Teaching careers?

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Teaching careers?

• Most of the postgraduates who complete their PhDs
  go on to become academics.
• Many lecturers believe their teaching work
  supports their research work.
• If you are an expert in your subject (you have a
  PhD) and have a good brain (you have a PhD), you
  will make a good teacher.

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Getting into TeachingDr Jo BramhamDr Helen
CowleyProfessional Development(http//pd.nottin
gham.ac.uk)
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Outline for the session

• What can you do to find out more about
  opportunities to teach?
• How can you increase your chances of successfully
  applying for teaching work?
• What are the different roles of postgraduate
  tutors, demonstrators and lecturers?
• What do you feel are the obstacles for
  postgraduates who are interested in teaching work
  or a teaching career?

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Whats your current situation?

1. Have done any teaching recently?
2. What type? E.g. leading seminars
3. Training relating to teaching?
4. Other issues?

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What aspect of teaching interests you?

• Travelling the world (for conferences)
• Continuing research
• Supporting students in learning
• Salary What does a lecturer earn?

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Quality Manual

• http//www.nottingham.ac.uk/quality-manual/QAstruc
  tures/students-for-teaching.htm
• PGTA need appropriate skills, experience and
  knowledge
• Have received appropriate training
• Quality monitored by lecturer or experienced
  postgraduates
• Paid appropriately including preparation,
  marking, contact with students
• Not interfere with own studies
• Supervisor gives prior assent
• Max 6 hours/week

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Postgraduate teaching roles
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Which of these terms are used in your school?

• Academic
• Lecturer
• Teacher in HE
• Researcher
• Postgraduate teacher
• Postgraduate teaching assistant
• Demonstrator

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Important Postgraduate roles in teaching

• Marking - high impact
• Tutoring small groups - high contact time
• Lecturing / large groups - high impact
• Demonstrating - high contact time
• Supporting undergraduate project work - high
  impact

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How much?

One-off session Occasional teaching e.g. one off lectures and tutorials. Marking or assessment for an individual course
Semester teaching Teaching and supporting student learning for a semester which includes design of materials - e.g. leading tutorials or supporting practical work as a demonstrator
Leading teaching for a semester (may be over several years or involvement in a number of courses) Leading sessions (including planning and design of materials)
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How to start?

• A student struggling a bit with their studies
  would not be allowed to teach
• Formal applications
• Indicate area of teaching e.g. demonstrating,
  small groups, marking
• Supported by supervisor
• Usually in the 2nd year of PhD, but some schools
  from 1st year
• Usually teach in own school, but Graduate School
  also uses PGRs

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Recruitment of postgraduates for teaching
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Postgraduate Coordinators (Faculty of Medicine)
School Coordinator
Biology Professor David Archer
Biomedical Sciences Dr Andrew Bennett, Dr Sue Chan, Dr Ian Kerr
Clinical Sciences Miss Andrea Greener
Community Health Sciences Dr Maddie Groom
Graduate Entry Medicine tbc
Molecular Medical Sciences Professor Jonathan Ball
Nursing, Midwifery and Physiotherapy tbc
Veterinary Medicine and Science Dr Ali Mobasheri
Work Health and Organisations Dr Nigel Hunt, Dr Heather Buchanan
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Investigating what teaching work is available

• Who appoints teaching staff or postgraduate
  teachers?
• Who is having a sabbatical / taking leave etc?
• When do they allocate teaching work in your
  school? Is any short notice cover needed?
• Are opportunities advertised on school
  notice-boards?
• Review of case study

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Views of Postgraduate Teaching Coordinators UoN
new teacher skills framework

• Core subject knowledge
• Leading groups
• Providing clarity of communication
• Develops professional relationships
• Demonstrates effective self management
• Develops and enables others
• Experienced postgraduate teachers can
  demonstrate practicalities of teaching

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Leading groups

• Ability to relate to students e.g. demonstrates
  understanding of what it is like to be an
  undergraduate students
• Enthusiasm e.g. Contagiously demonstrates passion
  for teaching and the topic
• Back to Teaching framework

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Providing clarity of communication to overcome
language barriers

• Confidence in language and communication
• Makes effective oral presentations and listens
  effectively
• Communicates clearly and comprehensively to
  individuals from a variety of backgrounds
  overcomes language barriers
• Back to Teaching framework

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Develops professional relationships

• Working effectively as part of a team.
• Communicating effectively upwards and
  downwards in the organisation.
• Motivating others.
• Showing respect for others
• Giving feedback and responding to others
• Exerting control in group situations
• Back to Teaching framework

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Demonstrates effective self management

• Identifying own strengths and weaknesses
• Knowing where to ask for help
• Using and responding to feedback constructively
• Accepting responsibility
• Managing own time efficiently
• Back to Teaching framework

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Develops and enables others

• Facilitates the learning of students within their
  care
• Knows the students and their capabilities
• Back to Teaching framework

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Core subject knowledge

• Knowledge Demonstrates technical competence and
  expertise in operating specialist equipment /
  technology
• Organisational competence Awareness of
  organisational structures, processes and
  procedures related to teaching
• Back to Teaching framework

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Practicalities of teaching

• Organisation and preparation e.g. Articulates why
  something should be done in a particular way the
  relevance, underlying theory and philosophy
• Planning e.g. Sets appropriate timeframes for
  discussions and activities
• Specific roles e.g. Spots plagiarism and able to
  discriminate between descriptive and
  critical/analytical work
• Facilitation e.g. Considers and applies
  appropriate intervention in the discussion, to
  prompt further thinking around the topic
• Back to Teaching framework

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Possible Learning and Teaching development
pathway
MA in Higher Education
PGCHE
Associate Teachers Programme

• Teaching Improvement Programme System

Intensive Learning and Teaching Programme
Stand-alone Learning and Teaching workshops
Conference for Postgraduate Teachers
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Dates of Short Courseshttps//training.nottingham
.ac.uk/cbs-notts
Course Title Date and Time
How do students learn? 24th Nov 2010 9.30-12.30
Lecturing for learning 1st Dec 2010 9.30-12.30
Small group teaching 8th Dec 2010 9.30-12.30
Demonstrating in lab practicals 9th Dec 2010 9.30-12.30
Marking and assessment 15th Dec 2010 9.30-13.00
Practical look at core teaching skills 12th Jan 2011 9.30-12.30
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Understanding expectations of postgraduates who
teach your subject

• Who could provide advice on what is needed for
  teaching in your field?
• How can you seek advice from a teaching mentor?
• Who do you know who is further into their
  research studies and already been involved in
  teaching?
• Are there any teaching sessions you could sit in
  on?
• What do PhDs do in your subject? What proportion
  get into teaching? Vitae report on postgraduate
  destinations
• What do you want to do next?

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How does teaching fit into your development as a
researcher?Researcher Development Framework

• http//www.vitae.ac.uk/CMS/files/upload/Vitae-RDF-
  Sept-2010.doc.291181.download
• Created in 2009
• Provides a UK development framework for PGR
  researchers and research staff
• Used for planning, promoting and supporting
  personal, professional and career development
• RDS replaces the Joint Skills Statement

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What teaching resources will be useful to you?

• New to teaching? UoN Professional Development Web
  resource
• Learning from experienced lecturers on teaching
  approaches
• Promoting Enhanced Student Learning
  http//pesl.nottingham.ac.uk/
• A fly on the wall of a classroom
• TeachTube http//www.nottingham.ac.uk/teachtub
  e/