Published on January 6, 2009
Slide 1: Barbara Zamorski and Paul Levy University of East Anglia A UK model for developing teaching effectiveness : National context European context Institutional context A UK model for developing teaching effectiveness National context and situation in UK : National context and situation in UK The principal organisation charged with improving teaching effectiveness at National level is the Higher Education Academy. The Academy's mission is to help institutions, discipline groups and all staff to provide the best possible learning experience for their students. It has been in existence (including earlier versions) for a decade. Higher Education Academy : Higher Education Academy Strategic aims and objectives To be an authoritative and independent voice on policies that influence student learning experiences To support institutions in their strategies for improving the student learning experience To lead, support and inform the professional development and recognition of staff in higher education To promote good practice in all aspects of support for the student learning experience To lead the development of research and evaluation to improve the quality of the student learning experience Higher Education Academy : Higher Education Academy National Services and Programmes The Academy works with national enhancement initiatives such as the Centres for Excellence in Teaching and Learning in England (CETLs), the Excellence in Teaching and Learning Fund in Northern Ireland, the Quality Enhancement Framework in Scotland and the new structures for assuring quality and standards in Wales. The Academy also has a responsibility for managing the National Teaching Fellowship Scheme (NTFS) and the Fund for the Development of Teaching and Learning (FDTL). The Academy is the keeper of the National Standards for Teaching and Learning. Slide 6: Higher Education Academy National Standards : National Standards There are standards in six areas of activity: Design and planning of learning activities and/or programmes of study 2. Teaching and/or supporting student learning 3. Assessment and giving feedback to learners 4. Developing effective environments and student support and guidance 5. Integration of scholarship, research and professional activities with teaching and supporting learning 6. Evaluation of practice and continuing professional development Core knowledge : Core knowledge Knowledge and understanding of: 1. The subject material 2. Appropriate methods for teaching and learning in the subject area and at the level of the academic programme 3. How students learn, both generally and in the subject 4. The use of appropriate learning technologies 5. Methods for evaluating the effectiveness of teaching 6. The implications of quality assurance and enhancement for professional practice Professional values : Professional values 1. Respect for individual learners 2. Commitment to incorporating the process and outcomes of relevant research, scholarship and/or professional practice 3. Commitment to the development of learning communities 4. Commitment to encouraging participation in higher education, acknowledging diversity and promoting equality of opportunity 5. Commitment to continuing professional development and evaluation of their own practice Slide 10: Higher Education Academy Development of the profession of HE teaching – HE Programme accreditation and Register of Practitioners : Development of the profession of HE teaching – HE Programme accreditation and Register of Practitioners One of the Academy’s aims is to lead, support and inform the professional development of staff in higher education. The Academy register They maintain a register of accredited practitioners, define the criteria for admission, develop standards for professional practice and provide support for individuals. Accreditation of institutions' programmesThey accredit higher education institutions' programmes of training in teaching and learning. Slide 12: Higher Education Academy Centres for Excellence in Teaching and Learning : Centres for Excellence in Teaching and Learning The Higher Education Academy supports all the CETL initiatives, encourages and facilitates networking and helps to disseminate outputs. The Centres for Excellence in Teaching and Learning (CETL) initiative has two main aims: to reward excellent teaching practice, and to further invest in that practice so that CETLs funding delivers substantial benefits to students, teachers and institutions. There are 74 CETLs, with total funding from the Higher Education Funding Council of £350 million. A few examples… : A few examples… University of the Arts London Creative Learning in Practice (CLIP) Bath Spa University College ArtsWork: Learning Labs University of Birmingham Centre for Excellence in Interdisciplinary Teaching and Learning in Mental Health Bournemouth University Centre for Excellence in Media Practice University of Brighton Centre for Excellence in Teaching and Learning Through Design (CETLD) University of Bristol The AIMS Centre (Applied and Integrated Medical Sciences) Bristol ChemLabS CETL (Bristol Chemical Laboratory Sciences) Slide 15: Higher Education Academy The Subject Centre Network : The Subject Centre Network The Academy provides discipline-based support through a Subject Network of 24 Subject Centres. These are a mix of single-site and consortium-based centres located within relevant subject departments and hosted by higher education institutions. Each centre engages in a wide variety of activities to support practitioners, subject departments and discipline communities. Some examples of these… : Some examples of these… Art, Design and Media Bioscience Medicine, Dentistry and Veterinary Medicine (MEDEV) PALATINE - Dance, Drama and Music Philosophical and Religious Studies Physical Sciences Psychology Sociology, Anthropology and Politics (C-SAP) Social Policy and Social Work (SWAP) Slide 18: Higher Education Academy National Teaching Fellowship Scheme (NTFS) : National Teaching Fellowship Scheme (NTFS) National Teaching Fellowship Scheme (NTFS) The Higher Education Academy's National Teaching Fellowship Scheme recognises and rewards individual excellence in teaching in higher education in England and Northern Ireland. From 2006 the scheme has two separate strands, Individual Awards and Projects, with total funding per year of £2.5 million. Nominations for the 2007 individual award will open on Thursday 30 November 2006. The 2006 individual award winners were announced in June. Slide 20: Higher Education Academy The Fund for the Development of Teaching and Learning (FDTL) : The Fund for the Development of Teaching and Learning (FDTL) The Fund for the Development of Teaching and Learning (FDTL) was established in 1995 to support projects aimed at stimulating developments in teaching and learning in higher education and to encourage the dissemination of good teaching and learning practice across the higher education sector. Bids for FDTL funding were invited from higher education institutions that demonstrated high quality in their educational provision, as judged by the teaching quality assessment exercise. Since 1995, the Fund has supported 164 projects throughout HEFCE-funded institutions. FDTL is funded by the Higher Education Funding Council for England (HEFCE) and the Department for Employment and Learning (DEL). FDTL Phase 5- some examples of projects : FDTL Phase 5- some examples of projects Enhancing graduate employability: embedding employability skills development in the curriculum Bringing economic experiments into the classroom Plagiarism, computers and values: preventing plagiarism among international business and management postgraduate students PREPOL: Developing a pre-entry and initial guidance package for the study of politics and international relations Slide 23: Higher Education Academy Institutional context : Institutional context All UK institutions have more or less the same problems Emphasis varies depending on whether more or less research-intensive UEA is a typical example of the majority - the ‘balanced economy’ model UEA’s Green Paper : UEA’s Green Paper History of chronic underfunding of universities: Teaching subsidising research Running down of the estate Public funding reforms: Introduction of ‘Full economic costs’ and student fees Must be able to demonstrate financial sustainability Planning and consulting for the future Renewed emphasis on excellent teaching Developing a financially sustainable research portfolio Bringing Knowledge Transfer into the mainstream Institutional structures tend to reflect the National scene : Institutional structures tend to reflect the National scene Centres for Academic Practice Sometimes all staff and educational development in one Centre (as at UEA) MA in Higher Education Practice (ie concerned with whole academic role) Short courses on eg plagiarism, assessment, research supervision, teaching techniques, learning technology Access to external courses Teaching courses for Graduate Teaching Assistants and Part-time tutors Learning and Teaching Quality Offices Responsible for institutional strategy on teaching and learning Provide funding for internal projects and fellowships Projects and fellowships : Projects and fellowships Internal projects funded by the Institution eg on assessing good teaching, on assessment strategy, on evaluation practice Teaching fellowships at discipline, subject or department level Typically small funds, short time scale Disseminated by Centres for Academic Practice, Learning and Teaching Committees and by special events A UK model for developing teaching effectiveness : National context European context Institutional context A UK model for developing teaching effectiveness Inter-relationships between the levels : National context Institution Inter-relationships between the levels Discussion : Discussion How do these features in the UK and UEA experience reflect the wider European picture?