Staff%20development%20at%20the%20K.U.Leuven%20The%20case%20of%20academic%20development

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Staff development at the K.U.LeuvenThe case of
academic development

• Hilde Creten en An Verburgh

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K.U.Leuven

• 13 Faculties, 50 departments, 240 sub-departments
  representing three different groups positive
  sciences, social sciences and humanities, and
  biomedical sciences
• 28.000 students, 1370 professors and 3441
  researchers
• Centrally organised, yet discussions about new
  structures

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Staff development

• Varied offer
• use of ICT
• leadership training
• communication
• languages
• safety prevention ...
• Different providers
• HR, Ludit, DUO/ICTO, ...
• all central support units

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Institutional policy with regard to staff
development

• Free offer (in some cases administrative cost)
• Free participation
• Impact on professional career not (always) clear

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Academic Development

• Provision of pedagogically sound and discipline
  relevant development for academic staff across
  the broad spectrum of disciplines present within
  a university as to impact effectively on student
  learning. (Hicks, 1999)
• General aim implementation of universitys
  teaching concept Guided Independent Learning
  (G.I.L.)

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Academic Development Offer

• General initiatives
• summer course
• workshops
• digital chalk
• Targeted initiatives
• program for new faculty
• program for new teaching assistants
• Bespoke initiatives
• workshop for program directors about curriculum
  evaluation

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Principles of Academic Development

• Modeling G.I.L.
• Learning to teach and learning about teaching
• Evidence-based
• integrated approach
• professional growth
• impact
• Supported by tools
• Promoting scholarship of teaching

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Principle Modeling G.I.L.

• Research-based education
• Students are responsible for own learning
• Teachers are responsible for adequate support
  (high degree of student activity, importance of
  feedback, fading during program)
• Summer course input based on state of the art of
  research, varied offer, yet freedom to choose
  attend sessions, work on own project, with or
  without counseling

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Principle Learning to teach learning about
teaching

• Practical training
• Micro-teaching, DLE-skills
• Introduction to research on teaching and learning
• Input about learning theories, impact of teaching
  strategies
• Link to personal teaching practice through
  specific assignments

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Principle evidence based Integrated approach

• Faculty members identify with department (Gibbs,
  1996 Knapper, 2000)
• Importance of metaprofessionals (Candy, 1996)
• ? Academic development is multidimensional and
  distributed activity for which various partners
  within the university bear responsibility (Hicks,
  1999)
• Program for new Teaching Assistants

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Principle evidence based Professional growth

• Importance of teaching conceptions (Prosser
  Trigwell, 2002)
• Exercise about teaching conceptions
• Conceptualising the change process
• Program for new faculty

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Principle evidence based Professional growth
Faculty develop-ment
Change in practice
Change in beliefs
Change in student outcomes
(Ho, 2000)
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Principle evidence based Professional growth
Faculty develop-ment
Change in beliefs
Change in practice
Change in student outcomes
(Guskey, 1986)
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Principle evidence based Professional growth
External domain
External source of information or stimulus
Enactment Reflection
Domain of practice
Personal domain
Professional experimentation
Knowledge, beliefs, attitudes
Salient outcomes
Domain of consequence
(Clarke Hollingsworth, 2002)
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Principle evidence based Impact of academic
development initiatives (Weimer Lenze, 1994
McAlpine, 2003)

• Direct and explicit focus on students and
  learning
• Practical application with feedback
• Free participation
• At least 12 hours, spread over semester
• Feedback on implementation in teaching practice

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Principle supported by tools

• Opti-kwest on line tool to design questionnaire
  (http//www.kuleuven.ac.be/opti-kwest)
• Anatool on line instrument to analyse teaching
  practice (https//www.kuleuven.ac.be/duo-icto/anat
  ool)
• BV-databank on line database of good practices
  (http//www.kuleuven.ac.be/icto/bv)
• DLE-manual on line manual about use of digital
  learning environment (http//docbook.kuleuven.be/f
  rame.html)

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Principle promoting scholarship of teaching

• Research about teaching practice and students
  learning in order to ameliorate ones knowledge
  about teaching in general and the quality of
  ones teaching practice in particular
• Research groups
• Opti-kwest

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Guided independent learning a concept
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Program for new faculty
Term 1
Term 2
Term 3
Collective Start (2 days)
Collegial consult Discussion about results
Data-collection opti-kwest
Collective Interim day
Data-collection opti-kwest
Collective Closing day
Collegial consult Action plan
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Anatool

• Part 1 Description of teaching practice
  according to global scheme
• Part 2Comparison of descriptions

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