2.1 Support and Training
2.1.3 Supporting innovation and dissemination of good teaching practice as a means to engage more experienced teachers
Summary of Strategy
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Strategic Aim |
(Ongoing) Action |
Appropriate bodies and student representatives |
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2.1 Support and Training |
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2.1.3 Supporting innovation and dissemination of good teaching practice as a means to engage more experienced teachers Case study: Department of Plant Sciences |
§ Support the building of TfLN activities and other proven good teaching practices into a sustainable pedagogy support structure within the University. |
§ CUSU AAO through: § Review of Learning & Teaching Support § General Board EC |
Strategy
2.1.3 Supporting innovation and dissemination of good teaching practice as a means to engage more experienced teachers
Case study: Learning and Teaching in the Department of Plant Sciences
The Department of Plant Sciences has a team of researchers devoted to the enhancement of teaching and learning. They have developed novel teaching programmes based on student and staff consultation and have written papers on their methods and findings.
In the process they consulted students about how they learn, both through written questionnaires and interviews. They shared the findings with academic staff, who together proceeded to develop new teaching methods and techniques. Such detailed feedback and group reflection compares favourably to how feedback is normally gathered and responded to. It results in teaching methods which take account of students' learning needs and wants, as well as the nature of the discipline and papers being taught.
The researchers form part of the Teaching for Learning Network (TfLN) which is funded by the Cambridge-MIT Institute. Currently at Cambridge Classics, Plant Sciences, Material Sciences and Engineering are involved in TfLN activities. In addition parallel programs are running in 6 Departments at MIT.
The Cambridge side of the TfLN are now in dialogue with Directors of Studies about how TfLN activities can be used to support supervisors in a discipline-specific way and they are also talking to Staff Development about their involvement. In the wider context they are initiating discussion with Higher Education Academy (HEA) subject centres.
The work of the researchers has the benefit of blurring the boundary which can separate teaching and learning. It promotes a culture where teaching can be valued alongside research.
Ongoing Action: Support the building of TfLN activities and other proven good teaching practices into a sustainable pedagogy support structure within the University.
Return to CUSU Strategic Aim Two: Recognition, Support and Reward for Teachers