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Enhancing Educational Development for New Academic Staff: Disciplinary Pedagogies Inclusion & Comparison

This project, part of SHEER Phase 2, aims to enhance educational development for new academic staff by including and comparing disciplinary pedagogies. It is funded by Academy Scotland and involves Aberdeen and Dundee universities, focusing on disciplinary pedagogies, supporting new staff, and involving five subject centres. The study explores generic versus discipline-specific approaches, professional identities, and key issues in learning and teaching. Past participants found the PG Certificate helpful, stressing benefits of cross-disciplinary exemplars, while current participants discuss the importance of discipline-specificity and peer observation. Subject center colleagues contribute materials and support to enhance educational development, leading to a deeper understanding of effective pedagogical practices.

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Enhancing Educational Development for New Academic Staff: Disciplinary Pedagogies Inclusion & Comparison

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  1. Enhancing educational development for new academic staff through the inclusion and comparison of disciplinary pedagogiesDarren ComberUniversity of Aberdeen&Lorraine WalshUniversity of Dundee

  2. This is one of four projects… • Scottish Higher Education Enhancement Research (SHEER) Phase 2 • Funded by Academy Scotland • Phase 1: Impact of Quality Enhancement Framework / roles of EDUs & Subject Centres in support

  3. Current project aims • Disciplinary pedagogies • Discipline? • New staff • Two HEIs (Aberdeen & Dundee) • Five Subject Centres • BMAF • GEES • Engineering • Biosciences • HCA

  4. Project focus • Pilot • Heads of School • PG Certificate participants (past & present) • SC colleagues • Materials sent to new lecturers • Questionnaire: selection & QA

  5. PG Certificates in H.E. L&T?

  6. Generic = badDiscipline = good • What is “generic” anyway? • Comfort zones / Vygotsky / ZPD? • Professional identities?

  7. OR

  8. Heads of School / Discipline • Key issues in L&T? • How do new staff find out about these? • PG Cert: only for new probationers? • What should a PG Cert. look like? • How might Subject Centres’ materials / approaches / staff help?

  9. Former PG Cert. participants • PG Cert was a great help • Hindsight • Little call for more discipline-specificity • Stressed benefits of cross-disciplinary exemplars & opportunities

  10. Current PG Cert participants • Discipline > subject? (?) • Dundee: came to realisation that many issues are “generic” • Aberdeen: ditto but quickly, peer observation

  11. Subject centre colleagues • New lecturer materials (SNAS) • Questionnaire

  12. Where next? • MSOR: maths module for PG Cert • Core & options? • Intro. courses / regional events (but ££) • Accreditable materials?

  13. Conclusion

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