Evaluating the Benefits of the Principal’s Teaching Award Scheme Daphne Loads IAD

Principal’s Teaching Award Scheme Founded 2007 Awards £100,000 p.a. for pedagogical development and research projects Aims to: – Encourage reflective practice and innovations – Disseminate good/innovative practice – Promote and recognise excellence – Raise status of teaching as scholarly activity – Enhance student learning

Two investigations 1.Principal’s Teaching Award Scheme Internal evaluation 2.Evaluating Teaching Development in HE: HE funded multi-institution research project

1.Principal’s Teaching Award Scheme Internal evaluation

Our questions Who gets involved? What topics do they investigate? What are the benefits? What are the barriers? NB Stage 1 of a larger study

Our methods Thematic analysis 24 final reports 7 CHSS; 8 CSE; 6 CMVM; 3 cross-College 10 themes, then 7 Identified examples and counter-examples

Our findings Active engagement across the university >200 members of staff 20 different schools

Our findings Broad range of areas covered: Enhancing feedback and assessment Student involvement in assessment Learner transitions Innovative use of new technologies Graduate attributes Public engagement

Our findings 7 themes 1.Positive outcomes for students and their learning 2.Focusing on higher order learning 3.Enhanced evaluation and enhanced practice 4.Sustainability of projects

7 themes 5.Learning from practice elsewhere 6.Learning across disciplines 7.Roles and relationships 8.Barriers to enhancement

What next? We’re planning an investigation into understanding of “development” and influence of PTAS awards. You may be hearing from us……..

2.Evaluating Teaching Development in HE: HEA funded multi-institution research project

Project Partners PedRIO at Plymouth University HEDERA Durham University University Campus, Suffolk

Questions Impact on individual’s teaching practice? Impact on student learning? Impact on colleagues? Following on from and building on projects?

Methods Looking at 6 CPD practices: – Courses – In-house accreditation schemes – Workshops and conferences – Peer review – Mentoring – Teaching Development grants Semi-structured interviews with four “CPD completers” and one student rep

Findings Benefits of teaching development grant schemes (eg PTAS) Interaction with pedagogic literature Motivation to undertake research Dialogue and networks through conditions for applying for funding Evidence of enhancement of confidence and soft skills in teaching Evidence of enhancement of student learning

Findings (cont’d) Staff don’t feel recognised for participation in teaching-related CPD Funding extremely important Grants encourage interdisciplinarity Issues around gaining ethical approval Participants reported publications and presentations at national conferences

What next? Participants would like: – Improved access to training in specific research skills – Interdisciplinary meetings and discussions about taking CPD forward

Any questions? Comments? Insights?