Inspirational teaching in higher education What does it

Inspirational teaching in higher education What does it look, sound and feel like?

Keywords q Compare with your neighbour 2 mins q Feedback

Exploratory/illustrative research q Academic and practice literature review: facets of inspirational teaching? Keywords q Tested via 1 ry research q

Inspirational teachers n “worth remembering that someone is being inspired” Teacher and pupil n “With an inspirational teacher, some of the learner’s excitement must derive from being caught up as a character in a co-created work of fiction. ” n “a crystallization or mirror image of what the learner aspires to be like…” (Mc. Gonigal, 2004) n “Call it inspiration, creativity, or whatever you want to; it’s the least tangible and most powerful ingredient in learning. ” (Cohen & Jurkovic, 1997: 2)

Method q 3 lecturers at an English University q Short survey of final year social science undergraduates q 2010 analysed 52 student returns q Comparative survey: 2016 repeated = 25 returns

Inspiration Captivating Motivating (Shevlin et al citing House, 1977; James, 2001) 52 33 Passionate (Harden & Crosby, 2000) 41 Encouraging (Harden & Crosby, 2000; Mc. Gonigal, 2004) 39

Inspiration Aspiration Transformation

Inspirational How? n Get out of order n Toy with success n Run with your imagination n Lighten up audience participation!

A caution “sensitivity to the specific audience, context, and learning need. . . keep in mind the learning goal, the people who will be using a program, the culture of their organization, and other critical factors. ” (Cohen & Jurkovic, 1997: 6)

A further caution “judge our value as teachers on the basis of our power to stimulate a willingness to work, and to train young minds to do hard things in such a way that they will gain pleasure from the effort”. Wilson (1918)

Questions? Short presentation: v What, why & how of inspirational HE teaching

References n Cohen, S & Jurkovic, J (1997) Training and Development 51 (11): 66 - November n Harden, R. M. and Crosby, J. (2000) AMEE Guide No 20: The good teacher is more than a lecturer – the twelve roles of the teacher, Medical Teacher, 22 (4), 334 – 347, available https: //www. amee. org/getattachment/AMEE-Initiatives/ESMECourses/AMEE-ESME-Face-to-Face-Courses/ESME-Online-Resources-China-Dec-2015/AMEE-Guide-20 -Roles-of-theteacher. pdf [accessed online 23. 5. 2016] n James, R. (2001) Students’ changing expectations of higher education and the consequences of mismatches with reality, paper for the OECD-IMHE conference “Management responses to changing student expectations”, QUT (24 September) n Mc. Gonigal, J (2004) Interactive or dialogic teaching? The case of the ‘inspirational’ teacher, International Journal of Research and Method in Education, 27 (2), 115 – 126 n Shevlin, M. Banyard, P. Davies, M. And Griffiths, M. (2000) The Validity of Student Evaluation of Teaching in Higher Education: love me, love my lectures? Assessment and Evaluation in Higher Education, 25 (4), 397 -405 https: //www. academia. edu/429645/Shevlin_M. _Banyard_P. _Davies_M. N. O. _and_Griffiths_M. D. _2000_. _The_validity_of_student_evaluations_in_higher_ education_Love_me_love_my_lectures_Assessment_and_Evaluation_in_Higher_Education_25_397 -405 [accessed online 23. 5. 2016] n Wilson, LM (1918) Factors in successful teaching that need to be stressed in both high school and college, The Classical Journal, 13 (7), 476 -482