Inspirational teaching in higher education What does it look, sound and feel like?

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Exploratory/illustrative research Academic and practice literature review: facets of inspirational teaching? Keywords Tested via 1ry research 

Inspirational teachers “worth remembering that someone is being inspired” Teacher and pupil “With an inspirational teacher, some of the learner’s excitement must derive from being caught up as a character in a co-created work of fiction.” “a crystallization or mirror image of what the learner aspires to be like…” (McGonigal, 2004) “Call it inspiration, creativity, or whatever you want to; it’s the least tangible and most powerful ingredient in learning.” (Cohen & Jurkovic, 1997:2)

Method 3 lecturers at an English University Short survey of final year social science undergraduates 2010 analysed 52 student returns Comparative survey: 2016 repeated = 25 returns

Inspiration Motivating Captivating Passionate Encouraging (Shevlin et al citing House, 1977; James, 2001) 52 Captivating 33 Passionate (Harden & Crosby, 2000) 41 Encouraging (Harden & Crosby, 2000; McGonigal, 2004) 39

Inspiration Aspiration Transformation

Inspirational How? Get out of order   Toy with success audience participation! Run with your imagination Lighten up

A caution “sensitivity to the specific audience, context, and learning need... keep in mind the learning goal, the people who will be using a program, the culture of their organization, and other critical factors.” (Cohen & Jurkovic, 1997: 6)

A further caution “judge our value as teachers on the basis of our power to stimulate a willingness to work, and to train young minds to do hard things in such a way that they will gain pleasure from the effort”. Wilson (1918)

Short presentation: What, why & how of inspirational HE teaching Questions? Short presentation: What, why & how of inspirational HE teaching

References Cohen, S & Jurkovic, J (1997) Training and Development 51 (11): 66- November Harden, R.M. and Crosby, J. (2000) AMEE Guide No 20: The good teacher is more than a lecturer – the twelve roles of the teacher, Medical Teacher, 22 (4), 334 – 347, available https://www.amee.org/getattachment/AMEE-Initiatives/ESME-Courses/AMEE-ESME-Face-to-Face-Courses/ESME/ESME-Online-Resources-China-Dec-2015/AMEE-Guide-20-Roles-of-the-teacher.pdf [accessed online 23.5.2016] James, R. (2001) Students’ changing expectations of higher education and the consequences of mismatches with reality, paper for the OECD-IMHE conference “Management responses to changing student expectations”, QUT (24 September) McGonigal, J (2004) Interactive or dialogic teaching? The case of the ‘inspirational’ teacher, International Journal of Research and Method in Education, 27 (2), 115 – 126 Shevlin, M. Banyard, P. Davies, M. And Griffiths, M. (2000) The Validity of Student Evaluation of Teaching in Higher Education: love me, love my lectures? Assessment and Evaluation in Higher Education, 25 (4), 397-405 https://www.academia.edu/429645/Shevlin_M._Banyard_P._Davies_M.N.O._and_Griffiths_M.D._2000_._The_validity_of_student_evaluations_in_higher_education_Love_me_love_my_lectures_Assessment_and_Evaluation_in_Higher_Education_25_397-405 [accessed online 23.5.2016] Wilson, LM (1918) Factors in successful teaching that need to be stressed in both high school and college, The Classical Journal, 13 (7), 476-482