Teacher Development

Increased appreciation of education: ETP 1.0

What does ETP 1.0 entail?

The (international) academic world has expressed the desire to boost the appreciation of the education efforts of teachers.  This lead to the EEMCS developing a proposal, based on the results of research, experiences elsewhere and meetings with many EEMCS teachers, to enhance the value awarded to education performance. The underlying principle is that this will be beneficial to the job satisfaction of the teacher, as well offering a powerful positive boost to the quality of the EEMCS education.

We will take the first step in that direction during the ETP 1.0 pilot. The method heavily relies on the highly successful approach used by Lund University.  ETP stands for Excellent Teaching Practitioner, the title excellent teachers are awarded in Lund. The pilot will run in 2016/2017 and has two goals: [1] a select group of teachers gains experience in the selected working method and [2] ETP 2.0 will be prepared: we are working on a customized proposition for a method that perfectly aligns with the EEMCS culture and organization. This customized version will start in 2017/2018.

Which approach will EEMCS follow to elevate education to the next level?

The appreciation for education is strengthened by significantly improving the quality of education and to reward teachers who contribute to achieving this goal. EEMCS wants to encourage teachers to develop into an excellent teacher. Excellent teachers together ensure an increase in the quality of education, on the one hand because they raise their own education practices to a higher level, and on the other hand because they share their experience and expertise with colleagues, thereby influencing education as a whole. Teachers can be part of a network of excellent teachers. Members of the network will receive a title.

What are excellent teachers?

Not just anyone can be an excellent teacher, they have to meet high standards. A teacher has to work on their own education development and strengthening their role in their own education environment for a long time. The teacher is personally responsible for that development. A teacher who can show that they meet the established criteria, can join the excellent teachers network.

What are the criteria the excellent teacher has to meet?

In principle, every teacher, regardless of UFO profile, can become an excellent teacher. In 2016/2017 we will work with the criteria as used by the Faculty of Engineering of Lund University.

  • Focus on student’s learning process
  • Clear development over time
  • A scholarly approach to teaching and learning

adapted and/or supplemented with criteria that still have to established, derived from the following text from the template (page 23) of Ruth Graham (Royal Academy of Engineering):

Range of influence
In addition to the students taught and tutored, the communities influenced by the skilled and collegial teacher include the academic peer group that they have inspired, supported and mentored within their own institution.

What is meant by scholarly approach?

EEMCS encourages teachers to continue to develop and hone their skills, and to use the ideas available in the literature under Scholarship of Teaching and Learning (SoTL) to achieve this. This development will be closely linked to the research discipline of the teacher, and is therefore characterized more by teaching methodology than general pedagogy.

The SoTL approach entails that teachers increase their didactic expertise through a research-based approach to their education practices. Theories and results with respect to educating and learning will be used to substantiate their own (didactic) choices and reflection thereof. SoTL also requires that the results of this research are shared: peer review, publication (in a small circle) and presentation are expressly part of the process.

EEMCS encourages teachers to continue to develop and hone their skills, and to use the ideas available in the literature under Scholarship of Teaching and Learning (SoTL) to achieve this. This development will be closely linked to the research discipline of the teacher, and is therefore characterized more by teaching methodology than general pedagogy.

The SoTL approach entails that teachers increase their didactic expertise through a research-based approach to their education practices. Theories and results with respect to educating and learning will be used to substantiate their own (didactic) choices and reflection thereof. SoTL also requires that the results of this research are shared: peer review, publication (in a small circle) and presentation are expressly part of the process.