Educational Teams at McGill: A Continuum of Types for Teaching Variation

Educational Teams at McGill: A Continuum of Types for Teaching Variation
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Explore the various types of educational teams at McGill University and their roles in shaping teaching methodologies. From consultancy teams to faculty-based academic development, discover how these teams collectively design and implement courses.

About Educational Teams at McGill: A Continuum of Types for Teaching Variation

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1. Educational Teams: Variation at McGill Teaching in a different way Lynn McAlpine McGill University Canada lynn.mcalpine@mcgill.ca

2. Educational teams: Variation at McGill Educational teams: a continuum of types Consultancy Team: 2 lecturers and students 1 graduate course MSE Team: 3-4 lecturers 4 c ore courses in Bachelor program Dean Team: lecturers, students, others Faculty-based academic development ( 1 teacher/ course) E3 Team: lecturers, students, librarian Collectively design courses in workshops Faculty curriculum (1 teacher/ course)

3. Educational Teams: Variation at McGill Points of comparison and analysis Purpose: what to be achieved Composition: members, functions Organizational dimension: scope, resources, who dependent on Evidence of impact: lecturer, student, organization Major problems: short and long term, solvable? Overall important ideas

4. Educational teams: Variation at McGill Purpose Consultancy Use course to analyze teaching practices, policies & issues in Faculty Make recommendations MSE Develop, teach core courses in an environmental studies program Arts & sciences students learn to move fluently across disciplines Dean Support Faculty-wide academic development e.g., training for TA & pre-tenure lecturers, teaching improvement grants E3 Through workshops, re-design Faculty curriculum Enhance interaction in class, out-of-class learning

5. Educational teams: Variation at McGill Composition: members, functions Consultancy Two lecturers guided the process Students competed to take course & carry out project MSE Academics from across disciplines & program director conceived four core course purposes Smaller teams planned Sub-set implemented Dean Lecturer committee & developer planned projects Dean, HODs oversaw Developer coordinated with lecturers, grad students E3 Committee (workshop facilitators/participants, undergraduate/ graduate students, librarian, developer) planned Coordinator followed up

6. Educational teams: Variation at McGill Organizational dimension Consultancy Scope 15/20 graduate students Faculty Resource medium: 2 X teacher cost for regular course Dedication of individuals MSE Scope all undergraduates in program (150-200/ year) Resource heavy: 3-4 X teacher cost for regular course (times 4 courses) Dedication of individuals, support of Deans & HODs Dean Scope all academics & students in Faculty Resource medium: 20% > 40% academic developer salary Institutional: needs invest- ment of others in Faculty E3 Scope all undergraduates in Faculty Resource heavy: 80% -100% pedagogical coordinator Institutional: needs investment of others in Faculty

7. Educational teams: Variation at McGill Evidence of impact: Lecturers Consultancy Learned from each other complementary knowledge and skills MSE Experienced new ways of thinking about teaching and subject matter Dean Positive reviews of tenure-track lecturers at midpoint Increase in lecturers seeking teaching advice E3 Re-designed other courses in similar ways

8. Educational teams: Variation at McGill Evidence of impact: Students Consultancy Expressed broad conceptions of pedagogy, rich understanding of consulting process and own professional skills MSE Improved marks (midterm to final); disproportionate improvements in initially weaker students Dean Marked improvement in student course ratings for tenure-track lecturers E3 Students experienced most curriculum goals (using standardized survey)

9. Educational teams: Variation at McGill Evidence of impact: Organization Consultancy Similar course next year by others New committee to address report Faculty curriculum project following year MSE Continued funding despite costs Dean Staff & others offering development activities Teaching project budget Lecturer committee reviews project proposals Developer time increased E3 Staff & others offering development activities Formal feedback mechanism (e.g., student ambassadors) Library services integrated

10. Educational teams: Variation at McGill Problems Consultancy Based on particular need, but could be repeated by going outside Faculty MSE Depends on commitment by Deans & HODs due to heavy resource use Dean Sustainability depended initially on commitment by Dean E3 Resistance after initial roll out goal to change all courses is in tension with academic independence

11. Educational Teams: Variation at McGill Important ideas Who can contribute to team? Undergraduate and graduate students Cross-disciplinary lecturers Librarians Heads of departments Deans Other? Student services? What degree of flexibility is allowed? Ensure disciplinary/ individual choice in how to participate/ contribute What is the reward structure? $ is often not the issue

12. Educational teams: Variation at McGill Leadership : . Stimulate/create/seize opportunities Vision : shared; inspire, motivate Challenge : take risks; experiment, evaluate; learn Support : provide resources and feedback; celebrate achievement