Development of HELP Centre for Teaching and Learning (HCTL)

by

Poh Sui Hoi, Andrew (PhD)

Director, HCTL

Aim

To reach HELP’s Vision and Mission of becoming a Premier Educational Institution, delivering Quality education

Need to ensure that Staff members are

adequately trained and equipped

to deliver Quality Teaching and

enhance Student Learning at the

Highest level

Rationale

Rapid expansion of number of Students and higher education institutions

Concerns of QUALITY on the rise HCTL need to maintain and increase

confidence of the public locally, regionally and overseas

Need to change and promote Scholarship and Excellence

Carnegie Foundation for the Advancement of Teaching – six standards of scholarship (1997) Clear goals Adequate preparation Appropriate methods Significant results Effective presentation Reflective critique

The Times Higher Education Supplement: Elements of Good Teaching

Planning learning activities &/or programmes of studyTeaching &/or supporting student learningAssessment and giving feedback to learnersBuilding effective environments and

student supportIntegrating scholarship and research

with teachingEvaluating practice and continuing professional development

Times Higher Education Supplement, 24 Feb 2006

Scholarship defined as Any activity of ‘critical, systematic’

investigation

•Submission of ones findings for criticism by Submission of ones findings for criticism by professional peers, the publicprofessional peers, the public

•Published writings, lectures, other modes of Published writings, lectures, other modes of presentation and publicationspresentation and publications

Shulman, L (2004)

Definition of Scholarship (Cont.) Have three key characteristics:

1.1. Be PublicBe Public

2. Susceptible to critical review & evaluation2. Susceptible to critical review & evaluation

3. Accessible for exchange/use by others in 3. Accessible for exchange/use by others in the community of scholarsthe community of scholars

Boyer (1997)Scholarship of Discovery – relates to discovery of new empirical

data /creating novel artistic forms

Scholarship of Integration – relates to interpretation given to Scholarship of Integration – relates to interpretation given to emergent data/artistic forms as they are integrated with resultsemergent data/artistic forms as they are integrated with results

Scholarship of Application – related to professional Scholarship of Application – related to professional activity activity in practice, subjected to rigour in in practice, subjected to rigour in teaching & researchteaching & research

Scholarship of Teaching – relates to teaching by reflecting on Scholarship of Teaching – relates to teaching by reflecting on knowledge gained and applied to particular context.knowledge gained and applied to particular context.

Lee Shulman (2000) The 3Ps Scholarship of Professionalism – refers to

opportunities associated with becoming a scholar/educator

• Scholarship of Pragmatism – refers to Scholarship of Pragmatism – refers to activities needed to ensure ones work as activities needed to ensure ones work as educator/scholar is constantly improvingeducator/scholar is constantly improving

• Scholarship of Policy – refers to Scholarship of Policy – refers to the capacity to respond to legitimate the capacity to respond to legitimate questions of legislators/boardsquestions of legislators/boards

Other Centres for Teaching & Learning Sprouting up everywhere in the World Today: US & Britain and ElsewhereEgs. Stanford Centre for Teaching and Learning

in existence for more than 29 yearsThe Carnegie Foundation for the Advancement

of TeachingThe THES report on making mandatory

requirement for lecturers to be exposed to some teacher-training

The Centre for Development of Teaching & Learning NUS, NTU, UTS, MU, UiTM etc.

Teaching and Learning can no longer be taken for granted in Institutes of Higher Education

Director Centre

for Teaching and Learning

Senior LecturerTeaching & Learning in Higher Education

Senior LecturerAssessment & Evaluation in

Higher Education

Senior LecturerICT & Multi-Media in Teaching & Learning

Organisation Structure of HCTL

Logistic Officer

Research Officer

Objectives in line with the

VISION and MISSION

of HELP

•Design and deliver quality Staff Development programmes to facilitate the attainment of scholarship and excellence in

Teaching & Learning

•Initiate research and consultation with faculties and departments on

projects which are likely to deliver the greatest impact across the University in relation to

Teaching and Learning.

•Design and Conduct Sustained Academic Staff Development Programmes

•Formulate and Implement policies, processes and procedures that value and recognize good Teaching and Learning practices

•Initiate, promote and conduct a wide range of Teaching & Learning related research and Consultancy work

•Provide assistance and services to Staff on optimization and judicious use of ICT and Multimedia in Teaching and Learning

•Serve as a resource centre on higher education, teaching and learning, issues and problems, other institutions of higher education, government, the corporate sector and the community at large

Roles of HCLT

Design and Conduct Sustained Academic Staff Development Programmes

Of great priority is to provide training programmes, seminars, workshops, projects for academic staff to improve teaching and enhance learning in all modes

Proposed Programme

Five Core Modules:1. Teaching & Learning in Higher Education: Good Pedagogical Practices2. Assessment and Evaluation in Higher Education3. ICT & Multi-Media in Higher Education: Technology-enhanced T & L4. Strategies in Presentation and Delivery in Higher Education5. Context and Issues in Higher Education

Elective Modules:

1. Effective Oral and Written Communication

2. Counseling and Motivation in Teaching and Learning

PROGRAMMES

Implementation -- First Three Core Modules:CM1: Teaching & Learning in Higher Education CM2: Assessment & Evaluation in Higher Education CM3: ICT & Multi-Media in Education Each Module to be conducted on a 2-Day basis CM1.1 and CM1.2 CM2.1 and CM2.2 CM3.1 and CM3.2 In addition, HCTL also provides training ‘on demand

basis’ for specific topics to all Faculties & Depts HCTL shall mount ‘Orientation Programmes’ for all

new Lecturers for ‘Induction into T&L’: Anticipated a 3-Day programme on the first parts of 3 Core Modules for the confirmation exercise

SERVICES

Develop and Conduct

Surveys and Evaluations

Survey on efficacy of training programmesReview and improve training programmes Student performance/Lecturer evaluationAcademic staff performance/appraisal

Provide Leadership and Policy Input related to learning and teaching across the University

To ensure that the development of frameworks and processes comply with the needs of the University and the country for quality Teaching and Learning and Development of Human Capital

The Centre shall communicate with all Depts, Faculties and appropriate bodies, professional organisations to provide timely and accurate advice on issues likely to impact aspects of Teaching and Learning

RESEARCH & RESOURCES

Promote Research and Consultancy Initiatives

Initiate research and consultancy activitiesDesign and conduct projects; implement and disseminate

those outcomesSource for appropriate research fundingSupport joint publications and conference organisation/presentations

Collaborate with Faculties/Departments in their consultations regarding learning and teaching requirements/issues

Evaluation Research will be done on a continual basis to help Improve and Upgrade all HELP programmes

Publications in terms of monographs, research papers, books and Chapters will be encouraged and promoted at all times

Establish a Resource Unit

•HCTL will help build & update the Library resources

•HCTL will document its own activities as well helping other Staffto do likewise.

HCTL belongs to the University.

All are invited to contribute

THANK YOU

I taughtold ‘kow’new tricks

I didn’t see him perform any

I said I taught him …I didn’t sayhe learned!

Me -YuCartoon