Teach me and I remember Involve me and I learn Benjamin Franklin Developing your Teaching Profile Thoughts from National Teaching Fellows Sue Clayton ID: 743259
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“Tell me and I forget…Teach me and I remember…Involve me and I learn.” Benjamin Franklin
Developing your Teaching Profile: Thoughts from National Teaching Fellows
Sue ClaytonFay ShortCharles BuckleyJames IntriligatorPeggy Murphy
© 2016, Clayton, Short, Buckley, Intriligator, MurphySlide2
Dr Sue Clayton: Welcome!Teaching Profile? Why? Teaching as art/passionsreward and recognitionTeaching Profile and teaching-focused measurements Promotions based on teachingStandards vs excellence HEA Fellowships – the UKPSFBangor Teaching Fellows National Teaching FellowsWhat does a Teaching Profile look like? Slide3
Professor James IntriligatorDr James IntriligatorUndergraduate in Computing, Philosophy, Psychology (UCSD) PhD in Neuroscience, Perception, Attention (Harvard)Post-Doctoral (Harvard, “Real-World”) in Brains, NPD, MarketingBangor: School of PsychologyProfessor of Innovation and Consumer PsychologyMasters programmes in Consumer Psychology & BusinessNational Teaching FellowBangorUni#1 in Wales, top-10 UKPsych – one of only 3 depts in UK that is top-10 for research quality and student satisfaction (Oxford, Cambridge, Bangor)Slide4
Dr, Computing, Neuroscience, Harvard, “NPD”Professor, Innovation, National Teaching FellowUni: “top in Wales”, “top 10”, Oxford…Slide5
Consumer PsychologyHow do people hear about, engage with, choose, purchase, use, talk about, and dispose of STUFF.Slide6
BrandsSlide7
Top brands – Interbrand 2015http://interbrand.com/best-brands/best-global-brands/2015/ranking/Slide8
A brand is not:Physical (e.g., not just a logo or a particular look)A product (e.g., a piece of clothing).Brands are to products as….Personalities are to humans…Styles are to artistic expression…Prototypes are to categories…Brands can be developed for people (e.g., Posh Spice), things (e.g., Swatch), events (e.g., Glastonbury festival), services (e.g., Royal Mail).
Brands used to sell objects or services, to solicit
donations, to elect politicians, to increase tourism, to increase morale of people in an organisation (or even country). To frame expectations, perceptions, etc…Aspects: What is a brand?Slide9
“A complex abstract mental representation of a product or, more typically, group of products that encompasses the functional, sensory/perceptual, and emotional qualities associated with the product(s) and the company producing it (them)”What is a brand? – One DefinitionBrands as psychological constructsSlide10
Brands Belong to ConsumersA brand is in the mind of each consumer. Created through experiences with the product, its package, its users, its formal and informal marketing, and with the company.Brands are dynamic: mental representations expanded, shrunk, and altered with every product encounter and also by experiences with competitive products in the same and adjacent categories.Slide11
“Brands” and “Teaching Profiles” Frames you and your:PastPresentFutureContextualises your “outputs”Helps build confidence/expectationsStudentsColleaguesSelfSlide12
My “Teaching Brand” or “Teaching Profile”Vision:Empowering studentsApplied / Applying / UsefulEntrepreneurialismEnterprise SkillsApproachesInterdisciplinaryGamifyingCase studiesGuestsChallengesSlide13
Dr Fay ShortAcademic BackgroundUndergraduate in PsychologyMasters in Psychological Research Masters in Educational Studies PhD in PsychologyHEA National Teaching Fellow, Additional Training in Counselling and Psychotherapy, REBT, Hypnotherapy, Executive Coaching and MentoringSenior Lecturer at Bangor UniversityDeputy Head of the School of Psychology (Director of Teaching and Learning)USP: Applying counselling skills in educationhttp://www.fayshort.co.uk/professionalprofile/professionalprofile.htmlSlide14
Dr Fay Short – Branding for Credibility Teaching Profile is useful for establishing credibility with studentsCredibility of you as an educatorCredibility of the programme on which you teachCredibility of the University and professional sector in which you teachSlide15
Dr Fay Short - Model the Branding ProcessSelling yourself to students teaches them how to sell their own skills and abilitiesSlide16
Dr Charles BuckleySelling to colleaguesCredibility as an Educational DeveloperRelevant experienceAwards and qualificationsHaving a good network internally and externallyDemonstrating scholarshipOngoing CPD and good standingEclectic backgroundPolice officerHGV driverHoliday Representative in SpainPrimary School TeacherLecturerHead of DepartmentDirector PGCertHEEducational DeveloperSlide17
Dr Charles Buckley NTF and PFHEAWhat does an Educational Developer do?Slide18Slide19
Look for a theme/your brand(s)Inclusive practiceInternational studentsWidening participationWelsh-mediumQuality assuranceExternal examining and validationScholarship and CPDSCHrec and IETIILMSlide20
NTF ClaimBuom yn hynod o ffodus i gael cefnogaeth y Dr Charles Buckley ym Mhrifysgol Bangor a fu’n ffynhonnell anogaeth a chymorth parhaus. Nid cyd-ddigwyddiad ychwaith yw fod llwybr cyfrwng Cymraeg y TUAAU ym Mangor wedi ymestyn llawer pellach nag unrhyw sefydliad AU cyfatebol yng Nghymru.We have been particularly fortunate to have had the support of Dr Charles Buckley at Bangor University who has been a constant source of encouragement and assistance. It is no coincidence, either, that the Welsh-medium route has progressed much further through the PGCertHE at Bangor University than any of its equivalents at the other Welsh HEIs. (Dr. Dylan Phillips, Staff Development Manager, Coleg Cymraeg Cenedlaethol)Slide21
Power of visual images (Buckley and Waring 2013)Slide22Slide23
Peggy Murphy RGNBrands and "selling and your students”In order to have credibility as a Nurse Educator you need authenticity as a Nurse PractitionerProfessional BackgroundQualified as a Registered General Nurse 1984 worked in Papworth Hospital’s intensive care nursing patients having heart and heart/lung transplant. Promoted to Sister at 23- leadership skills.International nursing experience in Australia.GOT THE T-SHIRT (….and a few stories to tell)Slide24
Peggy Murphy RGN BA (HONS) MSc PGCEL RNT SFHEA NTF 2014A champion of inclusive education. Researched Student Retention, Assessment and Feedback/Feedforward and Partnership approaches to educationIndividual- Not afraid to disclose having dyslexia in the belief that facilitating learning is of greater value than ‘teaching’. Worked on designing inclusive assessment –improved student retention and academic success with Written FeedforwardWider Impact -Created and HEA have published my student centred projects/resources in First Year Student Experience Wales A Practice Guide (2010) and the Compendium of Effective Practice in Higher Education Volume 2 (2013). Presented work at Royal College of Nursing conferences Nationally and InternationallyDeveloping – I am always learning and pushing myself out of my comfort zone. Learning from colleagues working on assessment design to promote employability, HEA Accreditor role and currently working with a steering group of students on a Experienced Based Co-Design pilot to develop the curriculum and course delivery.
Compendium of effective practice in higher
education: Volume 2
Edited by Robin Clark, Jane Andrews, Liz Thomas, Rebecca
Aggarwal
June 2013
2
Published
by
Aston University, Birmingham
,
and
the
Higher Education Academy, York
3
Contents
Section
Page
Contents
Foreword
4
Introduction
5
Section 1: Transition
6
Section 2: Learning and teaching
44
Section 3: Supporting students
91
Section 4: Participation and belonging
125
Section 5: Utilisation of data and information communication technologies
147
Section 6: Strategic change
168
Concluding Remarks
193
Compendium of effective practice in higher
education: Volume 2
Edited by Robin Clark, Jane Andrews, Liz Thomas, Rebecca
Aggarwal
June 2013
2
Published
by
Aston University, Birmingham
,
and
the
Higher Education Academy, York
3
Contents
Section
Page
Contents
Foreword
4
Introduction
5
Section 1: Transition
6
Section 2: Learning and teaching
44
Section 3: Supporting students
91
Section 4: Participation and belonging
125
Section 5: Utilisation of data and information communication technologies
147
Section 6: Strategic change
168
Concluding Remarks
193Slide25
Building a Teaching ProfileStairway to Excellence... * toolkit ( publication on the way) Three aspects of an NTF useful for generally conceptualising your teaching profile ("brand"). Consider as you work in groups: * Individual – your impact on students * Promoting - your wider impact * Developing - maintaining excellenceSlide26
Group Activities!!Stretch your legs, grab a refill, and get readyFour groups – go to where you wish…FayCharlesJamesSueSlide27
Some Steps…. Do an Audience Analysis Segments, Motivations, Behaviours, Needs Do an Environmental analysis PEST – Political, environmental, social, technical Identify Your Strengths ask friends, colleagues, students, module-evals Identify Themes/Strands and Pockets/Examples Develop Your Positioning Ideology, approach, vision, mission Develop Your Narrative Develop Messaging and Identity Time Magazine: Cover, headline, sidebar with interesting-facts, quotes, images Reduce
, Refine, Simplify (Images) Consider the “Brand Experience” (People, Offerings, Processes)
Consider your Teaching Brand (Past, Present, and Future)Slide28
SummaryGo out and inspireBuild your profile, think about it, nurture it like a gentle rose.... (or something even more flowery). Keep eyes open for official toolkit launchConsider Bangor Teaching Fellow, and NTFCELT events as opportunities to learn/growThanks!