Prof. Prem Kumar Dr. Lesley Roberts Understand university - PDF document

12/11/2012 Prof. Prem Kumar Dr. Lesley Roberts  Understand university pre-requisites to teaching and training available  Have considered the reasons you should consider getting involved in teaching  Have a broad understanding of the programmes we offer and the opportunities available to you  Understand how teaching is managed and quality assured  To have considered how your own skill set could be translated into a teaching session 1

12/11/2012  Prof Prem Kumar – College Director for Education (p.kumar@bham.ac.uk) Clinical and Experimental Medicine  Dr Lesley Roberts – College Intercalation Lead (l.m.roberts@bham.ac.uk) Health and Population Sciences  New requirement – All staff engaged in teaching should have completed the introduction to learning and teaching in higher education (20 credit) programme.  Staff with or intending to develop substantive roles in teaching or assessment may consider Postgraduate Certificate in Academic Practice 2

12/11/2012 Centre for Learning and Academic Development (CLAD) The Centre for Learning and Academic Development (CLAD) is a division of Academic Services. We work in partnership with colleagues across the University community to rejuvenate and progress all aspects of educational enhancement, defined as ‘deliberate steps to improve the student learning experience’ . Introduction to learning and teaching in HE for research staff: open programme Courses • Introduction to learning and teaching in Higher Education (ILTRS001) • Laboratory-based teaching (ILTRS002) • Small group teaching (ILTRS003) • Introduction to assessment and feedback (ILTRS004) • One-to-one academic tutoring (ILTRS005) • Supporting diversity (ILTRS006) • Giving a lecture (ILTRS007) • Additional courses https://intranet.birmingham.ac.uk/as/claddivision/clad/courses-and- programmes/teach-stu-support/index.aspx Postgraduate Certificate in Academic Practice (PCAP) and Associate Module The Postgraduate Certificate in Academic Practice (PCAP) is a 60- credit Master’s level programme for academics with a substantive teaching and assessment role at the University. The overall aim of the programme is to provide a comprehensive preparation for the learning and teaching aspect of an academic role, and to relate this to wider responsibilities associated with professional practice such as research and academic leadership. The programme consists of three 20-credit modules: Module 1: Foundation of Learning and Teaching in Higher Education (20 credits at M Level) Module 2: Effective Academic Practice in Higher Education (20 credits at M Level) Module 3: Optional module (20 credits at M Level) Designing Research in Higher Education Learning and Teaching Effective Research Leadership in Higher Education Designs for Learning Technology Understanding Leadership and Management in Higher Education 3

12/11/2012  Three legged contracts  Academic citizenship  Transferable skills / CV enhancement  Direct benefits to research • Confidence • Exposure to wider area of research • Presentation skills • Critical review of others work  Your career intention 4

12/11/2012 Category: Education Starting salary is normally in the range £37,012 to £44,166. With potential progression once in post to £49,689 a year. Job Purpose To develop and deliver undergraduate, postgraduate and CPD programmes, as appropriate to the disciplinary area and to contribute to the management and administration of the Section/School as appropriate. Contributing to the whole range of teaching and administration Teaching is likely to include programme/module review and development as well as delivery and assessment at all levels. The role will typically also involve developing and advising others, including: (a) providing expert advice to staff and students, and (b) developing and advising others on learning and teaching tasks and methods. Teaching-focussed role-holders should advance the practice of teaching in their modules within the School, take a role in leading curriculum development, and play an important role in student academic support. They should also deliver excellent teaching that inspires students, and is informed by discipline-based research. In order that they can contribute fully to H level and M level teaching and PhD supervision, it is important that teaching-focussed lecturers participate actively in research activities. The post holder will typically conduct and/or support research under the leadership of an established PI; their research interests should therefore be in line with strategically relevant areas of activity. Management and administration is likely to involve contributions at Section and School level and/or making an important contribution to some managerial/administrative activities within the University (e.g. working groups). Person Specification Normally, a higher degree relevant to the discipline (usually PhD) or equivalent qualifications  Extensive research and teaching experience and scholarship within subject specialism  Proven ability to devise, advise on and manage learning  Skills in managing, motivating and mentoring others successfully at all levels  Teaching  Ability to design, deliver, assess and revise teaching programmes  Extensive experience and demonstrated success in developing appropriate approaches to learning and teaching,  and advising colleagues Management Administration  Ability to contribute to Section/School management processes  Ability to assess and organise resources effectively  Understanding of and ability to contribute to broader management/administration processes.  Required qualification(s) / accreditation(s)  Normally, a higher degree relevant to the discipline (usually PhD) or equivalent qualifications  5

12/11/2012 GRADUATE STUDENTS’ TEACHING EXPERIENCES IMPROVE THEIR METHODOLOGICAL RESEARCH SKILLS Science, technology, engineering, and mathematics (STEM) graduate students are often encouraged to maximize their engagement with supervised research and minimize teaching obligations. However, the process of teaching students engaged in inquiry provides practice in the application of important research skills. Using a performance rubric, we compared the quality of methodological skills demonstrated in written research proposals for two groups of early career graduate students (those with both teaching and research responsibilities and those with only research responsibilities) at the beginning and end of an academic year. After statistically controlling for preexisting differences between groups, students who both taught and conducted research demonstrate significantly greater improvement in their abilities to generate testable hypotheses and design valid experiments. These results indicate that teaching experience can contribute substantially to the improvement of essential research skills. Science 19 August 2011: Vol. 333 no. 6045 pp. 1037-1039 DOI:10.1126/science.1204109  Lectures  Seminars / Small group facilitation  Clinical or lab skills teaching  Assessment setting  Marking  Contribution to e-learning materials  Other supporting activity e.g. ethics committees 6

12/11/2012  BMedSc Medical Sciences  Dentistry  Intercalated programmes  MBChB  Nursing and Physiotherapy  Pharmacy  Post-graduate programmes Everything from clinical teaching to basic science to history of medicine!  Also Personal Mentoring and Welfare roles  Structure • Programme director • Module co-ordinator • A curriculum committee  Quality Assurance and Programme Development • Annual review • Periodical review • Student feedback • The external examiner role • Staff student consultation  Administration 7

12/11/2012  If you were to teach something now what would it be? (Be specific)  What would be the session learning objectives?  How would you best deliver a session on this subject?  How should you assess student learning?  What would be the challenges you would face in delivering this session? 8

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