Fran is a member of the editorial of Board of Teaching in Higher Education, sits on the conference committee of the and the steering committee for the. All take and no give? Responding to the support and development needs of women in casual academic roles Author s Title of book Developing effective part-time teachers in higher education: new approaches to professional development Editor s Publication date 2013 Series Staff and educational development series Chapter number 10 Total chapters 13 Start page 149 End page 162 Total pages 14 Publisher Routledge Place of Publication Abingdon, Eng. In Beaton, Fran and Gilbert, Amanda ed , Developing effective part-time teachers in higher education: new approaches to professional development, Routledge, Abingdon, Eng. She is currently researching identity in relation to professional practitioners e. This email was sent to from Created with.
Within the Centre, she is the contact for the and for the. Te Whakatuwheratanga o Te Tumu Herenga Waka: Revised Edition. We also provide resources for tutors on ways to make teaching more inclusive and accessible, for example, the , which offers practical advice and tips , for general help with teaching that is accessible to students with disabilities and advice on for online teaching. They work in a sector undergoing enormous change and debate about the purposes of the university for individuals, societies and economies. The proportion of part-time university teachers has risen steeply in the last decade, reflecting changing university curricula, increasing student numbers and in tandem with external scrutiny of teaching quality. The programme is aimed at those with responsibility for leading learning and teaching development such as Programme Leaders, Course Directors and Associate Deans Learning and Teaching. It is aimed at those at an early stage in their teaching careers but will also be of benefit to those with more experience.
Indigenous Research Forum, Sydney, Australia, 25 November 2014. . Lectures and lecturing Lectures or large-group teaching is still the norm for most undergraduate students. He manu hou: The transition of Māori students into Māori Studies. This work includes whole-institution structures and a consideration of strategies to integrate part-timers for those who work with them: fulltime academics, academic developers, students and organisational leaders. Finally, what of ethical considerations? As part-time employees, however, they are not necessarily offered the same level of support or recognition as full-time lecturers.
Digital 'Māori Mapping: Enhancing learner engagement through a student-built atlas. The discourse of professionalism and increasing emphasis on universities' demonstrating that academic and teaching staff are qualified for the work they do has increased steadily over the last decade, leading to external pressures for accreditation of teachers through, for example, Fellowship of the Higher Education Academy or completion of relevant professional development programmes. We share with tutors the idea that these measures make teaching accessible for everyone. She also teaches on the Centre's programme. The books present new ideas for learning development and facilitate the exchange of information and good practice.
Examples and case studies will illustrate the extent to which the process of engagement helps develop academic identity. One of the main differences is the increased proportion of academic and teaching staff working on non-standard contracts in universities, employed primarily as teachers rather than as researchers. Can Higher Education continue to offer high quality learning and teaching alongside research, while using increasing numbers of part-time teachers and if so, how can this be achieved? They work in a sector undergoing enormous change and debate about the purposes of the university for individuals, societies and economies. If so, what are the implications for those working with early career teachers? Successful applications will support the enhancement of learning and teaching and have long-term impact. It raises the question of where professional learning is situated in relation to disciplinary practice and how the process of dialogue creates new communities of practice.
What are the implications of this for Graduate Teaching Assistants as aspiring academics? Yet, tutors are hugely important to front-line teaching in many institutions Beaton and Gilbert, 2013 , not least the University of Edinburgh, where tutors teach on a significant proportion of undergraduate courses. However, employment has become less secure, with growing numbers on fixed-term or part-time contracts. Finally, what of ethical considerations? The event will be of particular value to lecturers from different disciplines, educational developers, learning technologists and those working in learning and teaching support, registry and quality roles. As part-time employees, however, they are not necessarily offered the same level of support or recognition as full-time lecturers. What are the implications for their professional development? Promoting engagement through a student-built digital atlas of Maori Studies. Implications and Future Directions 11. Links between motivation and training, learning and assessment processes are examined through case studies set in a broad range of subject discipline contexts.
Based on work with lecturers, employers and students themselves we plan to develop observation tools which will help us to identify how teaching and learning experiences affect or enhance these un-assessable outcomes. The priorities are: active and experiential learning; employability and global citizenship; and teaching research methods. What influences their self-perception as members of a disciplinary community? Her original disciplinary background is in Modern Languages, including substantial experience both of language teaching and as a teacher educator. This paper builds on previous research to consider structures and practices promoting sustainable, effective professional development for part-timers, to propose proactive holistic professional development, and raise institutional awareness of the challenges of reaching part-timers. Gold Coast, Australia, 3-7 July 2011. Tutoring Online Pam Parker and Neil Sumner 10.
The deadline for applications is 24 January 2014. We were finding that, for whatever reason, tutors were not aware of these policies, so we began by telling tutors that these documents exist. Developing Effective Part-time Teachers in Higher Education explores the extent to which part-time staff are utilised, the effectiveness of their teaching, their integration into the broader teaching environment, and their training and development. The project has two purposes: to promote peer learning among new lecturers and teaching staff engaged in curriculum change; secondly, to increase dissemination across the institution and develop a framework for interdisciplinary exchange of expertise and interest. This chapter considers the implications of the current context and future trends for the professional development of part-time teachers. It addresses three main questions.