Quality learning and teaching with sessional staff: systematising good practice for academic development

Harvey, Marina

doi:10.1080/1360144x.2017.1266753

Cited by 20 publications

(8 citation statements)

References 12 publications

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“…they can to serve students, with few resources and many hurdles. Similar lack of support and struggles are likewise documented among sessional instructors in Australia, New Zealand, the European Union, and the United Kingdom (Harvey 2017).…”

Section: 02mentioning

confidence: 53%

What Teaching Looks Like: Higher Education through Photographs

Horii¹,

Springborg²

2022

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What Teaching Looks Like delves into higher education—the challenges faced by students, faculty, staff, and administrators alike from all variety of institution types and across campus sectors—in a way that has not been done before. By weaving together a unique collection of documentary photographs of modern teaching and learning at US colleges and universities with research-based discussion of the state of engaged learning, the book teaches readers to think through and with photographs in new ways, offering insights and perspectives with the potential to change teaching, administrative, and support practices for the better. The project not only reflects the state of how US institutions educate the next generation of thinkers and innovators, it informs what we could aspire to do as educators and reveals experiences and perspectives of today’s students in ways that are only accessible through photographs. The ultimate intent of this book is to make both faculty and administrative work visible, both to audiences internal to our colleges and universities as well as to external stakeholders and decision makers of today and tomorrow, and in doing so, understand and value this work more effectively. It is vital for those whose work is concentrated within one area to see, understand, and empathize with their colleagues from other campus sectors. It also remains necessary for those outside of higher education to visualize and understand the work that faculty, administrators, and students are engaged in day-to-day. Some decision makers continue to hold on to antiquated images and stereotypes of those who work in the education system. The images and discussion in the book challenge these outdated stereotypes.

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Section: 02mentioning

confidence: 53%

What Teaching Looks Like: Higher Education through Photographs

Horii¹,

Springborg²

2022

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“…as it pertains to the environment, health, safety and public welfare, 2) become familiar with the engineering design process which includes learning to meet the desired needs/requirements within realistic constraints of product development with a focus on environmental, social, ethical and safety regulations, to name a few, 3) learn to articulate engineering problems and translate them into a structured design to reflect the product requirements, 4) master applying formal iterative formal decision making methods to assist in choosing between alternative conceptual designs, 5) acquire basic 2D and 3D sketching skills using engineering CAD tools, 6) experience developing virtual and physical prototypes based on an engineering design using various engineering tools, and 7) learn to work collaboratively in teams and communicate effectively using oral, written, and graphical forms. Chapters (1-4) [10] Chapters (1,(4)(5)(6)(7)(8)(9)(10)13) [11]. These seven learning outcomes are hereby referred to as CLO's (Course Learning Outcomes).…”

Section: B Educational Objectives and Expected Outcomesmentioning

confidence: 99%

“…It is crucial that answers to the above questions guide the creation of the engineering design courses in order to equip engineering students with the skills they need to be able to meet the needs of the society [3,4]. In addition, such an approach will allow to bridge the gap between the theoretical and practical knowledge which is a notable challenge faced by universities [5,6]. To develop engineering design courses and engineering design projects, it is important to understand the definition of design according to CEAB.…”

Section: Introductionmentioning

confidence: 99%

First Year Engineering Design: Course Design, Projects, Challenges, and Outcomes

Hashim¹,

Tatarniuk²,

Harasymchuk³

2022

Preprint

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This paper outlines the essential components of developing an introductory course in Engineering Design for the first year, first semester students at Thompson Rivers University (TRU). The course design accounts for the teaching context, stakeholder interests, and Canadian Engineering Accreditation Board (CEAB) criteria. The proposed course design scaffolds engineering design projects of three different levels. Through the described course, students become familiar with the engineering design process including translation of the design idea into virtual and physical prototypes. The course design is built around the concepts of engineering sustainability, ethics, and professionalism helping students understand the linkage between engineering design and social and human factors. The course is lecture and laboratory based with a focus on experiential hands-on learning where the Course Learning Outcomes (CLOs) are achieved by means of PowerPoint slides, presentations, lecture and laboratory notes, class discussions and activities, teamwork, lecture and lab video recordings, hand sketching, and virtual prototyping via Computer-Aided Design (CAD) software (Solidworks). Student performance was evaluated through quizzes, reports, homework assignments, laboratory assignments, projects, midterms and final exams. To ensure effective communication between students, anonymous team member peer review and evaluation were incorporated. Continual improvement of the course design was achieved by modifying the course structure based on student feedback.

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“…It examines the sessional staff contribution to the delivery of teaching and learning in a large Australian business school which operates across multiple campuses, including fully online mode, and consists of 6 departments. In addition, to support the delivery of quality teaching and learning experiences for students, this study provides a snapshot of the role that institutional-based professional learning opportunities have traditionally played in the development and enhancement of sessional staff teaching skills (Harvey, 2017).…”

Section: Introductionmentioning

confidence: 99%

Using TEL for TEL: Building confidence of sessional staff to enhance their students' experience

Logan¹,

Jones²,

Foster³

et al. 2022

APUBS

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Sessional staff capacity building, and the role this plays in overcoming internationally recognised challenges for the provision of quality Technology Enhanced Learning (TEL), continues to present a priority for the Higher Education (HE) sector. These sessional staff undertake approximately 40% of the teaching in the Griffith Business School and yet their contribution to quality learning and teaching has largely been unmeasured. This paper describes the backgrounds and experience of sessionals, their career aspirations, and their desires for professional learning and support to enhance the quality of their teaching. This is the first step in a five-stage project adopting an evidence-based approach using TEL to improve the TEL capabilities and confidence of sessional staff. The results of the survey described in this paper (N=47) show that many sessional staff are focused on careers in academia and are motivated to participate in professional learning that leads to formal qualifications. They express interest in engaging in this learning through face-to-face and online formal workshops, informal networking events with each other and faculty, and access to online support resources. The premise for this study and the model introduced, represents an adoptable and adaptable opportunity for the wider HE sector to more effectively deliver sessional staff professional development.

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Quality learning and teaching with sessional staff: systematising good practice for academic development

Cited by 20 publications

References 12 publications

What Teaching Looks Like: Higher Education through Photographs

What Teaching Looks Like: Higher Education through Photographs

First Year Engineering Design: Course Design, Projects, Challenges, and Outcomes

Using TEL for TEL: Building confidence of sessional staff to enhance their students' experience

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