This semester, I'm taking the Introduction to Academic Practice course delivered by the IAD at the University of Edinburgh. The aim is to improve my teaching by learning about pedagogical theory, widening my repertoire of classroom techniques, and reflecting on my methods and approaches to teaching. Upon passing the course, I will become an Associate Fellow of the Higher Education Academy (AFHEA). Here, I write about my journey to AFHEA.
Today I went to the first workshop of the course. One of our tasks was to think about the following questions, and write our answers down on Post-it notes:
Each group covered a sheet of paper with Post-it notes, before passing the sheets round to the next group to read and discuss. There were a lot of answers like 'facilitating open discussion', 'imparting facts and knowledge', and 'providing students a space to develop thinking skills', but the following juxtaposition was particularly interesting:
At first, I judged the answer on the left as dispassionate and overly analytical. I said it sounded like the job posting for teaching, and that it didn't capture a sense of the real value of teaching. I liked the answer on the right better - good teaching inspires students to engage with the course material, new perspectives and ideas, and, ultimately, the world around them. To reduce this to 'course outcomes' sounded to me like restrictive box-ticking, or doing the bare minimum.
However, a colleague pointed out that these two answers can - and, I now think, must - be taken together. Our students all come into the classroom with different backgrounds and motivations, but one thing they share is the desire to succeed. Teachers should work towards that spirit of wonder at the world, but what is that work worth if the students leave without the knowledge, skills, and understanding that they came in for? It is important not to lose sight of the essentials of the course you're teaching.
Upon reflection, teaching should deliver the course outcomes, and inspire a love of learning along the way.