Introduction to University Teaching Programs at UQ: a short history! Debra Herbert Educational Consultant Coordinator of Introduction to Teaching and Learning at UQ Program

Where it started… first 1-day workshop about university teaching Staff development program for teaching and learning grew over the next two decades - over 20 workshops per year in – first “Introduction to Teaching” program; 3 days, run once each semester Lecturing and note-taking Audiovisual resources for lecture theatres Small group teaching Approaches to teaching Use of different media in lectures Using your voice effectively in teaching Assessing students’ work

Next change… – Intensive Introduction to Teaching; 4 days, once per semester Day 1 – student learning, introduction to assessment (a) Day 2 – lecturing Day 3 – small group teaching Day 4 – design of subjects and session structures; assessment (b) plus Semester Program; regular, half-day session at two-week intervals Semi-structured around theme/s, identified in advance by participants Encourage reflective practice through journals, peer collaboration, etc Certificate of Completion for both components

…more change 1996 – Introduction to University Teaching; 2 days in one semester plus 2 days the following semester, new staff support program Part I – Surviving as a university teacher Part II – Growing as a university teacher New staff support program – peer partners, class visits and discussion, seminar meetings 1997 – only Part I and II growth of workshops using multimedia and new technologies

Current Form - Introduction to Teaching and Learning Program at UQ 1998 – 3 days program run each semester (February, July) mandatory under TLEP for new academic staff (level A and above) in first 12 months of appointment Supported by peer network and additional development seminars/workshops (not a formal part of the program as before) – dropped in th day introduced in 2001 – later in semester, focus on reflective practice

General modules…days 1 to 3 Curriculum development Flexible delivery and educational technologies Learners and learning Responding to diversity Postgraduate supervision Teaching large classes Small group teaching Presentation skills and first meeting with students Introduction to assessment Approaches to evaluating and improving your teaching

Day 4 modules Introduction to reflective practice Making the most of student evaluation data Using assessment data to reflect on teaching Classroom research for improving teaching and learning Peer review of teaching Learning to learn

Issues Around 50 each year complete all components, although has decreased last 2 years General feedback often mixed, people come with different levels of experience and ability,differently focused appointments ‘panels’ of experience teachers often the most positively evaluated sessions Currently under review – new TLEP will drive changes, participation policed more strongly Mostly TEDI initiatives, upward management No incentives for people to continue involvement Grad Cert for Higher Ed – 1993/94, taken over by Education in 1996