TDU Talk
ISSUE 9 ▪ NOVEMBER/DECEMBER 2010
AWARD-WINNING TEACHERS TALK TEACHING
Crossing Boundaries—Teaching Geography
Prof Robyn Longhurst, Geography, Tourism and Environmental Planning
My Teaching Philosophy
Dr Anne Zahra, WMS Tourism & Hospitality Management
Conception, Communication, Consolidation
Dr Kirstine Moffat, Humanities
Variety is the Spice of Life: The Student Learning Approach
to Teaching Excellence
Dr Marcia Johnson, Director, Student Learning
Formative Assessment in Lectures—An Example
Dr Rob Torrens, Engineering
‘Class Snapshot’: Marketing students take a closer look at
themselves
Dr Mary Fitzpatrick, WMS Marketing
Evaluating Your Teaching
Dr Marcus Wilson, Engineering
Teaching Philosophy
Sandy Morrison, Tikanga
Kia ora koutou
“
It is always a special pleasure to celebrate our teachers and
to provide a forum for dissemination of teaching ideas and
strategies. In this edition of the magazine we celebrate the
winners of the Faculty Teaching Excellence Awards. This was the
first year in which an award was offered across all faculties and it
was exciting to see the high quality portfolios that were produced
and the enthusiasm for and commitment to teaching that they
demonstrated. We congratulate all the award winners and thank
them for being willing to share their perspectives and approaches in TDU Talk.
ISSUE 9: NOVEMBER/
DECEMBER 2010
Teaching Development Unit
Wāhanga Whakapakari Ako
Private Bag 3105
Hamilton 3240
New Zealand
Phone: +64 7 838 4839
Fax: +64 7 838 4573
[email protected]
www.waikato.ac.nz/tdu
Each of the articles in this edition has a different emphasis, but all of them display
a deep concern to engage students and offer them learning experiences and
opportunities that can give them new ways of engaging and looking at the world.
All of them are written from the perspective that it is the students‘ learning that
needs to be at the foreground of our teaching. Robyn Longhurst‘s metaphor of
―crossing boundaries‖ aptly summarises the emancipatory and transformative
potential of higher education. She reminds us that as teachers we can create
learning opportunities that invite students to look differently at their world. Anne
Zahra‘s honest account of her own teaching journey demonstrates a teaching
approach which is shaped by a philosophy of caring for students. Like Robyn,
Kirstine Moffat aspires to take her students on a journey which will ―provoke
thinking‖ and her students‘ comment exemplifies her wish to engage with the
whole person. I am sure we would all be gratified to hear a student say that our
paper ―mattered, not just in an academic sense, but in an expansion of
understanding about being human.‖
The Student Learning Team has developed a range of approaches and maximises
the complementary skills of their staff members to enable them to respond to the
diversity of the students who use their service. The team now offers a good
balance of virtual and face-to –face support as well as group and individual
learning opportunities, and an innovative ―thesis writing circles‖ initiative for
postgraduate students. Equally important, a strong web presence enables the
support to be visible to a greater number of students.
NOVEMBER/DECEMBER 2010 • TDU TALK
•2•
Rob Torrens and Mary Fitzpatrick show that direct engagement with students‘
learning processes is achievable in the large first year lecture context. Rob uses
ongoing formative assessment in the lecture theatre to gauge students‘ grasp of the
learning and can then make his teaching responsive to their feedback.
Additionally, this process of asking his students to inform him of their learning
from the previous lecture normalises participation in the large lecture setting, and
improves students‘ confidence and communication abilities. Mary‘s article
provides a fascinating insight into ways of synergising teaching and research in
the classroom. In her first year paper, students are learning about research
methods and are simultaneously co-inquirers in a research investigation in which
they themselves are the focus of the study.
Like Rob, Marcus Wilson recognises how important it is for the teacher to
monitor the progress of the students‘ learning and to show students that one is
responsive to their feedback. Underpinning Marcus‘s description of the intentional
and deliberate strategies that he adopts to ascertain student understanding is a
belief in the teaching and learning process as a partnership between teacher and
students and the material being studied.
Sandy Morrison strongly emphasises the need to consider all the history and
learning that students bring into the educational situation, based on their
whakapapa, wairua and whakawhanaungatanga connections, and recognising the
Māori processes and preferences that motivate them to learn. She advocates
working with Māori students with the heart as well as the mind, and using a
strengths-based approach. These pedagogical practices work well with non-Māori
also, says Sandy.
It is exciting to see an increasing number of academics who are thoughtful about
their pedagogy and regularly reflect on their practice. I hope that their
contributions here will inspire other academics and give them ideas for their own
practice.
The Staff at TDU would like to wish you all well over the festive season and the
holiday break. We would like to say thank you to the many staff who have
supported our events and contributed so willingly to our work.
Best wishes
...and the team at TDU
Make a space at your place for teaching
Some of the best learning happens through conversation and most of the working life of academics is focused around the
department. So why not make the occasional space for conversation about teaching in your department?
•3•
NOVEMBER/DECEMBER 2010 • TDU TALK
Crossing boundaries: teaching geography
Prof Robyn Longhurst, Geography, Tourism and Environmental Planning
My hope emerges from those places of struggle where I
witness individuals positively transforming their lives and
the world around them. Educating is always a vocation
rooted in hopefulness. As teachers we believe that learning is
possible, that nothing can keep an open mind from seeking
after knowledge and finding a way to know (hooks 2003
p.xiv).
bell hooks (1952-) (nee Gloria Watkins) came from a poor working class
family in Kentucky and worked her way up the academic ladder to become
Distinguished Professor of English at City College in New York. Her first
major book on education, Teaching to Transgress, was published in 1994.
hooks inspires me on two counts: first, because she is concerned with
power relations and the interlacing dynamics of ‗race‘, gender, culture and
class; and second, because as an educator she believes that it is necessary to
engage with the whole person and their well-being. This, argues hooks,
enables people to open their minds, to engage in rigorous study, to think
critically and to cross boundaries. In this there is hope.
I want to excite a level
of interest in students
that makes them think
and care about the
world in ways they
haven‟t before
considered.
‗Crossing boundaries‘ encapsulates my pedagogy. Boundaries are
inherently spatial. They ―are threshold spaces that demarcate one thing
from another. Boundaries are a means of relational ordering: they give a
space or a thing an identity defined in relation to its Other‖ (Hetherington
1997 p. 64). Boundaries can be disciplinary, conceptual, theoretical,
emotional, bodily, and material. Interestingly, they are spaces of
uncertainty. There is often potential danger in crossing boundaries, for
example, in crossing the road, cross-dressing, or in crossing someone‘s
path, but there is also potential for learning and for exploring new ideas.
I aim to cross boundaries between teaching/learning, classrooms/
communities, theories/practice, individuals/groups, experience/reflexivity
and I encourage students to do the same. Crossing boundaries provides a
space for previously unconceptualised questions to emerge whether these
are about social justice, the culture of a particular place, or one group‘s
privilege over another. Together we can then work with these new ideas to
(re)construct meanings, gain deeper understanding, and create opportunities
for action.
NOVEMBER/DECEMBER 2010 • TDU TALK
•4•
Recognising the value in crossing boundaries means recognising that life is
ambiguous, contradictory, and full of paradoxes. Parker Palmer (1998)
argues that ―the principle of the paradox‖ can guide not only the
complexities and potentials of selfhood but also our thinking about
classroom dynamics.
The emphasis I put on crossing boundaries reflects ideas and practices
found in ―transformative learning theory‖ (Mezirow 2000). I aim to
facilitate an iterative process of ―learning, action and reflection‖, which
ideally, provokes a shift in students‘ consciousness (Cranton 2002) as they
become critically aware of their own, and others‘ assumptions. My aim is
to facilitate learning through involvement, action, reflection, probing and
crossing boundaries. I want to excite a level of interest in students that
makes them think and care about the world in ways they haven‘t before
considered.
Feminist scholars such as bell hooks advocate that identities are fluid and
ongoing. As a geography teacher I find this a fascinating idea and useful for
explaining to students that learning is a lifelong experience. It also reminds
me that I am constantly becoming a geography teacher through a desire to
understand how people and places continually make each other, that is,
how people create places and how places impact upon people. For me it is
questions rather than answers that matter the most because I want to remain
open to the different ideas and possibilities about how people make sense
of who they are and the places in which they live.
•5•
NOVEMBER/DECEMBER 2010 • TDU TALK
References
Cranton, J. (2002) ‗Teaching for Transformation‘. In J. Ross-Gordon (ed.)
New Directions for Adult and Continuing Education: No. 93.
Contemporary Viewpoints on Teaching Adults Effectively, San Francisco:
Jossey Bass, pp. 63-71.
Hetherington, K. (1997) The Badlands of Modernity: Heterotopia and
Social Ordering, London, Routledge.
hooks, bell (1994) Teaching to Transgress: Education as the Practice of
Freedom, London, Routledge.
hooks, bell (2003) Teaching Community. A Pedagogy of Hope, New York,
Routledge.
Mezirow, J. (2000) Learning as Transformation: Critical Perspectives and
a Theory in Progress, San Francisco, Jossey Bass.
Palmer, P. J. (1998) The Courage to Teach: Exploring the Inner Landscape
of a Teacher’s Life, San Francisco, Jossey Bass.
NOVEMBER/DECEMBER 2010 • TDU TALK
•6•
My Teaching Philosophy
Dr Anne Zahra, WMS Tourism & Hospitality Management
For this TDU Talk, I would like to share with you my teaching philosophy.
My teaching has been shaped through coming to terms with who I am. I am
very grateful for what I have learnt from the TDU staff, the Postgraduate
Certificate of Tertiary Teaching (PGCert(TertTchg)) and TDU invited
speakers and seminars over the years and the support of many people on
this journey.
A strong instinct in me is to give and take care of people or what Pratt
(1998) calls the nurturing approach to teaching. I have always found this in
teaching but it has taken me a long time to discover how I can apply this
strong instinct to research. I need to take care of people and give to people
directly. A few years back, teaching was losing its fulfilment for me as it
became a smaller, and what I perceived and what I thought the university
environment perceived, to be a less important part of my work. The love
and passion for teaching started to wear off as I saw my career being more
research focused. During this period I looked back with fond and joyous
memories to my early days in the academic world, to when I was a tutor. At
that time looking forward, all I could see was teaching becoming a smaller
part of my work and being transformed into supervision and research,
which I did not perceive to be connected to teaching. Thus the joy was
going out of teaching and to an extent my working life at university. I was
very lucky that I had the opportunity to start supervising PhD and Masters
students immediately after being awarded my doctorate. I gradually saw
how postgraduate supervision could meet my nurturing and social needs.
My research informs my
teaching
(Zahra & Ryan, 2005; Zahra & Walter, 2007)
and my teaching
illuminates my research.
•7•
Prior to enrolling in the Postgraduate Certificate of Tertiary Teaching
(PGCert(TertTchg)) in 2006, I compartmentalised my teaching and
research roles. I suppose I was trying to find my feet as a researcher and
had external forces driven by the Performance Based Research Fund
(PBRF) process to deliver set research outputs. Deep down I was reacting
to the publish or perish culture and my heart was not engaged. Deep
personal reflection on my teaching practice, led me to actively seek ways to
bring my teaching and research together as a way of resolving the
polarisation and tensions that were leading to personal discord. I realised I
needed to breach the teaching research divide (Marsh & Hattie, 2002) that
was being created from both my internal mindset and external forces. I now
try to align teaching and research wherever possible. My research informs
my teaching (Zahra & Ryan, 2005; Zahra & Walter, 2007) and my teaching
illuminates my research. More and more my research outputs are evolving
from my teaching practice (Zahra, 2008, 2009, 2010), and publications
from student research projects (McArthur & Zahra, 2009; Song & Zahra,
2009; Zahra & McFarlane, 2009). I have learnt a lot about the scholarship
of teaching and see my students as potential co-enquirers and coresearchers. The alignment of teaching and research (Trowler & Wareham,
2007) is very important to me and is becoming an increasingly important
part of my teaching philosophy.
NOVEMBER/DECEMBER 2010 • TDU TALK
Now the process is more
important to me. Now I
am shaped by the
process of learning. My
idealistic views are
grounded in relevance.
I am an idealist; at the same time I am very pragmatic and utilitarian. My
teaching philosophy has evolved (Radloff, 2002). In the beginning I took a
very practical, utilitarian approach to my teaching: What is in it for the
students? How will they connect? How can I entertain them? I was not
aware of the learning process: how students learn. This awareness came
through my participation in the Teaching Development Unit (TDU)
seminars. I am also now aware of the theory and research on how to engage
students (Beard, 2009; Hawkins & Weiss, 2005). Looking back I overassessed; and being utilitarian I was focused on outputs. Now the process is
more important to me. Now I am shaped by the process of learning. My
idealistic views are grounded in relevance. I want to see my work as being
relevant to people and society (Ramsden, 1987). I want to facilitate my
students to question and think critically. I do believe we all have a mission
to make the world a better place and my students are part of this.
References
Beard, C. (2009). Transforming the student learning experience: A
pedagogic model for everyday practice. In J. Buswell & N. Becket
(Eds.), Enhancing Student-centred Learning in Business and
Management, Hospitality, Leisure, Sport, Tourism (pp. 1-13).
Newbury Berks, UK: Threshold Press Ltd.
Hawkins, D. E., & Weiss, B. L. (2005). Experiential Education in Graduate
Tourism Studies Journal of Teaching in Travel & Tourism, 4(3), 129.
Marsh, H. W., & Hattie, J. (2002). The Relation Between Research
Productivity and Teaching Effectiveness: Complementary,
Antagonistic, or Independent Constructs? The Journal of Higher
Education, 73(5), 603-641.
McArthur, M., & Zahra, A. (2009). How does the Hamilton 400 V8 Event
impact on the hospitality sector? Paper presented at the International
Hospitality Conference, Tauranga, New Zealand. 15-17 November.
Pratt, D. (Ed.). (1998). Five perspectives on teaching in adult and higher
education. Malabar, Florida: Krieger Publishing Company.
Radloff, A. (2002). Learning to teach: Changes in technical college
teachers' beliefs about learning and teaching over a two year teacher
education program. In N. Hativa & P. Goodyear (Eds.), Teacher
Thinking, Beliefs and Knowledge in Higher Education (pp. 265-288).
Dordrecht, The Netherlands: Kluwer Academic Publishers.
NOVEMBER/DECEMBER 2010 • TDU TALK
•8•
Ramsden, P. (1987). Improving teaching and learning in higher education:
The case for a relational perspective Studies in Higher Education,
12(3), 275-286.
Song, X., & Zahra, A. (2009). International Hospitality Conference. Paper
presented at the International Hospitality Conference, Tauranga,
New Zealand. 15-17 November
Trowler, P., & Wareham, T. (2007). Re-conceptualising the ‗teachingresearch nexus‘: www.portal-live.solent.ac.uk.
Zahra, A. (2008). Empirical evidence of learning journals as a form of
assessment, 18th International Research Conference of the Council
for Australian University Tourism and Hospitality Education. Gold
Coast, Australia. February 10-13.
Zahra,
A. (2009). Language and cultural considerations when
implementing innovative approaches to assessments: Reflective
learning journals and the perception of non-English speaking
students. Journal of Tourism and Hospitality Education, 21(3), 5459.
Zahra, A. (2010). Learning journals as a form of assessment in a hospitality
context, CHME 19th Annual Research Conference. Surry, UK. May
5-6.
Zahra, A., & McFarlane, M. (2009). An investigation into the causes of
employee turnover and morale within a hotel. Paper presented at the
International Hospitality Conference, Tauranga, New Zealand.
November 15-17.
Zahra, A., & Ryan, C. (2005). National tourism organisations -politics,
functions and form: A New Zealand case study. Anatolia, 16(1), 526.
Zahra, A., & Walter, N. (2007). The Waikato Region: Major tourism issues
and opportunities to facilitate tourism development. Hamilton:
University of Waikato.
•9•
NOVEMBER/DECEMBER 2010 • TDU TALK
Conception, Communication, Consolidation
Dr Kirstine Moffat, Humanities
What is to be discovered between the covers of books, in particular
imaginative fiction, drama, and poetry, has excited and stimulated my mind
for as long as I can remember. Reading, for me, has always been at once a
very private activity but also an activity associated with the joy of
communication.
Three principles are central to my philosophy of what the teaching
experience is about: conceptualisation, communication, consolidation. I am
excited, stimulated, provoked by what writers have to say, and I want to
share this intellectual excitement with my students.
Conceptualising how
material that I know and
love can be integrated
into a paper and made to
come alive for students is
the foundation on which
successful teaching rests.
Conceptualising how material that I know and love can be integrated into a
paper and made to come alive for students is the foundation on which
successful teaching rests. Ideally a paper should take the class on a journey.
For example, one of my third year papers focuses on the genre of Tragedy.
We examine a range of texts across a broad historical and contextual
sweep, typically beginning with Shakespeare and ending with a
contemporary film, such as Babel. The texts are carefully chosen not only
for historical coverage but also to introduce students to different theories
about tragedy, moving from the Aristotelian idea of the tragic hero in King
Lear, to the overwrought romantic tragedy of Wuthering Heights, to the
socially determined tragedy of Madame Bovary, to the mass horror of the
experiences captured by World War I poets, to the existential angst of ‗The
Love Song of J. Alfred Prufrock‘, to the post-modern relativism of
Hamletmachine and Babel.
Having just finished teaching this paper, I can attest to the way in which
these ideas provoked students. Heated discussions in class raged about the
contained, aesthetically polished tragedy in literary texts
compared to the raw, purposeless tragedy in everyday
life. Students, some of whom entered the paper with
definite preferences for ‗happy endings‘, spoke of their
growing consciousness of reading and thinking about
tragedy as not just a literary but a social act, raising
consciousness about suffering. One student comment
particularly touched me, that what we studied in this
paper ‗mattered, not just in an academic sense, but in an
expansion of understanding about being human‘.
NOVEMBER/DECEMBER 2010 • TDU TALK
• 10 •
As my experience of this paper demonstrates, my reading, research and
preparation comes alive when it is charged with the dynamic interaction of
teaching as communication. One of the things I most enjoy about the
teaching of literature is the natural fusion between my subject and creative
and dynamic ways of presenting material. Students are individuals, with
different ways of learning and I believe that it is vital to engage students in
a variety of ways.
Students are
individuals, with
different ways of
learning and I
believe that it is
vital to engage
students in a variety
of ways.
Two techniques that I have used this year to good effect in my first year
paper Page to Screen are puppet shows and skits. Some of the students
were struggling a bit with reading Oscar Wilde‘s Lady Windermere’s Fan
and, in particular, appreciating Wilde‘s wit and humour. I decided to ‗act‘
out the opening of the play using sock puppets, and students were
immediately engaged. The text went on to be one that many students wrote
about in their essays. I also decided to create a very innovative revision
class, writing a short play ‗The Story of Page and Screen‘ to remind
students of the key issues of fidelity and transformation that had resonated
throughout the paper, and to take them on a ‗tour‘ of the texts we have
studied in preparation for the exam. Creating a house of books and dressing
up in a flamboyant wig met with much student approval, one student telling
me after the exam that when encountering a mental block towards the end
of the three hours the memory of my skit inspired fresh ideas to flow.
Consolidation is likewise an essential ingredient of teaching. In part, this
involves being accessible to students beyond the confines of the lecture
theatre or tutorial room. Students have individual questions and needs and
meeting with students one to one can be of great assistance in unlocking a
problem or helping a student to find his or her voice. Similarly, reading
student drafts and providing detailed feedback about assessments is crucial
in assisting students to grow and develop. Finally, consolidation involves
reflecting on the teaching experience in order to improve and refine. The
first time I taught Tragedy some of the male students complained that there
were ‗too many girly texts about doomed love‘, so this year I replaced Tess
of the D’Urbervilles with more war poetry and some T.S. Eliot, making the
paper more balanced.
Teaching is thus in many ways a cyclical process, starting with inner
conception, leading to the public dynamic of communication, reinforced by
thorough consolidation, resulting in reflection, refinement and renewal.
• 11 •
NOVEMBER/DECEMBER 2010 • TDU TALK
Variety is the Spice of Life: The Student Learning
Approach to Teaching Excellence
Dr E. Marcia Johnson, Director, Student Learning
Introduction and background
Student Learning acts as a University-wide facility for the development of
students‘ academic and mathematical skills. To achieve our goals and to
teach in effective, current, and student-centered ways, we have adopted a
collaborative team approach. The members of the team (Katherine GilliverBrown, Christina Gera, Andrea Haines, Janet Harris, and Patricia Strang)
bring individual strengths to their practice, which enhance the effectiveness
of their work. Bringing together complementary knowledge, skills, and
experiences from wide ranging backgrounds creates synergies that enable
us to meet the needs of a diverse and changing student population.
Design for learning
Our overall goal is to raise students‘ awareness that meta-cognitive learning
processes and strategies are transferable across tasks and subject areas.
Such realization is essential for achieving our key objective, which is to
help students become reflective independent learners.
Bringing together
complementary
knowledge, skills, and
experiences from wide
ranging backgrounds
creates synergies that
enable us to meet the
needs of a diverse and
changing student
population.
To meet students‘ needs the team has designed and implemented a
multifaceted, interactive, and student-centered approach to learning
development. Our blended approach includes both face-to-face interaction
and virtual learning spaces. In addition, we actively seek opportunities to
collaborate with lecturers to embed appropriate and effective learning
development opportunities within Faculties. Our design for learning is
therefore sensitive to the holistic learning needs of students and the
institution.
Facilitating learning
A key concept for student learning development is that (for the most part)
students self-select and visit the team voluntarily. This raises three key
issues: students and staff need to be aware of the existence of Student
Learning; gaining access to Student Learning resources and facilities must
be straightforward; and the learning resources and services we provide need
to be current and wide-ranging.
Raising awareness of Student Learning has included development of the
―Stairs to Success‖ graphic, which was implemented in 2009. It is now
visible on the Waikato website, for example on all Faculty and the Library
web pages. With just one click, students can gain access to Student
Learning‘s web-based resources.
NOVEMBER/DECEMBER 2010 • TDU TALK
• 12 •
At the top level of the website, students can book individual
appointments with tutors, enroll in workshops, download
text-based materials, or gain access to a variety of online
software tools for language development. Students can also
use interactive mathematics exercises or link to one of
twelve interactive online workshops and supporting
resources within the Moodle environment.
The online workshop material is available on an ―anytime anyplace‖ basis.
It provides students with opportunities for self-study on topics; such as,
time management, effective reading, and writing strategies. We also
provide an online ―Ask a tutor‖ service so that students can ask specific
questions about assignments or other learning tasks, or submit work for
tutor feedback. Both the workshops and the more personal interaction with
a tutor are useful not only for on-campus students but also for students
studying at a distance.
In addition, nineteen one-hour generic skills and ten Maths skills face-toface workshops are offered throughout ‗A‘ and ‗B‘ semesters. During
semester breaks two-hour workshops are offered to meet the writing needs
of international students. The instructional approach in all of the workshops
is interactive and task-based so that students learn by completing and
discussing authentic pedagogically linked activities. Requested workshops
are also offered on specialised topics and for particular cohorts of students
and staff.
Our goal is to
provide students
with choices so that
they can become
self-confident,
independent, and
successful young
scholars.
• 13 •
For higher degree students, the Thesis Writing Circles initiative is aimed at
developing interdisciplinary research conversations and writing sessions.
Students share writing, discuss general research issues, strategies, and skills
to enhance the research and writing processes and they also develop
interpersonal networks. Meetings are held weekly and include a mix of
input sessions facilitated by academic researchers across the university,
practical workshops on different research and writing themes, and quiet
times during which students write.
The tutors also work individually with students in 50-minute personal
consultations (appointments required) during which students articulate any
concerns affecting their ability to achieve their goals. We work
collaboratively according to the student‘s learning priorities and at a pace
directed by the student as they examine their work, discuss possible
improvements, and develop ways to better structure their ideas. The more
tightly focused 15-minute drop-in sessions (no appointment needed)
provide opportunities for students to address specific areas of concern.
Overall, the Student Learning team facilitates learning in a variety of
student-centred ways to promote learners‘ reflection on, and development
of, academic literacy and mathematics skills. Our goal is to provide
students with choices so that they can become self-confident, independent,
and successful young scholars.
NOVEMBER/DECEMBER 2010 • TDU TALK
Formative Assessment in Lectures—an Example
Dr Rob Torrens, Engineering
When I was contacted to contribute to this issue of TDU Talk, I wasn‘t
really sure which aspect of my teaching to discuss – so I let my students
decide. My students have no idea that they‘ve done this for me – they do
know that for each of my courses they‘ve completed a Course Appraisal.
You know, those questionnaire things where students colour in the dots and
then you get emailed a summary. I have to admit I don‘t find the numerical
summaries particularly useful – it gives you an overall idea of what
students think of your performance, but no specifics. I‘ve now got into the
habit of routinely requesting the original survey forms so that I can read the
―Three things to keep‖ and ―Three things to change‖ sections. Reading
these sections gives me a much clearer picture of which of my practices
students think work well, and which ones could do with some work. From
this feedback (examples below) the single most appreciated aspect of my
teaching practice is my use of formative assessment (through the use of
review questions) – so that‘s what I‘m going to talk about.
―[Keep] the revision questions at the beginning of each lecture‖
―The informal revision exercises at the beginning of each lesson
were very helpful.‖
(student feedback from ENGG180 and ENMP102 teacher appraisals, 2007-2009)
“...thoughtful and timely
feedback informed by
pedagogical content
knowledge is critical for
developing among
students at all levels a
more advanced
understanding of key
concepts and skills in a
discipline.”
Committee on Recognizing, Evaluating,
Rewarding, and Developing Excellence in
Teaching of Undergraduate Science,
Mathematics, Engineering, and Technology
The formative assessment is handled in an informal manner. At the start of
each lecture (except the very first lecture) I‘ll write two or three questions
on the board regarding the content of the previous lecture; students are then
given 5 minutes to formulate their answers. During that time students will
discuss the questions with each other; it is not a hushed test-like silence
(nor do I want a test-like silence). After the time has elapsed I‘ll then ask a
particular student at random to give their answer to one of the questions,
and so on.
These review questions:
 remind the students of what we‘d covered previously, which is useful as
we are often building on that previous lecture;
 reinforce important aspects of the previous lecture, as the questions I ask
are focused around the learning outcomes of that previous lecture;
 allow me to gauge student understanding of the previous material and
NOVEMBER/DECEMBER 2010 • TDU TALK
potentially correct any misunderstandings immediately, rather than
having to wait for a test to be sat and then discovering I didn‘t explain
something as well as I thought. Also after covering my set questions I
will ask if they‘ve any further questions about the previous lecture –
allowing them an additional opportunity to explore the topic;
• 14 •
 lead to a high level of engagement as anyone can be asked to give their
answer;
 increase student confidence in verbal communication of concepts and
ideas because they are a routine part of the lecture.
I do have to be careful how I deal with these verbal answers from students.
I ensure that positive reinforcement is provided when students get the
answer right, that I acknowledge if part of their answer is correct and that I
don‘t belittle or degrade students if they get the answer wrong.
Some of you may argue that I‘m ‗wasting‘ too much time in lectures by
doing this, that I can‘t cover as much content - yes, this is something that I
have to be aware of; but content alone, without understanding, is of limited
value. This formative assessment gives me a much greater handle on
whether students understand the material – in situations where they could
give the right answer, but for the wrong reason, I can question them further
to actually elucidate what their thinking is.
The Committee on Recognizing, Evaluating, Rewarding, and Developing
Excellence in Teaching of Undergraduate Science, Mathematics,
Engineering, and Technology (a committee of the U.S. National Research
Council) has said1:
―A powerful tool for increasing student learning is ongoing,
informal assessment (formative assessment). Emerging research on
learning shows that thoughtful and timely feedback informed by
pedagogical content knowledge is critical for developing among
students at all levels a more advanced understanding of key
concepts and skills in a discipline.‖
―Formative assessment has benefits for both students and faculty.‖
I would encourage you all (regardless of discipline) to consider how you
could incorporate formative assessment into your teaching. The way I
achieve it works for me and my students, but is just one example.
References:
1
Committee on Recognizing, Evaluating, Rewarding, and Developing
Excellence in Teaching of Undergraduate Science, Mathematics,
Engineering, and Technology. Evaluating and Improving Undergraduate
Teaching in Science, Technology, Engineering, and Mathematics.
National Academies Press, 2001.
• 15 •
NOVEMBER/DECEMBER 2010 • TDU TALK
‘Class Snapshot’: Marketing students take a closer
look at themselves
Dr Mary Fitzpatrick, WMS Marketing
‗Research‘ can be a challenging topic for lecturers to teach, and – usually
indicated by eye-rolling and/or glazing - a dry subject for students to learn.
Teaching ‗research‘ can be especially challenging in the context of a large
introductory class, when many of these first-time students are likely to be
feeling unconfident, depersonalized, and isolated from their teachers and
fellow students (Bath, 2008). In this article I describe briefly a teaching/
learning activity that I‘ve developed to teach research as an inquiry-based
activity in an introductory marketing course of 300+ students from diverse
backgrounds.
Within the discipline of marketing, marketing research is regarded as a
foundation topic in marketing education and a critical component of
marketing practice. So the big challenge at this first year level is to teach
research in a way that engages students and thus ‗sets up‘ marketing
research as an interesting subject upon which colleagues can build in later
courses. Based on the literature, I realised that in order to be engaging from
the students‘ perspective, the teaching/learning activity had to be
meaningful, current, believable, coherent, and connected. According to the
educationalists, there‘d be a greater chance of the deep learning and
understanding I want for my students, if they were learning actively; that is,
directly involved and learning as researchers (e.g., Healey, 2005).
It is nothing new to
call for the use of
real data in courses
in order to connect
theory with practice
and actively engage
the students in the
learning experience.
The seeds of this particular teaching/learning activity were sown by Prof
Bevan Grant, during a talk he gave at a TDU workshop, when he spoke
about using students as survey subjects. Several years on, the seeds have
developed into our ―Class Snapshot: First Year Marketing Students‖, in
which the students step into the marketing research process as research
participants to generate data that is the ultimate in meaningfulness,
immediacy, and authenticity simply because it all about them.
Ten days before I begin teaching the Marketing Research topic, the
students are invited to complete an online questionnaire comprising 53
questions. The data generated by the students are analysed using Microsoft
Excel. Then, in the Marketing Research lectures, I use the data produced by
the students to illustrate each of the seven steps in the marketing research
process as outlined in the textbook. At that point when I present their data
to them in class, the students effectively become the ‗clients‘ to whom the
research report is made. For each of the seven steps, I present key points,
concepts, procedures, etc. that relate to a specific stage of the marketing
research process, then follow immediately with Class Snapshot slides that
illustrate how that step applies to their research data.
NOVEMBER/DECEMBER 2010 • TDU TALK
• 16 •
For example, in Step 3 of the marketing research process, Choose the
Method for Collecting Primary Data, we talk about the different methods
for collecting data (e.g., telephone surveys, face-to-face interviews, mail
questionnaires, online questionnaires, personal observation, mechanical
observation, etc.) and discuss the advantages and disadvantages of each. I
follow these ‗content‘ slides with Class Snapshot slides that identify their
research method as a structured, online questionnaire, with advantages for
them as participants of anonymity and convenience, which at the same
enabled us as the researchers to design a relatively lengthy questionnaire
(53 questions) and achieve a reasonably high response rate. At Step 6:
Analyse the Data, Monica van Oostrom, one of our computer support staff,
comes in to demonstrate how the student data is analysed using Excel and
then shows how their research data can be best displayed using various
graphical representations e.g., bar graphs compared to line graphs or pie
charts.
For me as teacher, by the end of the Class Snapshot activity I understand
our student-consumers better because I know some of their important
lifestyle characteristics and values. This is valuable information for
ensuring other teaching activities and examples used throughout the course
are also engaging. For the students, this application exercise makes
marketing research personal on all sorts of levels - they have experienced
filling in the questionnaire, they have shared the experience as a
community of inquiry taking part in the survey, they learn as both
participants and clients about themselves as a consumer population, and
they see their own data transformed into meaningful and useful marketing
information.
It is nothing new to call for the use of real data in courses in order to
connect theory with practice and actively engage the students in the
learning experience. The key difference of this inquiry-based learning
activity is that it involves first year marketing students as participant/
producers of the research data and as client/end-users of the marketing
research information presented to them in the classroom.
• 17 •
NOVEMBER/DECEMBER 2010 • TDU TALK
References
Bath, D. (2008). ―Do red apples differ from green apples?‖:
Using research-based learning to facilitate learning and
engagement in a large first year course. Proceedings of
the 11th Pacific Rim First Year in Higher Education
Conference, Hobart, Australia.
Healey, M. (2005). Linking research and teaching: Exploring
disciplinary spaces and the role of inquiry-based learning.
In R. Barnett (Ed.). Reshaping the university: New
relationships between research, scholarship and teaching
(pp. 67-78). Berkshire, UK: Open University Press
The TLU's annual Forum: Quantitative
Analysis of Teaching and Learning in
Higher Education in Business, Economics
and Commerce Disciplines
11 February 2011.
http://www.tlu.fbe.unimelb.edu.au/teaching_staff/
forum/index.html
INTED2011 (5th International
Technology, Education and Development
7th-9th March 2011 Valencia (SPAIN)
http://www.inted2011.org
International Postgraduate Supervision
Conference: 'Promoting a culture
of postgraduate scholarship'
18-21 April 2011, Stellenbosch, South Africa
www.postgraduate2011.co.za
„Problem Based Learning (PBL) Today &
Tomorrow‟
May 26 & 27, 2011, Trinity College Dublin, Ireland
www.facilitate.ie
Internationalisation of Pedagogy and
Curriculum in Higher Education:
Exploring New Frontiers
University of Warwick, UK, 16-17 June 2011
http://www.heacademy.ac.uk/events/detail/2011/
academyevents/16_17_June
NOVEMBER/DECEMBER 2010 • TDU TALK
• 18 •
Evaluating your teaching
Dr Marcus Wilson, Engineering
I hope we would all agree that we should be giving our students the best
possible learning opportunities we can within the constraints we have.
Many of us put considerable effort into preparing our teaching material:
lectures, assignments, laboratories, exams – and, particularly for large
classes, marking and giving feedback. But how do we know when we are
teaching well? In what areas do we need to improve? In what areas might
we be putting more effort than required?
A first response is teaching appraisal forms. What do these tell us? If
you‘ve been teaching here for more than a couple of years, you‘ve probably
worked out that they can be just a popularity poll. Set easy assignments,
avoid 8 am lecture slots, and tell a few good jokes and you‘ll get a great
score. Right?
If you use appraisals in this way, you may as well not bother – they‘ll tell
you very little. Evaluating your teaching should start before the semester
begins. Take time to think about what it is you want to know about your
teaching. In what ways can you best find this out? Getting the students to
‗score‘ you is not necessarily the best way forward – popularity does not
necessarily correlate with effective teaching. Teaching Development Unit
(TDU) staff or your Faculty Teaching Advocate can help you work out
what methods you might use. Make a plan to do it.
Some methods are easy. First, customize those appraisal forms. Ask the
questions that you want to find the answer to. Use the item-bank, or write
your own. Give the students time (not one or two minutes) to fill out these
forms properly. Encourage them to write free responses. When you get the
forms back, read the responses and identify the main themes in them.
Decide how you wish to respond. Using this method, I‘ve assessed this year
whether changes to my teaching of two physics and engineering papers
were successful. I did this by asking a direct question on the appraisals
about the changes. The result, for one, was a resounding ‗yes‘; for the
other, the results were polarized – some liked it, some objected. This
provides useful feedback to me and will influence how I approach the
teaching next year.
• 19 •
NOVEMBER/DECEMBER 2010 • TDU TALK
There are many other methods. One I‘ve found enlightening this year is to
use a focus group. Bring together a few students from the paper (this can be
easier said than done) and ask them a few, well-chosen questions about the
paper and your teaching. This may need ethics approval, and you yourself
shouldn‘t be at the focus group – but use TDU or use a colleague. This year
I‘ve asked questions about assignments to identify whether the students
have met learning outcomes that I felt I hadn‘t assessed well. The largest
problem I faced was trying to get students to participate – though I found
that allowing them to respond via email helped attract willing students.
Ask colleagues to watch you teach – and give you feedback. This is scary
– I had my first formal observation this year, but it provides really good
material. TDU staff can also do this for you.
Be prepared to discuss your experiences, with other teachers and with
students. I often put up teaching issues on my blog. This can be difficult
sometimes, obviously I need to maintain student anonymity – but it has
been very useful. In my context (physics), I‘ve discussed whether students
should be expected to know the values of fundamental constants e.g. the
speed of light, and the merits of giving students exemplars of assignments
from a previous year group. Usually, it‘s other lecturers (at Waikato and
elsewhere) that contribute to the discussion, but I know students read the
posts too.
Talk to the students themselves about your teaching. That‘s something I‘ve
started to do seriously this year. Conversations can reveal how a student
really thinks about a subject. If students know you genuinely want to
improve how you teach, they are more likely to talk openly. The more open
you are with them, the more open they will be with you.
Finally, and importantly, you need to respond to all this feedback. There is
little point in knowing that something isn‘t working if you have no
intention of doing anything about it. If students know that you do make
changes as a result of feedback, they will be open with you about it, and
that will lead to a virtuous circle of improvement.
NOVEMBER/DECEMBER 2010 • TDU TALK
• 20 •
Teaching Philosophy
Sandy Morrison, Tikanga
In 1995, my first grandchild was born. My grandfather, who was alive at
the time, was 86. The world of learning of my grandfather had been
confined to farming and working the land. Achieving scholastically would
probably not have been a reality for him. Looking down at my grandchild, I
was suspended in the continuum of history and destiny and could not help
but wonder at the world of learning he would enter. The new millennium
would be technologically advanced, overloaded with information that was
quick and easy to access. Moreover, I wondered about my role in ensuring
that I kept faith and integrity with the teachings and legacy of my
grandfather, especially culturally, and instilling sound values and teachings
in the life of my grandchild. This was a defining moment and I realised
then that every generation has their role to play in their peoples‘ and
nation‘s development. My teaching style would align itself to ensuring and
facilitating that transfer with integrity and it was my responsibility to be
both the role model and the practitioner.
...I realised then that
every generation has
their role to play in their
peoples‟ and nation‟s
development.
It will come as no surprise therefore that my teaching is grounded within
kaupapa Māori. Nepe (1991) says that Kaupapa Māori is esoteric and tuturu
Māori. It is knowledge that validates a Māori world view and is not only
Māori owned but also Māori controlled. Translating this into the classroom
requires attentiveness to Māori processes as well as students‘ learning
outcomes and for the content to be sourced from a Māori worldview. It
involves thinking, responding mindful that Māori learners would have their
own way and style of learning and awareness of whakapapa, wairua and
whanaungatanga connections. All these concepts need to be considered
while still maintaining the integrity of academia.
My teaching focuses on learning with the heart as well as with the mind, a
process that I believe assists particularly Māori students. I give time to
emotion and working through emotion. I employ a strengths-based
approach which seeks to promote students‘ critical engagement with
historical discourses, social and cultural meanings, and power relations
(Kana‘iaupuni, 2004). Every student brings a range of experiences,
ancestral knowledge, memory and insights into the teaching space and
these are honoured, and provide a platform for building knowledge and
reflecting on knowledge and making knowledge relevant. Working from a
kaupapa Māori base does not exclude those who are not Māori as I find that
it works for everyone, no matter what ethnicity.
• 21 •
NOVEMBER/DECEMBER 2010 • TDU TALK
The Polynesian word ―ako‖ and its dual meaning, to learn and to teach, has
resonance with me because teachers and learners co-construct knowledge
together. I try to embody also this concept but need to keep tuakana and
teina relationships in mind while doing so. Further, relationships in an
indigenous pedagogical view are not just between learners and teachers, but
are also with the land, all living beings and inanimate presences (Ritchie,
2009). Therefore, my teaching space allows for all to belong, to make claim
to where they position their tūrangawaewae, to be safe as a group and to be
compassionate towards others within the group. In class I affirm and am
guided by the following whakataukī e.g.
He aha te mea nui o te ao- it is people. I value people, their opinions
and the fact that they are on a learning journey.
Mā tōu rourou, mā tāku, ka ora te iwi. I encourage sharing from all our
kits of knowledge.
Tēnā koutou katoa.
...my teaching space
allows for all to belong,
to make claim to where
they position their
tūrangawaewae, to be
safe as a group and to
be compassionate
towards others within
the group.
References
Kana`iaupuni, S.M. (2004). Ka`aka-lai Ku—Kanaka: A Call for Strengthsbased Approaches from a Native Hawaiian Perspective. Educational
Researcher, 33(9), 26-32.
Nepe, T. M. (1991). Te Toi Huarewa Tipuna: Kaupapa Maori, an
Educational Intervention System. Department of Education. The
University of Auckland, Auckland.
Ritchie, J. (2009). Cultural transmission with a focus on the retention of
indigenous knowledges in contexts with a history of colonisation.
Commissioned paper prepared for Ministry of Education and Te
Taumata o Ngāti Whakaue.
NOVEMBER/DECEMBER 2010 • TDU TALK
• 22 •
2011 eLearning Workshops
Moodle workshops
These 'how to' workshops provide staff with the technical skill and knowledge to use Moodle tools.
 Moodle One: Getting started with resources : (February 1st, June 9th, & November 2nd)
 Moodle Two: Paper Settings & Communication : (February 8th, June 16th & November 9th)
 Moodle Three: Assessment tools in Moodle : (February 15th, June 23rd & November 16th)
 Moodle Four: Groups and Groupings : (February 22th, June 30th & November 23rd)
 Moodle Digest One (April 19th & August 24th)
 Moodle Digest Two (April 20th & August 25th)
eLearning workshops
These workshops offer practical strategies to assist you with implementing eLearning in your teaching.
 A beginner's guide to eLearning (Thursday February 10th)
 Expanding your eLearning horizons (Thursday February 17th)
 Discussion boards - the basics (Tuesday March 1st)
 Online assessment (Wednesday April 6th)
 Discussion boards - beyond the basics (Thursday May 5th)
 Lecture capture and beyond (Wednesday June 1st)
 Using quizzes for learning (Tuesday July 5th)
 Blogs for learning (Wednesday August 3rd)
 Turnitin & Plagiarism (Thursday September 1st)
 Online Bookmarking (Wednesday October 5th)
 Online collaboration (Tuesday November 1st)
 New tools for a new year (Thursday Dec 1st)
For more information and to register please visit the 'Coming Events' page of the Staff Development
page of iWaikato or contact Teresa Gibbison (email: [email protected]).
• 23 •
NOVEMBER/DECEMBER 2010 • TDU TALK
Teaching Development Events 2011
FEBRUARY
FASS Day  Fri, 4 Feb
Exploring your Teaching and Learning Beliefs  Mon, 7 Feb
(9.00-12.00)
Introduction to Course Design  Tue, 8 Feb (9.00-12.00)
Maximising Learning in Large Classes  Wed, 9 Feb (9.0012.00)
A Beginners’ Guide to eLearning  Thu, 10 Feb (9.00-11.00)
Principles of Assessment  Mon, 14 Feb (9.00-12.00)
Designing Assessment Tasks for Student Learning  Mon, 14
Feb (2.00-4.00)
The Marking Process  Tue, 15 Feb (9.00-12.00)
Starter Strategies for Teachers  Tue, 15 Feb (12.30-2.30)
Teaching for Diversity  Wed, 16 Feb (1.00-3.00)
Becoming a Reflective Practitioner  Thu, 17 Feb (9.0012.00)
Embedding Information Literacy  Mon, 21 Feb (9.00-12.00)
Facilitating Laboratory and Practical Classes  Mon, 21 Feb
(1.00-4.00)
Tutor Day – Introduction to tutoring for tutors in FASS,
Education, Law and Management  Tue, 22 Feb (9.00-3.00)
Tutor Day – MComm Tutors  Wed, 23 Feb (9.00-3.00)
Expanding your eLearning Horizons  Thu, 24 Feb (9.0012.00)
Research and Teaching  Thu, 24 Feb (1.00-4.00)
Evaluating Your Teaching  Fri, 25 Feb (9.00-12.00)
JUNE
Teaching Development workshops  7-17 June
Postgraduate Supervisors’ Conversations  Tue, 28 June
(12.00-2.00)
Teaching Network  Wed, 29 June (12.00-2.00)
AUGUST
Postgraduate Supervisors’ Conversations  Tue, 9 Aug (12.002.00)
Getting Published workshop  Tue, 23 Aug
Waikato Experience Induction Morning Tea  Wed, 24 Aug
PGCert(TertTchg) meeting  Tue, 30 Aug
Action Research workshop  Wed, 31 Aug
SEPTEMBER
Teaching Network  Thu, 1 Sep (12.00-2.00)
Appraisal Call—Semester B (Request for questionnaires) 
Mon, 5 Sept
Compiling a Teaching Portfolio workshop  Fri, 16 Sep (10.0011.30)
Postgraduate Supervisors’ Conversations  Tue, 27 Sep (12.002.00)
MARCH
PGCert(TertTchg) meeting  Wed, 9 Mar
Exploring your teaching and learning beliefs (Tauranga) 
Tue, 15 Mar (9.00-12.00)
Introduction to course design (Tauranga)  Tue, 15 Mar
(1.00-4.00)
Becoming a Reflective Practitioner (Tauranga)  Wed, 16
Mar (9.00-12.00)
Principles of Assessment (Tauranga)  Wed, 16 Mar (1.004.00)
Introduction to tutoring for tutors in FASS, Education, Law
and Management (Tauranga)  Thu, 17 Mar (9.00-12.00)
Evaluating Your Teaching (Tauranga)  Thu, 17 Mar (1.004.00)
Teaching Network  Wed, 23 Mar (12.00-2.00)
APRIL
Postgraduate Supervisors’ Conversations  Tue, 5 Apr (12.002.00)
MAY
Appraisal Call—Semester A (Request for questionnaires) 
Mon, 2 May
PGCert(TertTchg) meeting  Wed, 25 May
NOVEMBER/DECEMBER 2010 • TDU TALK
OCTOBER
Teaching Network  Wed, 19 Oct (12.00-2.00)
NOVEMBER
Visiting academic: Jean McNiff  Dates TBC
Postgraduate Supervisors’ Conversations  Tue, 8 Nov (12.002.00)
Teaching Network  Wed, 23 Nov
DECEMBER
Celebrating Teaching Day  Tue, 6 Dec (9.00-12.30)
 TDU staff are available on an ongoing basis for teaching
observations, individual consultations, focus groups and
support in preparing teaching portfolios.
Website: www.waikato.ac.nz/tdu
Email: [email protected]
• 24 •
2011 Teaching Development Summer Series
HAMILTON
Week 1
For more information or
to register for the 2011
Summer Series, please
email
[email protected]
Exploring your Teaching and Learning Beliefs*
Mon, 7 Feb, 9.00-12.00
B.G.24
Introduction to Course Design*
Maximising Learning in Large Group Contexts: learning
from case studies of practice*
A Beginner’s Guide to eLearning
Tue, 8 Feb, 9.00-12.00
Wed, 9 Feb, 9.00-12.00
B.G.24
TBC
Thu, 10 Feb, 9.00-12.00
TBC
Week 2
Principles of Assessment*
Designing Assessment Tasks to Promote Learning
Mon, 14 Feb, 9.00-12.00
Mon, 14 Feb, 1.00-3.00
B.G.24
B.G.24
The Marking Process
Tue, 15 Feb, 9.00-12.00
B.G.24
Starter Strategies for Teachers
Tue, 15 Feb, 12.30-2.30
B.G.24
Teaching For Diversity
Wed, 16 Feb , 1.00-3.00
B.G.24
Becoming a Reflective Practitioner*
Thu, 17 Feb, 9.00-12.00
B.G.24
Week 3
Embedding Literacy into Learning
Mon, 21 Feb, 9.00-12.00
B.G.24
Facilitating Laboratory and Practical Classes
Mon, 21 Feb, 1.00-4.00
B.G.24
Tutor Day: Introduction to tutoring for tutors in FASS,
Education, Law and Management
MComm Tutor Day
Tue, 22 Feb, 9.00-3.00
TBC
Wed, 23 Feb, 9.00-3.00
TBC
Expanding Your eLearning Horizons
Thu, 24 Feb, 9.00-12.00
B.G.24
Research and Teaching*
Thu, 24 Feb, 1.00-4.00
B.G.24
Evaluating Your Teaching*
Fri, 25 Feb, 9.00-12.00
B.G.24
Exploring your Teaching and Learning Beliefs*
Tue, 15 Mar, 9.00-12.00
TBC
Introduction to Course Design*
Tue, 15 Mar, 1.00-4.00
TBC
Becoming a Reflective Practitioner*
Wed, 16 Mar, 9.00-12.00
TBC
Principles of Assessment*
Wed, 16 Mar, 1.00-4.00
TBC
Introduction to tutoring for tutors in FASS, Education,
Law and Management
Thu, 17 Mar, 9.00-12.00
TBC
Evaluating Your Teaching*
Thu, 17 Mar, 1.00-4.00
TBC
TAURANGA
Supervisors’ Conversations—Reflections to Date
On Wednesday 1 December, the Teaching Development Unit, in collaboration with the PVC (Postgraduate), will be
holding the end-of-year meeting of the 'Supervisors' Conversations'.
The meeting invites supervisors to provide feedback and comments on the conversations to date and the topics that
could be considered for the 2011 programme. Feedback could inform a research project on the Supervisors' Conversations
initiative. All those who have participated in the Supervisors' Conversations in 2009 and 2010 are welcome to attend.
The event will be held from 12 noon to 2 pm in the Upstairs Lounge at the Academy on 1 December. Please register
interest through iWaikato (My Work > Staff Development > Coming Events) or email [email protected] by Friday
26 November.
• 25 •
NOVEMBER/DECEMBER 2010 • TDU TALK
December
Professional Development at a Glance
Wed, 1 Dec (8.45-12.00) Introductory Session for New Staff
Wed, 1 Dec (12.00-2.00) Supervisors‟ Conversations: Reflections to Date
Wed, 1 Dec (4.30-6.00) Staff Awards Ceremony
Wed, 1 Dec (2.00-4.00) Google Apps Exploratory Session
Thu, 2 Dec (10.00-12.00) Google Apps Exploratory Session
Fri, 3 Dec (9.00-12.30) Celebrating Teaching Day
Wed, 8 Dec (2.00-4.00) Google Apps Exploratory Session
Thu, 9 Dec (10.00-12.00) Google Apps Exploratory Session
Wed, 15 Dec (2.00-4.00) Google Apps Exploratory Session
Thu, 16 Dec (10.00-12.00) Google Apps Exploratory Session
Produced by:
TEACHING DEVELOPMENT UNIT | WĀHANGA WHAKAPAKARI AKO | UNIVERSITY OF WAIKATO
Private Bag 3105 | Hamilton | New Zealand
Phone: +64 7 838 4839 | Fax: +64 7 838 4573 | [email protected] | www.waikato.ac.nz/tdu