Postgraduates who teach GEES 18 November 2013 - PowerPoint PPT Presentation

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Postgraduates who teach GEES 18 November 2013

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  1. Postgraduates who teach GEES 18 November 2013

  2. Welcome – ice breaker Introduce yourself to AT LEAST ONE other person in the room Your name and institution Best teaching / learning experience Where you want to be in 5 years time What you want to get out of today (“How can I…?” write it on a post-it note)

  3. HEA support for teaching and learning Teaching Development Grants - Look out for individual (up to £7000), departmental (up to £30,000) and collaborative calls (up to £60,000); see http://www.heacademy.ac.uk/funding#tdg. Fellowship of the HEA recognition for your teaching achievements ( UK Professional Standards Framework) (Associate Fellow, Fellow, Senior Fellow and Principal Fellow), as well as our prestigious National Teaching Fellowships: http://www.heacademy.ac.uk/individuals. GEES Technician of the Year award Recognising the importance of technicians in GEES education the GEES Technician of the Year Awarddeadline - 1 February 2014. Planethttp://journals.heacademy.ac.uk/journal/plan Source of ideas and a place to publish your innovations and reflections

  4. Free one day workshops 18 December 2013, 10:30 – 15:30 Death to Powerpoint: Effective student and tutor presentations using Prezi, graphs and screencasts, University of Southampton. 15 January 2014 STEM Innovations in teaching and assessing large classes, Bangor University 16 January 2014, 10:00 – 16:00 Students as partners in co-creating STEM outputs, Bournemouth University. 12 March 2014, 10:00-16:00 STEM: Students as partners in learning enhancement, University of Strathclyde, Glasgow. 26 March 2014, 10:00 – 16:00 Accommodating diversity: changing cultures of GEES in higher education, Coventry University.

  5. Resources: How to succeed at university in GEES disciplines: using online data for independent researchBy Richard Waller (Keele University) and David M. Schultz (University of Manchester) Re-thinking undergraduate students’ transitions to, through and out of university: examples of good practice in GEES disciplinesBy Simon Tate and Peter Hopkins (Newcastle University) Public Engagement in the GEES disciplines by Dawn Nicolson and Phil Wheater (Manchester Metropolitan University) Enhancing fieldwork learning project A HEA funded project between GEES and Biosciences

  6. Getting and enjoying your first teaching job: Dr Helen Walkington, Oxford Brookes University

  7. Outline Selling your teaching experience: How can I get teaching experience? How do I demonstrate teaching experience on a CV? How can I turn networks into contacts for future jobs? Managing the balance between teaching and research How can I balance time between teaching and research and life? How can I take control of my job role?

  8. Line up! What teaching experience do you already have? None LOADS! So what counts as teaching experience? Marking, giving feedback, tutorials, fieldwork demonstrator, lab assistant, invited lectures, planning sessions, lecture courses, curriculum design, validating new courses, mentoring, dissertation supervisor….

  9. Strategies for gaining teaching experience Offer guest lectures / seminars on your research. Go on tour! Offer sessions to other postgrads – start a reading group Ask you supervisor for opportunities e.g. double marking / moderation, podcast some written feedback, a short 10 minute presentation within a lecture on a specific topic, run an activity within a lecture Become a mentor (provide feedback to student) Attend public lectures and think critically about what works Ask to shadow lecturers or team teach with them Offer to run tutorials Ask to demonstrate on fieldwork or create an optional field visit See if your university runs a postgraduate course in LTHE Go on additional fieldtrips Create a learning and teaching website about your research (OER)

  10. Providing constructive feedback

  11. GEOverse reviewer experience • “I’d never reviewed anything before for a journal, but I’ve done marking of undergraduate essays… and getting a little bit annoyed, ‘cos you don’t get to give much feedback. You know, you can make general comments on the essays, because time is restricted, whatever you have to say. It is satisfying that you make more constructive comments. I’m probably more constructive in my comments now which may help if I do marking in the future” • “The wiki made the actual writing of the review easier, we had two or three drafts of the review”

  12. Activity Network of contacts

  13. Networking – making connections Conferences INLT http://www.ucd.ie/inlt/ HERG (RGS) HEA SIGs Linked in groups THE GEES network email Sarah Dyer S.Dyer@exeter.ac.uk – wordpress and Linked in groups Cross discipline fora

  14. Jobs In small groups have a look at the job adverts. Identify the types of teaching experience each is asking for Gap analysis - what experience are you missing that would be useful? How could you evidence experience in a CV or covering letter to address these requirements? How could you create opportunities to get that experience?

  15. Nexus-Linking teaching and research ‘The ecology of a university depends on a deep and abiding understanding that inquiry, investigation and discovery are at the heart of the enterprise, whether in funded research projects or in undergraduate classrooms or graduate apprenticeships. Everyone at a university should be a discoverer, a learner. That shared mission binds together all that happens on a campus.’ Boyer Commission on Educating Undergraduates in the Research University. (1998) Reinventing Undergraduate Education: a blueprint for America’s research universities. Stony Brook: State University of New York

  16. Geography Benchmarking statement 5.8 Within most honours degree programmes in geography, some form of independent research work will be a prerequisite, often in the form of a dissertation presented in the later stages of the programme. Where field-based research is carried out, this represents an area of the student's learning requiring mature and intelligent reflection on the potential risks as well as the moral and ethical issues associated with a proposed project. HEFCE (2007)

  17. Synergies Class discussion as helping to clarify ideas Class activities to develop your research e.g. annotated bibliographies, source of new approaches, crowd sourcing, collaborative research, laboratory work on a much greater scale • Team teaching as basis for research collaboration with other staff Co-production of knowledge Clarifying the context of your research, the ‘so what?’

  18. Top tips Marking – explicit criteria save time Don’t over assess or assess things that are not related to the Learning outcomes Set aside blocks of time to plan teaching (otherwise it will take as long as you have) Focus on learning how to communicate complex ideas The best teaching is where students get a chunk of theory, then are challenged to do something Blocking out time helps to give ‘research’ time more focus Being available – balance this carefully! Use office hours, set clear expectations. More food for thought -http://tenureshewrote.wordpress.com/2013/10/03/research-to-teaching/

  19. Further support and information • Funding: • http://www.heacademy.ac.uk/travel-fund • Resources: • Discipline specific - • http://www.gees.ac.uk/ • HEA resources centre – general learning and teaching : • http://www.heacademy.ac.uk/resources • http://www.heacademy.ac.uk/new-to-teaching

  20. Accreditation • Associate Fellow (PhD, Postdoc, NTT, technician) • Fellow (Early career academics, New to UK) • Senior Fellow • Principal Fellow http://www.heacademy.ac.uk/assets/documents/ukpsf/ukpsf.pdf

  21. Enjoy your teaching! • Keep in touch with each other – share emails!