characteristics that were most powerful
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Designing academic development: crucial issues
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Objectives of academic development
• ‘Holistic’ approach (Brew & Boud, 1996)– focus on individual needs and career
development– focus on organisational needs
=> academic development = instrument for quality enhancement
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Objectives of academic development
• Commonly accepted approach to high quality teaching in Higher Education: student-centred approach (<-> teacher-centred approach)– origins: new insights about learning (Shuell,
1988)– conceptual basis: teaching conceptions
(Kember, 1997)
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Objectives of academic development: new insights about
learning• Learning = constructive, active, cumulative,
goal-oriented
• Learning involves 3 kinds of processes: cognitive, meta-cognitive and affective
=> The ultimate aim of teaching is to facilitate learning
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Objectives of academic development: importance of
teaching conceptions• Teaching conceptions = specific meanings
attached to phenomena which mediate our response to situations involving these phenomena (Pajares, 1992)
• Two broad orientations: teacher-centred / content-oriented and student-centred / learning-oriented
• Relationship between conceptions, approaches to teaching and quality of student learning
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Teaching conceptions and educational practice
Academic develop-ment
Change in beliefs
Change in practice
Change in student outcomes
Ho (2000)
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Teaching conceptions and educational practice
Academic develop-ment
Change in beliefs
Change in practice
Change in student outcomes
Guskey, 1986
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Teaching conceptions and educational practice
External source of information or stimulus
Professional experimentation
Salient outcomes
Knowledge, beliefs, attitudes
Personal domain
External domain
Domain of practice
Domain of consequenceClarke & Hollingsworth, 2002
Enactment
Reflection
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Objectives of academic development
• What objectives do you want to set for academic development in your institution?
• Can you link those objectives to a (shared) view on what is ‘high quality education’?
• Would everybody in your institution agree with these objectives?
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Target groups for academic development
• Who would be the target groups for academic development in your institution?
• What is their feeling about academic development?
• What would you do when faculty members refuse to participate in any training?
• Is it possible to link academic development with quality assurance or HRM-strategies? How? What problems need to be solved?
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Organisation of academic development
• Types of initiatives:– workshops (stand-alone or ‘route’)– pedagogical courses– individual consult– bespoke initiatives
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Organisation of academic development
• Criteria for success (McAlpine, 2003)– free participation – direct and explicit focus on learning and students– attention for transfer to practice + feedback– meetings to support transfer to practice – minimal 12 hours of contact moments spread
over 1 semester
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Organisation of academic development
• Typology of Hicks (1999):– central– dispersed– mixed– integrated
• Which model would be possible in your institution?
• What would be (dis-)advantages?
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Organisation of academic development
• Changes in teaching or assessment practices take place slowly and require a lot of work by the teacher. A lot of patience is needed from heads of departments, deans and colleagues and sometimes also from students. How to support teachers in their "academic development process"?