Other non-award training
undertaking Graduate Certificate of Academic Teaching and Learning
Early career academic recruitment and development program

Best aspects
GOOD PERSONAL RELATIONSHIPS DEVELOPED WITH LECTURERS;AVAILABILITY OF LECTURERS; OPENESS TO MEET AND DISCUSS ISSUES
work place based clinical education with a well organised formal learning program that is practically orientated to produce sound junior doctors. Small student numbers means all are known well and supported individually.
In class tutorial critiques on their assessment work and discussion groups.
Limited to the courage and conviction of individual staff - if we are passionate we are not rewarded - generic passive teaching is the preferred mode and I use problem based learning which is not valued
group work with clear instructions and interesting ideas as to how to approach learning. Students generally don't like group work, but they often don't see the benefit immediately
Focus on teamwork, often with people that the students have never worked with before.
classwork and group exercises and projects
Using undergraduate Socratic teaching methods
Carefully monitors how students are responding to course work and assessments and additional assistance is provided as required. Heaps of scaffolding is given. Human development in Tauranga has a commitment to the personalisation of learning, and it is understood that each student is undertaking a challenging personal journey.
As a sessional I have no time to give students much feedback outside class time. Support for sessionals to do this would be good for students.
Atempts to start learning form where studetns are and work from general opinions to builiding academic argument and evidence
Attention to IT and e-learning resources, on-campus support for students, research informed teaching, Teaching & Learning Strategy and support services, teaching development courses for staff, focus on cultural understanding.
Enquiry based learning and problem based learning
Provision of online and on-campus teaching and learning supportStimulating final year strategies in teaching and learning processes eg., conference, internship,encouragment to pursue avenues of teacher leadership and individual use of their strengths...
Diverse socio-economic student intake.Constructive alignment between subjects, intended learning outcomes, and assessments.
The design of coursework to encourage peer learning and continutal learning; not just all for a final exam. Linking understanding to real world senarios. Much of the engagement would also come from the enthusiasm staff bring to their classes and workshops and discipline (when they are not too overworked or stressed by the workload or being undersupported by admin). By also providing access to needed resources for them to use when they need them.
In the program I teach:Experiential learningField trips including overseasSmall class sizesSocial engagement with students' that permits greater understanding of individual learning needs
authentic learning experiences, opportunties for flexibility to accommodate differing needs
Providing practical experiences such as the Blufin trips
Effective student support services Committed academic staffExcellent library support
Very little.The clinical teaching side is so out of date with current teaching practices it is not funny. Students are given out dated preparation and then fail majorly when they are placed into a practical situation.For the theoretical teaching side, too much emphasis is placed on staff doing research at the expense of educating their students appropriatley. It is common for the HOS to circulate emails that say congratulations to all the 'teachers' who mainly do research, but there are never any emails circulating congratulating teaching staff on their teaching.
Wide range of learning resources are available on-line and an extensive level of support from teaching and learning staff for education based activities and cultural diversity support.
Some creative and innovative learning experiences, though this is not consistent across courses. Helpful admin staff (however, antiquated systems undermine this)
Workshop groups where lessons can be role modelled and critique. Students can then put into practice things that they have learned and then personally critique their own practice. These groups need to be small enough to allow meaningful dialogue. The move to lecture based learning has lead to a more transmission model of teaching education. Where as the trend in school teaching has moved to a more student cantered constructivist model of learning. In the Secondary Teaching Curriculum Studies there is time to provide a more student centred ‘hand on’ teaching and this is of great benefit for teacher trainees who then can transfer their learning experiences into real context in the classroom. So to answer the question! I am disappointed with the general direction and down grading of teacher education particularly since teacher education has moved into the Universities and the research culture has taken priority. Tutorial and workshops I believe are essential where small groups of students can have hands on. These engage stuudents.
BY SEEING THE STUDENT AS A WHOLE PERSON - NOT JUST AN ACADEMIC NUMBER
Co-operative learning, good communication, enthusiasm for the subject from lecturers

Needs improvement
Value teaching and learning ahead of staff research outputs
smaller undergrad classes and better ways to get to know students personally
MORE TO ADDRESS MULTICULTURAL ISSUES; LESS CROWDED CURRICULUM IN ECE PROGRAMME
Ensure appointments are made of people who love their subject.
speedier return or marked work - hard to do with busy clinicians marking the work.
Provide more language support for international students
Making attendance to and participation in tutorials assessable.
Don't accept students whose English or written skills are not adequate immediately into standard courses - it's a frustrating experience for staff, but even more frustrating and upsetting for students. Provide or recommend more initial/preparation courses first, either with English language, or with thinking and learning skills.
Have staff in management with educational expertise who value staff and students and genuinely want students to do well in an enriching learning environment and support staff to achieve that.
Less spin, more application to the age level that are engaging in the content. For example, games that may be played in primary school are not that helpful as a get to know you activity.
more emphasis on student learning and less on cost effectiveness
Move towards a problem-based learning approach to teaching where students actively engage with the course materials.
Advertise more about the high quality of Uni
Explaining the merits of using ndergraduate Socratic teaching methods
It's difficult to say. We get 90% through but it is a tough call because of the diversity of skills and expectations in a first year class.
i THINK IT IS A MISTAKE TO THINK THAT STUDENT SATISFACTION ALONE IS AN ADEQUATE MEASURE OF LEAARNING - AFTER ALL IN CHALLENGING STUDENTS TO LEARN MAY NOT MAKE US POPULAR BUT EFFECTIVE NONETHELESS AND AT THE END OF THE DAY THAT IS WHAT WE SHOULD BE ABOUT. BETTER TIES BETWEEN THE UNIVERSITY AND INDUSTRY IN DETERMINING CURRICULA (NOT INDUCSTRY BASED LEARNING) BUT IN CONSULTING WITH INDUSTRY ABOUT THE CHANGING NEEDS OF WHAT GRADUATES NEED TO KNOW AND BE ABLE TO DO PROFICIENTLY TO MAKE THEM USEFUL IN THE WORKPLACE
Greater financial assistance and other support for postgraduate students.
Provide more challenging assessment tasks
Tell them what is required to obtain a degree
Staff have to be committed to such engagment before the institution will achieve this. This instiution acknowledges and hires the best staff they can get.
It could get them more involved in the design of courses and events and the infrastructure. It could bring back student unionism and put money back into supporting services for students that helps to encourage them to stay on campus longer and get more services while on campus (dentist, GP's, chemist, grocery etc). That as well as support services that are easy to access and discrete.
For other subject areas, resolve conflict between policy guidelines supporting students to feel cared for and integrated into academic community and the myth that classes of 300 are appropriate, acceptable, and do not undermine learning objectives
More emphasis in teaching and less institutional prioritising of research (i.e. emphasis on PBRF)
The reason that students come to university is to learn. They do not want a researcher trying to teach them, they want a teacher to teach them. Because you bring in lots of research grants does not automatically make you a good teacher. It is about time that the schools start appreciating quality teachers who are the ones that maintain students within the school. Research will be fairly unimportant if you have no students in your school.
Increased time allocation in tutorials to allow for more small group work and increased level of discussion and debate - more emphasis on teaching outcomes and less on research publications - very difficult indeed to do both well
Improved administrative process. Streamlining and clarity of information provision. Opportunities for volunteering and engagement with other on and off campus.
As above. Decrease the number of lectures and increase the number of workshops/tutorials.Ensure staff delivering programmes are well grounded with experience and have credibility.
TO ENABLE PEDAGOLOGICAL TEACHING PRACTICES THAT ALIGN MORE CLOSELY WITH THE RESEARCH EG LESS TRANSMISSION STYLED TEACHING

Other non-award training
undertaking Graduate Certificate of Academic Teaching and Learning
Early career academic recruitment and development program

Best aspects
GOOD PERSONAL RELATIONSHIPS DEVELOPED WITH LECTURERS;AVAILABILITY OF LECTURERS; OPENESS TO MEET AND DISCUSS ISSUES
work place based clinical education with a well organised formal learning program that is practically orientated to produce sound junior doctors. Small student numbers means all are known well and supported individually.
In class tutorial critiques on their assessment work and discussion groups.
Limited to the courage and conviction of individual staff - if we are passionate we are not rewarded - generic passive teaching is the preferred mode and I use problem based learning which is not valued
group work with clear instructions and interesting ideas as to how to approach learning. Students generally don't like group work, but they often don't see the benefit immediately
Focus on teamwork, often with people that the students have never worked with before.
classwork and group exercises and projects
Using undergraduate Socratic teaching methods
Carefully monitors how students are responding to course work and assessments and additional assistance is provided as required. Heaps of scaffolding is given. Human development in Tauranga has a commitment to the personalisation of learning, and it is understood that each student is undertaking a challenging personal journey.
As a sessional I have no time to give students much feedback outside class time. Support for sessionals to do this would be good for students.
Atempts to start learning form where studetns are and work from general opinions to builiding academic argument and evidence
Attention to IT and e-learning resources, on-campus support for students, research informed teaching, Teaching & Learning Strategy and support services, teaching development courses for staff, focus on cultural understanding.
Enquiry based learning and problem based learning
Provision of online and on-campus teaching and learning supportStimulating final year strategies in teaching and learning processes eg., conference, internship,encouragment to pursue avenues of teacher leadership and individual use of their strengths...
Diverse socio-economic student intake.Constructive alignment between subjects, intended learning outcomes, and assessments.
The design of coursework to encourage peer learning and continutal learning; not just all for a final exam. Linking understanding to real world senarios. Much of the engagement would also come from the enthusiasm staff bring to their classes and workshops and discipline (when they are not too overworked or stressed by the workload or being undersupported by admin). By also providing access to needed resources for them to use when they need them.
In the program I teach:Experiential learningField trips including overseasSmall class sizesSocial engagement with students' that permits greater understanding of individual learning needs
authentic learning experiences, opportunties for flexibility to accommodate differing needs
Providing practical experiences such as the Blufin trips
Effective student support services Committed academic staffExcellent library support
Very little.The clinical teaching side is so out of date with current teaching practices it is not funny. Students are given out dated preparation and then fail majorly when they are placed into a practical situation.For the theoretical teaching side, too much emphasis is placed on staff doing research at the expense of educating their students appropriatley. It is common for the HOS to circulate emails that say congratulations to all the 'teachers' who mainly do research, but there are never any emails circulating congratulating teaching staff on their teaching.
Wide range of learning resources are available on-line and an extensive level of support from teaching and learning staff for education based activities and cultural diversity support.
Some creative and innovative learning experiences, though this is not consistent across courses. Helpful admin staff (however, antiquated systems undermine this)
Workshop groups where lessons can be role modelled and critique. Students can then put into practice things that they have learned and then personally critique their own practice. These groups need to be small enough to allow meaningful dialogue. The move to lecture based learning has lead to a more transmission model of teaching education. Where as the trend in school teaching has moved to a more student cantered constructivist model of learning. In the Secondary Teaching Curriculum Studies there is time to provide a more student centred ‘hand on’ teaching and this is of great benefit for teacher trainees who then can transfer their learning experiences into real context in the classroom. So to answer the question! I am disappointed with the general direction and down grading of teacher education particularly since teacher education has moved into the Universities and the research culture has taken priority. Tutorial and workshops I believe are essential where small groups of students can have hands on. These engage stuudents.
BY SEEING THE STUDENT AS A WHOLE PERSON - NOT JUST AN ACADEMIC NUMBER
Co-operative learning, good communication, enthusiasm for the subject from lecturers

Needs improvement
Value teaching and learning ahead of staff research outputs
smaller undergrad classes and better ways to get to know students personally
MORE TO ADDRESS MULTICULTURAL ISSUES; LESS CROWDED CURRICULUM IN ECE PROGRAMME
Ensure appointments are made of people who love their subject.
speedier return or marked work - hard to do with busy clinicians marking the work.
Provide more language support for international students
Making attendance to and participation in tutorials assessable.
Don't accept students whose English or written skills are not adequate immediately into standard courses - it's a frustrating experience for staff, but even more frustrating and upsetting for students. Provide or recommend more initial/preparation courses first, either with English language, or with thinking and learning skills.
Have staff in management with educational expertise who value staff and students and genuinely want students to do well in an enriching learning environment and support staff to achieve that.
Less spin, more application to the age level that are engaging in the content. For example, games that may be played in primary school are not that helpful as a get to know you activity.
more emphasis on student learning and less on cost effectiveness
Move towards a problem-based learning approach to teaching where students actively engage with the course materials.
Advertise more about the high quality of Uni
Explaining the merits of using ndergraduate Socratic teaching methods
It's difficult to say. We get 90% through but it is a tough call because of the diversity of skills and expectations in a first year class.
i THINK IT IS A MISTAKE TO THINK THAT STUDENT SATISFACTION ALONE IS AN ADEQUATE MEASURE OF LEAARNING - AFTER ALL IN CHALLENGING STUDENTS TO LEARN MAY NOT MAKE US POPULAR BUT EFFECTIVE NONETHELESS AND AT THE END OF THE DAY THAT IS WHAT WE SHOULD BE ABOUT. BETTER TIES BETWEEN THE UNIVERSITY AND INDUSTRY IN DETERMINING CURRICULA (NOT INDUCSTRY BASED LEARNING) BUT IN CONSULTING WITH INDUSTRY ABOUT THE CHANGING NEEDS OF WHAT GRADUATES NEED TO KNOW AND BE ABLE TO DO PROFICIENTLY TO MAKE THEM USEFUL IN THE WORKPLACE
Greater financial assistance and other support for postgraduate students.
Provide more challenging assessment tasks
Tell them what is required to obtain a degree
Staff have to be committed to such engagment before the institution will achieve this. This instiution acknowledges and hires the best staff they can get.
It could get them more involved in the design of courses and events and the infrastructure. It could bring back student unionism and put money back into supporting services for students that helps to encourage them to stay on campus longer and get more services while on campus (dentist, GP's, chemist, grocery etc). That as well as support services that are easy to access and discrete.
For other subject areas, resolve conflict between policy guidelines supporting students to feel cared for and integrated into academic community and the myth that classes of 300 are appropriate, acceptable, and do not undermine learning objectives
More emphasis in teaching and less institutional prioritising of research (i.e. emphasis on PBRF)
The reason that students come to university is to learn. They do not want a researcher trying to teach them, they want a teacher to teach them. Because you bring in lots of research grants does not automatically make you a good teacher. It is about time that the schools start appreciating quality teachers who are the ones that maintain students within the school. Research will be fairly unimportant if you have no students in your school.
Increased time allocation in tutorials to allow for more small group work and increased level of discussion and debate - more emphasis on teaching outcomes and less on research publications - very difficult indeed to do both well
Improved administrative process. Streamlining and clarity of information provision. Opportunities for volunteering and engagement with other on and off campus.
As above. Decrease the number of lectures and increase the number of workshops/tutorials.Ensure staff delivering programmes are well grounded with experience and have credibility.
TO ENABLE PEDAGOLOGICAL TEACHING PRACTICES THAT ALIGN MORE CLOSELY WITH THE RESEARCH EG LESS TRANSMISSION STYLED TEACHING