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Teaching in a different way

Teaching in a different way. Lynn McAlpine McGill University Canada lynn.mcalpine@mcgill.ca. Educational teams: a continuum of types . Consultancy Team: 2 lecturers and students 1 graduate course. MSE Team: 3-4 lecturers 4 c ore courses in Bachelor program. Dean

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Teaching in a different way

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  1. Teaching in a different way Lynn McAlpine McGill University Canada lynn.mcalpine@mcgill.ca

  2. Educational teams: a continuum of types Consultancy • Team: 2 lecturers and students • 1 graduate course MSE • Team: 3-4 lecturers • 4 core courses in Bachelor program Dean • Team: lecturers, students, others • Faculty-based academic development (1 teacher/ course) E3 • Team: lecturers, students, librarian • Collectively design courses in workshops • Faculty curriculum (1 teacher/ course)

  3. Points of comparison and analysis Purpose: what to be achieved Composition: members, functions Organizational dimension: scope, resources, who dependent on Evidence of impact: lecturer, student, organization Major problems: short and long term, solvable? Overall important ideas

  4. Purpose Consultancy • Use course to analyze teaching practices, policies & issues in Faculty • Make recommendations MSE • Develop, teach core courses in an environmental studies program • Arts & sciences students learn to move fluently across disciplines Dean • Support Faculty-wide academic development • e.g., training for TA & pre-tenure lecturers, teaching improvement grants E3 • Through workshops, re-design Faculty curriculum • Enhance interaction in class, out-of-class learning

  5. Composition: members, functions Consultancy • Two lecturers guided the process • Students competed to take course & carry out project MSE • Academics from across disciplines & program director conceived four core course purposes • Smaller teams planned • Sub-set implemented Dean • Lecturer committee & developer planned projects • Dean, HODs oversaw • Developer coordinated with lecturers, grad students E3 • Committee (workshop facilitators/participants, undergraduate/ graduate students, librarian, developer) planned • Coordinator followed up

  6. Organizational dimension Consultancy • Scope – 15/20 graduate students  Faculty • Resource medium: 2 X teacher cost for regular course • Dedication of individuals MSE • Scope – all undergraduates in program (150-200/ year) • Resource heavy: 3-4 X teacher cost for regular course (times 4 courses) • Dedication of individuals, support of Deans & HODs Dean • Scope – all academics & students in Faculty • Resource medium: 20% > 40% academic developer salary • Institutional: needs invest-ment of others in Faculty E3 • Scope – all undergraduates in Faculty • Resource heavy: 80% -100% pedagogical coordinator • Institutional: needs investment of others in Faculty

  7. Evidence of impact: Lecturers Consultancy • Learned from each other complementary knowledge and skills MSE • Experienced new ways of thinking about teaching and subject matter Dean • Positive reviews of tenure-track lecturers at midpoint • Increase in lecturers seeking teaching advice E3 • Re-designed other courses in similar ways

  8. Evidence of impact: Students Consultancy • Expressed broad conceptions of pedagogy, rich understanding of consulting process and own professional skills MSE • Improved marks (midterm to final); disproportionate improvements in initially weaker students Dean • Marked improvement in student course ratings for tenure-track lecturers E3 • Students experienced most curriculum goals (using standardized survey)

  9. Evidence of impact: Organization Consultancy • Similar course next year by others • New committee to address report • Faculty curriculum project following year MSE • Continued funding despite costs Dean • Staff & others offering development activities • Teaching project budget • Lecturer committee reviews project proposals • Developer time increased E3 • Staff & others offering development activities • Formal feedback mechanism (e.g., student ambassadors) • Library services integrated

  10. Problems Consultancy • Based on particular need, but could be repeated by going outside Faculty MSE • Depends on commitment by Deans & HODs due to heavy resource use Dean • Sustainability depended initially on commitment by Dean E3 • Resistance after initial roll out  goal to change all courses is in tension with academic independence

  11. Important ideas • Who can contribute to team? • Undergraduate and graduate students • Cross-disciplinary lecturers • Librarians • Heads of departments • Deans • Other? Student services? • What degree of flexibility is allowed? • Ensure disciplinary/ individual choice in how to participate/ contribute • What is the reward structure? • $ is often not the issue

  12. Leadership: …. Stimulate/create/seize opportunities Challenge: take risks; experiment, evaluate; learn Vision: shared; inspire, motivate Support: provide resources and feedback; celebrate achievement

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