Towards new heights in teaching excellence: reflections on recognition

Abrahamson, A., Cross, Duncan T. ORCID: 0000-0001-8558-2262, Hamshire, C. and Higgs, B. (2017) Towards new heights in teaching excellence: reflections on recognition. In: International Society for the Scholarship of Teaching and Learning (ISSoTL) Conference "Reaching New Heights", 11-14th October, 2017, Calgary, Alberta, Canada. (Unpublished)

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Official URL: http://www.issotl.com/issotl15/node/172

Abstract

As a multinational group of teaching fellows, we consider the highs and lows of our individual and collective journeys towards teaching excellence. The panel will explore the dynamics and challenges of being recognised for excellence in teaching and learning whilst simultaneously unravelling the difficult spaces we learn to operate in. How excellence is defined and conceptualised frames our discussion. Gunn and Fisk (2013) are clear in their literature review that the concept of excellence in teaching lacks consensus. Though certainly in the UK, governmental stakeholder agenda setting is having an impact on the definitions with the rise of metric based teaching excellence framework. Currently some national and institutional surveys (eg UK National Student Survey (NSS 2014, Australian Graduate Survey, 2016, USA National Survey of Student Engagement (NSSE) 2016, Irish Survey of Student Engagement (ISSE) 2016) alongside progression data and participation rates. Do these indicators act as drivers and what other performance indicators of excellence exist? Little and Locke (2001, 19) state that "A teaching mission necessarily embraces both a concern for teaching and a concern for the end product of the teaching process that is: the student learning experience" but do we sufficiently take into account of that experience when we are defining excellence and how does it impact on the metrics? As a panel we seek to explore the issues and questions around identifying and recognising markers/signs of excellence across disciplines, countries and cultures, the role and impact of teaching fellows, institutional support for the development of teaching fellows and the aspirations of future teaching fellows as we continue our mission/climb to the peak of our metaphoric mountain range of teaching excellence. We also seek to discuss whether we can ever truly reach the zenith of teaching excellence and stay there! Building on the work of Frame et al (2007) and examining whether teaching fellowships are an award or reward for teaching excellence international scholars and SoTL practitioners will present their stories and reflect upon the journeys travelled so far. The audience will have the opportunity to explore the concept of excellent teaching, engage with dialogue and reflect on international perspectives and recognise the terrain and territories teaching fellows have navigated and are continuing to chart.

Item Type: Conference or Workshop Item (Paper)
Divisions: School of Education and Psychology > Education
Depositing User: Tracey Gill
Date Deposited: 13 Mar 2018 10:18
Last Modified: 27 Mar 2018 15:16
URI: http://ubir.bolton.ac.uk/id/eprint/1422

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