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Implementation of a Vertical Teaching Model Tom Randell, Steve Glautier, and Doug Bernstein University of Southampton.

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Presentation on theme: "Implementation of a Vertical Teaching Model Tom Randell, Steve Glautier, and Doug Bernstein University of Southampton."— Presentation transcript:

1 Implementation of a Vertical Teaching Model Tom Randell, Steve Glautier, and Doug Bernstein University of Southampton

2 Background In its Learning, Teaching, and Assessment Strategy (2005), the School of Psychology, University of Southampton, commits: “… to provide, within an active research environment, learning opportunities that allow students to fulfil their intellectual potential, develop their capacity to understand and apply psychological knowledge, and develop research and key skills that will stand them in good stead in their future careers.” And to engage in: “… a continuous review and development process through which staff and students are challenged to do an ever better job of teaching, learning, and skills development.” But how can this be achieved?

3 Strategy in Practice Implementation and development of education strategy in the School has been founded primarily upon: Formation of a compact School Education Committee to streamline decision-making processes. Appointment of an Education Team composed of: – Education Advisor – Education Developer (part HEAPN funded) – Academic Administrator – e-Learning Lead – e-Learning Support Officer Adoption of a “Vertical Teaching Model” as a theoretical framework for enhancing education processes within the existing organisational structure of the School.

4 Education Structure Education within the School of Psychology is organised around a three-level hierarchy, composed of: – Academic staff – Postgraduate students (PGs) – Undergraduate students (UGs) In practice, this means that: – Academic staff provide instruction and supervision to PGs – PGs, in their role as Teaching Assistants (PGTAs), provide instruction and supervision to UGs – UGs engage in formal and informal peer-tutoring

5 The Vertical Model The Vertical Model is based on the following key assumptions: Development of teaching, presentation, and other communication skills starts early and should be taught early. There is a developmental and career path through from undergraduate, postgraduate, to academic staff. Overall quality of education is a function of the teaching experience and skill of individuals at each level of the model. To enhance quality of education, intervention should be made at all three levels of the model.

6 Staff Level Provision of wide-ranging opportunities for development of learning and teaching skills, including: – On-demand mentorship within School – Learning and Teaching Seminar Series – Discussion sessions and advice concerning deployment PGTAs – Availability of online course in teaching Psychology (University of New Hampshire) – Replacement of peer observation process by specifically designed peer review system Evaluation of education change, and provision of basis for sharing of best practice, through yearly review of teaching methods employed in School.

7 Postgraduate Level Requirement for teaching experience and training for all PGTAs to be established: – Provision of advance preparation for acting as PGTA on UG units and supervised experience of presenting seminars and tutorials – Inclusion in peer review process – Mentorship and facilitation on “Access to Southampton” (A2S) scheme Participation in School and Faculty courses on teaching skills – Advice about and discussion of designing courses, active learning and group work, presenting and receiving feedback on lectures, writing and evaluating UG examinations and assessments, etc. Encouragement to design and engage in pedagogical research.

8 Undergraduate Level Increased opportunities for active learning and group work provided by Unit Coordinators and Programme Directors. Provision of opportunities and guidance for “students for students” peer-coaching across laboratory and classroom situations. Enhanced “Thinking Psychologically” unit to engender academic and key skills development, PDP, awareness of Employability issues. Provision of opportunities to rehearse and critique presentation skills and to conduct classroom demonstrations under PG guidance. Support and fuller integration with “PsySoc” to facilitate: – Interactions between UG peers – Interactions between UGs and PGs – Social integration between staff, PGs, and UGs

9 Some other Developments To streamline educational and administrative processes, “PsyWeb”, the School’s Intranet, has been redesigned to allow: – Fully online submission and marking of UG assignments – Fully online access to UG assessment marks and feedback – Interactive online PG Research Methods skills site – Recording and streaming of School lectures and seminars A range of e-learning methods have also been incorporated within the School, including: – Integration with “EdShare” – Use of audience response systems (“zappers”)

10 Some Future Directions For 2008/9 – Introduction of multi-component First Year Induction – Participation in “Access to Southampton” (A2S) scheme – Embedding of PDP in UG and PG curricula – Advancement of Employability Agenda And Beyond…. – Introduction of a “Buddy” scheme for First Year UGs – Development of University-wide UG and PG “Transition” schemes

11 Reflections Change in education can happen! People are the best resource. Source and utilise support from as many sources as possible within the University. Prioritise interventions. Biggest challenges…! – To increase engagement of academic research staff – To embed a data-driven approach to education and its development

12 For further information, please contact: Dr. Tom Randell


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