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Innovative Educational Team Models for Enhanced Teaching Practices and Curriculum Design

Explore different educational team models at McGill University, Canada, analyzing their purpose, composition, organizational dimensions, and evidence of impact. Learn about the major problems faced, important ideas, and effective leadership approaches.

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Innovative Educational Team Models for Enhanced Teaching Practices and Curriculum Design

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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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