PG Cert in L

1
PG Cert in LT in HEAcademic PracticeDay One

• Dr John Peters
• Dr Rowland Gallop

2
Icebreaker

• Spectrum from teaching and research conflict to
  teaching and research compliment
• Realism suggests conflict, ideally synergy
• Perhaps it depends on
• Subject science v. social science
• BUT importance of model building and concepts
  more than facts in a vast range of subjects
• nature of subject practical professional
  applied v. traditional theoretical
• BUT all have scholarship
• Level of teaching FD v. MSc
• BUT focus on process of learning across levels
• Should inform the educational process

3
Definitions

• Research narrow and academic, sharing for peer
  review papers or publications
• research being up-to-date on subject, finding
  stuff out.
• Scholarships
• Teaching v. teaching

4
Structures

• Boyers 4 scholarships
• Glassick and Trigwells definitions of
  scholarship
• Jenkins and Healey models of research related
  teaching
• Useful to provide broader conceptual frameworks
• Helpful for portfolio!

5
Research and scholarship links

• Trigwell, K. Martin, E. Benjamin, J. Prosser,
  M. (2000). Scholarship of Teaching a model.
  Higher Education Research and Development. 192,
  155-168.
• The Aussie SoTL website
• http//www.clt.uts.edu.au/Scholarship/Home_Page.ht
  ml
• The Carnegie Foundation website
• http//www.carnegiefoundation.org/
• Research Teaching at the HE Academy including
  material by Jenkins and Healey
• http//www.heacademy.ac.uk/ourwork/research/teachi
  ng

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Contracting Issues

• Relationship between profile form and contract
  unclear do you necessarily have to demonstrate
  a range of examples?
• It depends, sometimes a variety is useful
• Ethics of subject or of education?
• Either and both explicitly
• Personal coping
• Relate to theory but recognises
  personal-professional link

7
Reflection issues

• Finding the balance between
• Description v. Analysis
• Mistakes v. Self-justification
• Personal emotional v. analytical objective
• Past v. proposals for future
• Structured v. stream of consciousness

8
Mentoring

• Traditional model
• Hay model
• Clarifying mentor role with your mentor using the
  checklist.
• Mentor important in supporting subject specific
  element of this module

9
Discipline resources

• www.heacademy.ac.uk
• And look in subject centre link for your subject
  centre. Should have resources, events and even
  grants available
• www.scips.worc.ac.uk
• A resource for supporting disabled students in
  your discipline.