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TTES #1 - What makes teaching _excellent_ in your context_

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TTES _1 - What makes teaching excellent in your context-20260211_110336-Meeting Recording.mp4

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Long term institutional recognition, support, funding and leadership in terms of scholarly Centres for Teaching & Learning (held with equal esteem)

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Long term institutional recognition, support, funding and leadership in terms of scholarly Centres for Teaching & Learning (held with equal esteem)

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Give us time and love and respect

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Where are all the Teaching / Education Focused Sabbaticals, Celebrations (with the same esteem and recognition as research), Professors, Exchanges etc? 

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Where are all the Teaching / Education Focused Sabbaticals, Celebrations (with the same esteem and recognition as research), Professors, Exchanges etc? 

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Teaching as Private vs Public and the emotionality that accompanies

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Teaching as Private vs Public and the emotionality that accompanies

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Where disciplinary "experts" feel threatened / uncomfortable around their identity, skills and beliefs about self as an "Educator" and therefore reduces teaching conversations, learning from others (Peer and Student Len - ala Brookfield), reflection in, on and about practice etc.

Where Peer Observation and the like can feel like weaponised rather than a learning tool to support continuous improvement/enhancement

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The talk about teaching excellence is often accompanied by an increase in teaching hours - a removal of possible research hours - but no allocation of time, space, or other resoources to think about and develop your teaching practice. The climate then punishes you for what you are actively prevented from doing.

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Lack of Cross-Communication of "Good" and Precariousness of Teaching Related OER Repositories institutionally and cross-institutionally

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Lack of Cross-Communication of "Good" and Precariousness of Teaching Related OER Repositories institutionally and cross-institutionally

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In our conversation, we talked a bit about a how excellent teaching is more a process than a product, a journey rather than a destination. That means sustained, critical reflecting on your teaching is essential to excellence. But in institutional processes for faculty/staff review (such as promotion/tenure) there's a tension between critical and performative self-reflection. Do I trust the process and my colleagues enough to be open and vulnerable in my reflections, or do I use the reflection process to signal what a great teacher I am?

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Lots of similarity across institutions in terms of feeling like there is an ever-growing need to do more... how to do that while actually doing things well?

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Lots of similarity across institutions in terms of feeling like there is an ever-growing need to do more... how to do that while actually doing things well?

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Cultural Tensions - How the HEI Values and (doesn't) Reward Teaching

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Cultural Tensions - How the HEI Values and (doesn't) Reward Teaching

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More outspoken folks are more likely to be rewarded with awards by self-nominating or other self-promotion

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How to engage with alumni about what they did/didn't learn in courses but learned on the job... and how to bring that back into our curriculum to transform modules?

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How to engage with alumni about what they did/didn't learn in courses but learned on the job... and how to bring that back into our curriculum to transform modules?

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There is a fear around change. Innovating takes time (and needs capacity), and there is comfort in doing what we have always done...so there is cultural shift needed.

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We talked a bit about how good teaching is identified and recognized and the tension with scholarship roles and educator roles. One example that came up with that even as great educators, we present course content in a way that is friendly to learning, but then go to conferences in present in a 15-minute research presentation style that isn't necessarily conducive to deeper learning.

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Seeing the importance of Professionalism in Teaching Practice

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Seeing the importance of Professionalism in Teaching Practice

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Competence - generally and in our disciplines

eg. PSF2023Guide-to-the-PSF-2023-Dimensions---Fellowship-February-2023.pdf

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Parity of esteem across different ranks/roles of educators across the institution

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Parity of esteem across different ranks/roles of educators across the institution

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We don't seem to have a good grasp on whether the impact of AI will be positive or negative overall (HE is not the only sector grappling with this problem, of course!)

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Tension around limited flexibility - in the curriculum, assessments, and in the classroom. How to encourage and incentivize innovation?

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Tension around limited flexibility - in the curriculum, assessments, and in the classroom. How to encourage and incentivize innovation?

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Time and space for connection, collaboration and co-creation is often missing.

Abegglen, S., Burns, T. & Sinfield, S. (Eds.) (2023). Higher education collaboration: A new ecology of practice. Bloomsbury. https://www.bloomsbury.com/ca/collaboration-in-higher-education-9781350334052/

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We aim to design learning opportunities with our relevant contextual factors being identified, considered and valued (with students at the center)

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We aim to design learning opportunities with our relevant contextual factors being identified, considered and valued (with students at the center)

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Bringing together a diverse range of educators and practitioners, this open-access collection showcases real-world innovations that challenge the status quo and offer glimpses of a more humane and inspiring educational future. From rethinking systems and curriculum design to fostering imaginative collaboration and exploring the role of technology, the book highlights practical, hopeful interventions that are already making a difference.

https://www.openbookpublishers.com/books/10.11647/obp.0462