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Teaching Induction for Postgraduates and Research Staff Please collect: (1) Teaching handbook (2) Professional Development workbook (3) Questionnaire Also,

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Presentation on theme: "Teaching Induction for Postgraduates and Research Staff Please collect: (1) Teaching handbook (2) Professional Development workbook (3) Questionnaire Also,"— Presentation transcript:

1 Teaching Induction for Postgraduates and Research Staff Please collect: (1) Teaching handbook (2) Professional Development workbook (3) Questionnaire Also, make a label with your first name University of Nottingham Dr Jo Bramham Professional Development

2 Welcome to the Academic Teaching Community at UoN Staff who teach in the university describe their role as: a guide to development of the subject expertise a mentor of intellectual development an inspirational role-model. Are you ready?

3 Questions which this session will try to answer: About the University: (1)What knowledge will you need of University of Nottingham (UoN) learning and teaching to get started in your new teaching role? (2)What teaching practices are teachers using at UoN to enhance student learning? Preparing for your teaching role: (3) What can you do to prepare for your new teaching role? (4) What professional development is available to you as a teacher at UoN?

4 Outline programme for this induction session 1.Expectations of you as a teacher at UoN 2.Our Educational Values at UoN 3.Enhancing the learning of undergraduate students at UoN 4.Professional Development in teaching at UoN 4

5 Expectations of you for this session To get the most out of this session: Use your experience of learning as a student to think about your teaching work Discuss your thoughts and ideas about teaching your subject. You will not be criticised Ask me if you do not understand. Listen to the views of others (you might get some new insights!) Turn off anything you think might interrupt you or the rest of the group 5

6 Bingo activity Purpose: (1) To start discussions with other new teachers (as potential sources of information and learning). (2) To learn about the wider University organisation and the relevance to your teaching work. 6

7 The easier questions…. Different campuses? New to teaching? Taught before in another country? Taught before at a UK university? 7

8 Answers to Teaching Bingo (Q2) Undergraduate students: 34,076 (Q3) Student Evaluation of Teaching (Q4) 7,864 staff around the world (Q5) 350 undergraduate courses (Q6) 17% International undergraduate students including EU ( ) (Q8) Pro-Vice Chancellor for Teaching and Learning: Prof Saul Tendler and the Director of Teaching and Learning: Prof Wyn Morgan 8

9 (Q9) National Student Survey (NSS) NSS Collects feedback from undergraduates on: 1.Teaching on their Course 2.Assessment and Feedback 3.Academic Support 4.Organisation and Management 5.Learning Resources 6.Personal Development 7.Overall Satisfaction 2011 results: UoN 30 th with overall satisfaction score of 87%. 9

10 (Section 1) Expectations of you as a teacher at UoN 10 Induction checklist provided in your workbook as a reference to help structure your preparatory discussions with members of the teaching team (p.3-7)

11 Summary of our key expectations of you 1.Draw on your existing skills, knowledge and expertise 2.Prepare – teaching materials, engage with teaching staff and learn about logistical/administrative processes that support teaching 3.Review your teaching work to provide continuous improvement 11

12 Consider: (1)What do you already know? (2) What do you need to know to prepare? Complete Part A of Questionnaire Review of learning from Teaching Induction and discuss any gaps or key issues you wish to raise 12

13 How is teaching work regulated? Postgraduate Research Students who teach Quality Manual policy (for Postgraduates who teach): manual/QAstructures/students-for-teaching.htm manual/QAstructures/students-for-teaching.htm PGTA need appropriate skills, experience and knowledge Have received appropriate training Quality monitored – by lecturer or experienced postgraduates Paid appropriately – including preparation, marking, contact with students Max 6 hours/week Regular feedback including classroom observation

14 How is teaching work regulated? Research Staff who teach Quality Manual policy: cellaneouspolicies/policyonoccasionalteachers.aspx Applies to researchers with no previous experience of HE teaching and main responsibility for teaching students Researchers need appropriate skills, experience and knowledge of the subject area being taught Training needs assessment should be undertaken by a member of the Schools academic staff Mentor (member of academic staff) to provide guidance and advice Receive constructive and regular feedback on their performance (strengths & weaknesses) by module convenor or another member of academic staff. Feedback over duration of teaching (including classroom observation) If involved in student assessment, training should be provided and assessments contributing to final mark should be moderated 14

15 Sources of information Academic staff: – Supervisor/Principal Investigator – Mentor (teaching) – Module Convenor – Director of Teaching – National Teaching Fellows – Lord Dearing Award winners – Winners of Chancellor Awards Administrative staff: – School Manager – School Undergraduate Secretary/School Office

16 Academic Administration (external to your school: Registrars Department) UoN Quality Manual (online) Student Administration e.g. student records inc attendance monitoring, marks, progression & award processing. Examinations e.g. Scheduling & organisation of Examinations Timetabling e.g. Scheduling of Teaching Academic Processes e.g. student registration, Academic appeals, offences & complaints Quality & Standards e.g. Quality Assurance (committees and management), professional accreditations. 16

17 Benefits of employing you to bring research into teaching Makes the subject lively and up-to-date Makes research more relevant and interesting Develops research skills for use in future careers Someone who has direct access to research, so somebody who is teaching directly from their own experience is very valuable. Dr Angus Davison School of Biology

18 What are your responsibilities as a UoN teacher? Provide excellent teaching (p. 15 Handbook) Support academic integrity- understanding of what constitutes plagiarism Provide inclusive teaching – student centred learning (diversity arising from disability, previous educational experience, expectations or motivations

19 Diverse groups of staff & students Advance equality of opportunity Remove/minimise disadvantage Take steps to meet different needs Encourage participation Foster good relations Tackle prejudice Promote understanding 19

20 Equality Act Protected Characteristics 1.Age (whether a person is too old or too young) 2.Race (including nationality, colour, ethnicity) 3.Gender (including gender reassignment) 4.Disability (mobility, hearing, speech & dyslexia) 5.Sexual orientation 6.Religion and belief (including no belief) 20

21 (Section 2) Our Educational Values at UoN Our Teaching culture We are informed by: research into learning and effective teaching practice course review processes and student feedback personal reflection and collegial debate 21

22 Teaching staff – student relationship 22 Research suggests that students learn best when they are actively participating in their education. We encourage students to take ownership of their learning as part of developing skills of independent thinking. Professor Wyn Morgan, Director of Teaching and Learning

23 UoN Educational values 1.Transitions 2.Academic and pastoral support 3.Nottinghams distinctive qualities 4.Listening to our students 5.Valuing our teaching 6.Characteristics of an effective teacher 7.Learning to be a critical thinker 23

24 Nottingham teaching excellence Valuing our teaching: earing/valuingx729/

25 (Section 3) Enhancing the learning of undergraduate students Selection of teaching examples based on illustration of Hatties three principles of effective teaching: 1)Communication of appropriate, specific and challenging goals 2)Feedback drives achievement 3)Reconceptualisation of learning Hattie, J., Bigg, J. & Purdie, N. (1996): Effects of learning skills interventions on student learning – a meta analysis, Review of Educational Research, Vol. 66, Edition 2, p

26 (Principle 1) Specific and challenging goals Communicate Learning Outcomes (see workbook for example) Set goals and targets that are meaningful and interesting Persuade students of the importance and relevance of your topic Make the process of learning interesting and rewarding Video: Using aims at the beginning of a session to aid learning /usingaim034/

27 Advance organisers Give overview of topic, a short summary of the main sections or subheadings in the content Stress any general principles that apply State any links with any related topics and show how it is related to the whole Emphasise the importance, relevance, purpose and value of what is about to be learnt.

28 (Principle 2) Feedback & achievement The broader purposes of feedback: Express and improve student understanding Assess work Correct weak understandings or weak work Video: Recording feedback as a podcast and uploading it to WebCTRecording feedback as a podcast and uploading it to WebCT [ g.aspx] g.aspx

29 Embedding Technology in teaching Xerte Turnitin Recording lectures

30 (Principle 3) Reconceptualisation of learning Graphical organisers – diagrams, mind maps, anything visual Explaining complex concepts Chunking – recognise pieces of the pattern Video: Explaining complex concepts e/results/liz%2520sockett/explainx933/

31 Your Questions 31

32 (Section 4) Professional Development in Teaching Learning more about teaching from your Experience - Working with a teaching mentor - Discussions with colleagues Teaching induction Teaching skills training

33 Professional Development activities as a teacher at UoN 1.Dialogue with a teaching mentor 2.Observation of your work with students by an experienced teacher Experienced teacher Colleague/peer – postgraduate/researcher with teaching experience (see guidance in workbook) 3.Self-reflection: What worked? What didnt work? (see guidance in workbook)

34 Sources of feedback on your teaching Module convenor observes teaching and gives feedback (required by Quality Manual policy) School based performance questionnaire SET – Student Evaluation of Teaching SEM – Student Evaluation of Module

35 Where to from here? Ongoing Guidance and Support for your Teaching 35

36 UoN Learning & Teaching Development and Qualifications Stand-alone Learning and Teaching workshopsLearning and Teaching workshops Intensive Learning and Teaching Programme Associate Teachers Programme PGCHE MA in Higher Education Conference for Postgraduate Teachers Induction Course

37 New to Teaching Conference Annual UoN conference for postgraduates and researchers: next conference April 2013 (date TBC) Provides practical ideas for teaching and the following taster sessions: – Demonstrating in lab practicals – Core teaching skills – Class management – Effective use of PowerPoint – Getting into teaching – Marking and Assessment – Large group lecturing

38 Central Short Courses [learning and teaching] Course Title How do students learn A practical look at core teaching skills Public speaking skills for PGR teachers Lecturing for learning Small group teaching Demonstrating in lab practicals Supporting examples classes Marking and assessment Marking and assessment for scientists Also school based courses in American & Canadian, Chemistry, Comp. Sci, Eng, Medince, Pharmacy, Physics, Vet.

39 Booking a place on a teaching workshop Teaching workshops are really popular and session often have waiting lists. This is how you can help us make places available: 1.Review your training requirements with your teaching mentor or supervisor/PI. 2.If you cannot attend, you can cancel using the instructions found in your confirmation . Cancel three days before the course (online). 3.PLEASE NOTE: Three instances of non- attendance, blocks you from further access to learning and teaching courses. Your School will be contacted. 39

40 Professional Development events for Teachers UoN Teaching and Learning Development events (led by T&L Directorate): Learning Sciences Research Institute: Higher Education Academy (national body): e.g. New to teaching workshop: Strategies to enhance learning and teaching for home and international students

41 PGR Teaching Award Submissions by March 2013 (annually)– 1 side A4 and reference/s 2011 winners awarded a certificate and £100 voucher: Centre for Genetics and Genomics, School of Education, Dept of Electrical and Electronic Engineering. Also 3 highly commended certificates For more information visit the Professional Development New to Teaching website: [ Teaching]

42 Summary of key themes of the session 1.Seek out information on your new role and a teaching mentor 2.Hatties 3 principles of effective teaching. Lots more pointers in Teaching Handbook 3.Review specific teaching experiences with self and others.

43 Review of your learning Complete Part 2 of the questionnaire Your feedback is much appreciated. 43

44 Dont forget to sign the register as your leave This allows us to confirm your attendance to your School and to update your training record 44

45 Additional feedback for this workshop If you have other comments about this workshop, we use an online questionnaire to receive feedback on our training sessions. The details for this session are: Poll ID : PDP PIN : 2914 [23 rd May 2012] The poll will be open for 5 days. 45

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