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