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Transcript of Becoming legitimate: promoting the use of reciprocal peer learning for early career academics Stuart...
Becoming legitimate: promoting the use of reciprocal peer learning for early career academics
Stuart McGugan & Christos Petichakis
Centre for Lifelong LearningEducational Development Division Session outcomes
Identify some difficulties experienced by early career academicsPresent a post workshop support interventionEvaluate and discuss this intervention
Central support available for GTAs & Research Staff
Our aim
To offer development opportunities for early career academics to support their progression to academia, as well as any other career destination
Range of training: • Learning and teaching• Interpersonal skills• Research skills• Career management
Delivery methods
Half/full day workshops, lunchtime sessions, videos, online training, one-to one support sessions
Reflect on our practice (2007 - 2008)
• Workshop evaluations
• 2 surveys
- July 2007 CROSurvey
- Feb 2008
• In-depth interviews
Our workshops infuence practice
Yes No
a) Workshop 80.4% 19.6%
b) Peers 52.9% 47.1%
c) Department 49.0% 51.0%
Did workshop/peers/department influence your practice?
Formal “off the job” training does seem to make a positive
contribution
Some participant responses…
“When doing the comments on students’ assignment, I found it quite useful to use the sandwich approach”
“Yes it did, especially the part about conferences, how to approach
and talk to the main speaker”
“I used some of the teaching methods presented in my tutorials
with satisfying results (e.g. alternation of group/individual pair work;
post-it feedback)”
The influence of peers
• The workshop format facilitates ‘reciprocal peer learning’ developing skills of collaboration, teamwork and help
develop confidence when discussing practice with others
• However, at departments peer learning depends on the support available (this is variable)
Did workshop/peers/department influence your practice
Yes No
a) Workshop 80.4% 19.6%
b) Peers 52.9% 47.1%
c) Department 49.0% 51.0%
Reciprocal peer learning is taking place…
“It just let me in on others peoples ideas”
“Another student gave me the idea of making groups do spider diagrams”
“I discussed with fellow postgraduates how they led the seminars and took
on board some of their suggestions”
“It improved upon my ability to articulate ideas in a group setting e.g. in my
meeting with my supervisor and colleagues”
“It is useful to have the opportunity to talk to others, but it doesn’t really happen here. It is necessary for someone to create these opportunities”
From To
Sporadic academic support
Non existent
Limited peer interaction
Regular academic support
Weekly pastoral sessions
Opportunities to interact with experienced
peers
Inconsistent departmental support
Did workshop/peers/department influence your practice
Yes No
a) Workshop 80.4% 19.6%
b) Peers 52.9% 47.1%
c) Department 49.0% 51.0%
A participant’s response…
When you take up your first postdoctoral position, I feel the options of
career choice etc that such a job can lead to should be given. Some
people seem ‘in the know’ as to their options of applying for Fellowships
etc, and that seems to depend in what department you are in and who you
supervisor is. Others seem to get lost in postdoctoral positions going from
on to another without any guidance or career development.
Lack of status
• Limited recognition
• Exclusion from practice
• Limited opportunities for development
• Ambiguous identity
A participant’s response…
“I feel strongly about not being equal to academic staff in the department
and my exclusion from departmental meetings. This is where meaningful
discussions and decisions take place. Researchers are told what the
department wants to do about research but Researchers are not asked”
Another participant said…
“I am not a full member of staff. I feel I am teaching on the 2nd level of
teaching, that is tutorials. I perceive this as second level, it is the exercises,
it is not the primary information. I am not yet on the level of being able to
lecture… Apparently! ”
Workshop support is “working”
Focus: post workshop, what can we do to:
• sustain learning from workshop• build up a relationship with central support unit• encourage dialogue about practice
One idea: a postcard souvenir
In summary
Postcard examples ...
Research Staff DevelopmentThe University of Liverpool Giving a good lecture
GTA Learning and Teaching WorkshopsSmall Group Teaching
How the postcards were received?
Postcard as a reminder of workshop learning has been successful Postcard as a source of information has been successful Postcard as a prompt for dialogue – limited evidence to support this function
Option Response rate
Kept for future reference 40.4%Referred to it when necessary 13.5%Did the activity on the postcard 3.8%Shared with colleagues 3.8%Ignored 3.8%
I did not receive a postcard 34.6%
Discussion – Future development
We feel that the postcard has potential
In small groups share your views on the following:
What could we do to improve the postcard, in particular to encourage
greater peer dialogue/learning?
More generally, how else might we stimulate post workshop peer learning?
How else can we support early career academics to legitimise their
practice?
Each group to report back its two “best” suggestions/recommendations
Contact us
GTA programme leader
Stuart McGugan [email protected]
Research staff programme leader
Christos Petichakis [email protected]