Tertiary Teaching Methods

Subject to approval of the Programme Coordinator

HEDN501, HEDN502

Course Coordinator / Lecturer

Billy O'Steen

Lecturer

Cheryl Brown

Learn @ Lunch: What is effective teaching?

You are invited to join colleagues from across campus to discuss effective teaching at noon on Fridays during Semester 2 in Okeover 106. Each session will be led by a colleague and will consist of a 60 minute presentation followed by a 60 minute reflective conversation. No RSVP required and you can bring your lunch.

These sessions are part of the HEDN602: Tertiary Teaching Methods course within the Postgraduate Certificate in Tertiary Teaching. Enrollment is not required for participation but if you are interested in HEDN602, contact Billy Osteen.

The Schedule
20 July         Introductions: Billy & Cheryl
27 July         Professor Peter Field, College of Arts
3 August            Associate Professor Ben Kennedy, College of Science
10 August          Dr Heather Purdie, College of Science [will be at 1:15 PM]
17 August          Professor Angus Macfarlane, College of Education, Health and Human  Development
24 August          Professor Ursula Cheer, College of Business and Law
14 September    Dr Steve Agnew, College of Business and Law
21 September    Professor Natalia Chaban, National Centre for Research on Europe
28 September    Professor Philippa Martin, College of Engineering
5 October          Professor Brendon Bradley, College of Engineering
12 October        Dr Jenny Clarke, College of Education, Health and Human Development
19 October Wrap up and reflection: Billy & Cheryl

Assessment

Assignment question: What is effective teaching and what methods do you use to make that happen?

Part 1: Pre reflection:
Submission date: end of week 2
Think about your current teaching methods

The term teaching method refers to the general principles, pedagogy and management strategies you use in your classroom. Your choice of teaching method depends on what fits you — your educational philosophy, students, subject area(s) and the context of where you work.
Building on your teaching philosophy reflect on what your teaching methods are, what challenges you face in teaching your classes, what new teaching methods you would be interested in exploring or finding out more about, what questions you have about teaching methods. What teaching methods are “usually” adopted in your discipline?

Source and reference at least two academic articles that discuss teaching methods in your discipline. Relate your personal teaching methods to these articles (whether similar or different).
This short piece (2 pages) serves as a basis for your final assignment. If you submit it in week 2 we will endeavour to give you feedback by end of week 4.

RQ’s: What is effective teaching at UC in different disciplines?
Purposeful sample: Strategic sampling of teaching award winners
Methodology:  Data collected from participants

Part 2: Field notes and data gathering
Continuous over 10 weeks
Research question: So what are other definitions of effective teaching and related methods at UC both in your own and different disciplines?
Imagine you are researcher and these are your field notes.
The course is comprised of 10 guest presentations. Teaching awards winners from multiple disciplines talking about their teaching methods and practices and what they think makes good teaching.

During the semester select at least 5 of the 10 session and write a reflection on Learn about the topic and how it speaks to you and your teaching [For ideas on how to focus your reflection consult our toolbox of questions and  prompts].
Respond to at least another 5 forum postings from a classmate engaging with a commendation (something they said that speaks to you, interests you or engages you in some way), a difference (a point where you disagree, have an alternative viewpoint, or feel perhaps there is a gap) and a question (something you would like to know more about, think warrants further exploration or you are grappling with in terms of the topic or post.
The discussions on Learn and in class after the presentations form the data for your Assignment.

Part 3: Research report
Submission date TBD
For the final assignment, look back to your pre-reflection, your weekly reflections (based on presentations and readings around teaching methods) and the discussions and responses in the forum. Using this suggested format reflect on the research question and how the data you have gathered during the semester has influenced your own view of effective teaching and the methods you use to achieve this.  

Research Question:  So what are other definitions of effective teaching and related methods at UC both in your own and different disciplines?
Research problem: (Based on the pre-reflection - What is effective teaching and what methods do you use to make that happen?)
Literature review: Drawing on academic readings provided during the semester and sourced by yourself
Data:  How does a strategic sample of UC teachers define effective teaching and what methods do they use to achieve this?
Discussion & Conclusion: What will you do differently to improve your own teaching effectiveness? What evidence/ data is this based on?

Notes

Enrolment is subject to the approval of the Programme Coordinator, Dr David Small. Please contact david.small@canterbury.ac.nz if you are interested in this course as UC staff may be eligible for Staff Tertiary Study Assistance and Lincoln and ARA staff may be eligible for a Canterbury Tertiary Alliance discount.

Academic Staff employed outside UC will need to make contact with their home University HR department to complete the required paperwork.

UC Staff need to progress through the following process:

• Apply through the Learning & Development, Staff Tertiary Study Assistance to undertake the study and to have the fees paid by UC. You can view the whole process for application at Staff Tertiary Study Assistance process or just link to the Application for Staff Tertiary Assistance Form.

• Please note, as part of this process you will need to provide evidence of your Qualification to HR.

• You may also wish to review the Request a Teaching Constraint for Timetabling process and discuss this with your Head to ensure you are available at the time the study is scheduled. If there are timetable issues please contact Dr David Small as flexibility may be available.

• Enrol as a student, you need to apply to enrol for your course(s), following the same process as all students.

• Go to www.canterbury.ac.nz/enrol and follow the steps.

• You will receive an enrolment offer (this offer will show the normal tuition fees).

• On the enrolment offer, under Other Payment Method you must type in “Staff Tertiary Study Assistance” in order for your funding to be applied and your enrolment completed.

• Accept the enrolment offer.

• As part of the enrolment process you will need to provide passports/visas and other academic documents as required.  These documents may have already been provided to HR as part of your employment process but need to be resubmitted to Admissions.

• The University will then pay the agreed amount for your course/s of study.

Indicative Fees

* All fees are inclusive of NZ GST or any equivalent overseas tax, and do not include any programme level discount or additional course-related expenses.