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Creating efficiencies in teaching : where are the right resources when you need them?

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conference contribution
posted on 2017-12-06, 00:00 authored by W Boles, R King, Roger Hadgraft, D Lowe
Early career engineering academics are encouraged to join and contribute to established research groups at the leading edge of their discipline. This is often facilitated by various staff development and support programs. Given that academics are often appointed primarily on the basis of their research skills and outputs, such an approach is justified and is likely to result in advancing the individual academic’s career. It also enhances their capacity to attract competitive research funding, while contributing to the overall research performance of their institution, with further potential for an increased share of government funding.In contrast, there is much less clarity of direction or availability of support mechanisms for those academics in their role as teachers. Following a general induction to teaching and learning at theirinstitution, they would commonly think about preparing some lecture materials, whether for delivery in a face-to-face or on-line modality. Typically they would look for new references and textbooks to act as a guide for preparing the content. They would probably find out how the course has been taught before, and what laboratory facilities and experiments have been used. In all of these and other related tasks, the majority of newly appointed academics are guided strongly by their own experiences as students, rather than any firm knowledge of pedagogical principles. At a time of increased demands onacademics’ time, and high expectations of performance and productivity in both research and teaching, it is essential to examine possible actions to support academics in enhancing their teaching performance in effective and efficient ways.

History

Start Page

1

End Page

10

Number of Pages

10

Start Date

2013-01-01

Finish Date

2013-01-01

ISBN-13

9780992409906

Location

Gold Coast, Queensland

Publisher

Griffith University

Place of Publication

Brisbane, Queensland

Peer Reviewed

  • Yes

Open Access

  • No

Era Eligible

  • Yes

Name of Conference

Australasian Association for Engineering Education. Conference

Parent Title

Proceedings of the 24th Annual Conference of the Australasian Association for Engineering Education (AAEE 2013), Work Integrated Learning : Applying Theory to Practice in Engineering Education, Crowne Plaza Hotel, Gold Coast, Queensland, December 8-11, 2013