1. Staff development at the K.U.Leuven The case of academic development Hilde Creten en An Verburgh

2. K.U.Leuven 13 Faculties, 50 departments, 240 sub- departments representing three different groups: positive sciences, social sciences and humanities, and biomedical sciences 28.000 students, 1370 professors and 3441 researchers Centrally organised, yet discussions about new structures

3. Staff development Varied offer: –use of ICT –leadership training –communication –languages –safety & prevention... Different ‘providers’: –HR, Ludit, DUO/ICTO,... –all central support units

4. Institutional policy with regard to staff development Free offer (in some cases administrative cost) Free participation Impact on professional career not (always) clear

5. Academic Development “Provision of pedagogically sound and discipline relevant development for academic staff across the broad spectrum of disciplines present within a university as to impact effectively on student learning.” (Hicks, 1999) –General aim: implementation of university’s teaching concept ‘Guided Independent Learning’ (G.I.L.)

6. Academic Development: Offer General initiatives –summer course –workshops –digital chalk Targeted initiatives –program for new faculty –program for new teaching assistants Bespoke initiatives –workshop for program directors about curriculum evaluation

7. Principles of Academic Development Modeling G.I.L. Learning to teach and learning about teaching Evidence-based: –integrated approach –professional growth –impact Supported by tools Promoting scholarship of teaching

8. Principle: Modeling G.I.L. Research-based education Students are responsible for own learning Teachers are responsible for adequate support (high degree of student activity, importance of feedback, fading during program) –Summer course: input based on state of the art of research, varied offer, yet freedom to choose: attend sessions, work on own project, with or without counseling

9. Principle: Learning to teach & learning about teaching Practical training –Micro-teaching, DLE-skills Introduction to research on teaching and learning –Input about learning theories, impact of teaching strategies –Link to personal teaching practice through specific assignments

10. Principle: evidence based Integrated approach Faculty members identify with department (Gibbs, 1996; Knapper, 2000) Importance of ‘metaprofessionals’ (Candy, 1996) → Academic development is multidimensional and distributed activity for which various partners within the university bear responsibility (Hicks, 1999) –Program for new Teaching Assistants

11. Principle: evidence based Professional growth Importance of teaching conceptions (Prosser & Trigwell, 2002) –Exercise about teaching conceptions Conceptualising the change process –Program for new faculty

12. Faculty develop- ment Change in beliefs Change in practice Change in student outcomes Principle: evidence based Professional growth (Ho, 2000)

13. Faculty develop- ment Change in beliefs Change in practice Change in student outcomes (Guskey, 1986) Principle: evidence based Professional growth

14. External source of information or stimulus Professional experimentation Salient outcomes Knowledge, beliefs, attitudes Personal domain External domain Domain of practice Domain of consequence (Clarke & Hollingsworth, 2002) Enactment Reflection Principle: evidence based Professional growth

15. Principle: evidence based Impact of academic development initiatives (Weimer & Lenze, 1994; McAlpine, 2003) Direct and explicit focus on students and learning Practical application with feedback Free participation At least 12 hours, spread over semester Feedback on implementation in teaching practice

16. Principle: supported by tools Opti-kwest: on line tool to design questionnaire (http://www.kuleuven.ac.be/opti-kwest)http://www.kuleuven.ac.be/opti-kwest Anatool: on line instrument to analyse teaching practice (https://www.kuleuven.ac.be/duo-icto/anatool)https://www.kuleuven.ac.be/duo-icto/anatool BV-databank: on line database of ‘good practices’ (http://www.kuleuven.ac.be/icto/bv)http://www.kuleuven.ac.be/icto/bv DLE-manual: on line manual about use of digital learning environment (http://docbook.kuleuven.be/frame.html)http://docbook.kuleuven.be/frame.html

17. Principle: promoting scholarship of teaching Research about teaching practice and students’ learning in order to ameliorate one’s knowledge about teaching in general and the quality of one’s teaching practice in particular –Research groups –Opti-kwest

18. How to organise academic development Needs detection: –internal and external curriculum reviews –G.I.L. –contacts within Faculties –new evolutions

19. How to organise academic development Practical organisation: –designing the program –creating institutional support for the program –asking for help: experts specialists from the field administrative and logistic support –coaching contributors –evaluating and providing feedback

20. How to organise academic development Organisational embededness –reporting to educational council and vice- president for education –building a Faculty policy

21. Guided independent learning: a concept

22. Term 1Term 2Term 3 Collective Interim day Collective Closing day Data- collection opti-kwest Collegial consult Discussion about results Collegial consult Action plan Collective Start (2 days) Program for new faculty

28. Anatool Part 1: Description of teaching practice according to global scheme Part 2:Comparison of descriptions