Author: Pearl Sun

Macfarlane, B. 2004. Teaching with Integrity: The ethics of higher education practice. Routledge.

Which aspects of Stephanie’s teaching practice appear to be the most ripe for development? 

• Her ability to on feedback without getting defensive. 
• Needs to renew her passion for teaching and relationships with the students
• Check her ego and take notes from the more junior teacher

What could Stephanie do to move past her defensive reaction? 

• See it not as a criticism/take it personally but how can you adapt to meet the needs of the students. Perhaps taking some qualities of Max’s lectures that she does like, how he engaged the students, discuss with other lecturers on how to explain the assessment process with more clarity, perhaps there’s workshops you can do to break down the academic language?
• See the PG Cert as an opportunity to empathise and be in the student’s shoes

What, for you, are the most interesting questions this case study raises?

• What do you do about ‘spoon-feeding’ the students?
• What are some ways to explain the assessment process?
• How do you engage students who don’t attend?
• How do you not take the evaluations personally?
• Why is the charismatic teacher male?

It was quite interesting to observe others and myself as a student again. Memories of me hiding in the back, not wanting to raise my hand (I presented last), reminded me of how I used to wait to see what was discussed before offering my own opinion if there were any missing gaps. In the cross-programme event on Researching In Your Own Institute, where we broke into groups, this meant that by the time I was about to offer something, we were brought back into the main room. Not that I minded much. 

The topics in the cross-programme event were relatable as teachers and have all experienced these issues in some capacity at one point or another. However I haven’t really considered them from a research POV until now. 

Even though we are all teachers, I was pleasantly surprised at the diversity amongst the cohort. Not just cultures and backgrounds, but age and type of teaching. 

Said my course leader in managing my expectations about the PG Cert. 😳 Today was the induction to the PG Cert Academic Practice at UAL and Lindsay expressed a similar sentiment in saying “this course requires 10-12 hours a week so something will have to give.” 

That being said, I am looking forward to being a student again and putting what I’ve learned immediately back into practice. I’m currently teaching MA Graphic Branding & Identity at LCC so am loving the dynamics of teaching and learning simultaneously. The induction was already giving me ideas on my Introductory Briefing to the course. 

For example the Temperature Check in pairs was a nice way to initially make a connection when you’re in a new environment and made me think we could have a buddy system on my course to help students integrate into London university life.  

Another observation is leaving all questions for the end. We have an issue on my course with a large cohort of 78 students and a few who ask a lot of questions. It has been reflected by the students that they feel it is wasting their time so actually a very simple tactic of not answering questions till the end and giving students the option of leaving if they don’t feel it’s relevant would be a way to control the timings.

Seeing that this cohort is over 100 people, it’ll be interesting to see how they manage all the students. LCC is looking to grow our course just by going through this experience it should be useful to see how the make the course more personal but maintain parity. 

I am hoping that this PG Cert will help bring new ideas and pedagogic methods in a way that will enhance my teaching and engagement with my students and already it is giving me ideas. I will be using this blog to discuss and reflect as I go through this process.