Ten lessons from ten years teaching at the University of Queensland

by

Doune Macdonald Department of Human Movement Studies The University of Queensland

 

Abstract

University teaching can be a rewarding, thankless, tiring, amusing, and challenging task. This presentation will try to distil some key lessons Doune has learnt across 10 years of teaching at UQ. The lessons vary from know your students to be careful what you say, a student may be listening. These lessons have derived from research into our student cohorts and effective teaching and learning practices, and personal reflection. They are positioned in the context of young people's culture, limited university resources, and increasing professional/vocational demands upon universities.

 

Introduction

The quality of teaching in tertiary institutions, linked with the quality of professional practice of university graduates, has come under scrutiny nationally and internationally. Tertiary institutions are under pressure to graduate students who are not only technically and intellectually competent but who are also likely to practice in their chosen profession in a socially responsible way whether they be medical practitioners, lawyers, social workers, or teachers (Lawson, 1997). A vibrant higher education system is said to fulfil:

its obligations to the community through its traditional roles... while acting as a centre for the critical, social and cultural analysis and debate of important issues is therefore one of the indispensable elements in a civilised society. (Higher Education Council, 1990, p. 1)

Exactly thirty years ago, Postman and Weingartner published their famous (infamous?) text, "Teaching as a Subversive Activity" which provided a manifesto for education towards socially responsible citizenship. Their suggestions for teachers/lecturers included:

1. Declare a five year moratorium on the use of all textbooks.
Since (most) texts are not only boring but based on the assumption that knowledge exists prior to, independent of, and altogether outside the learner...

5. Dissolve all subjects, courses, and especially course requirements.
This proposal, all by itself, would wreck every existing educational bureaucracy. (It would)... free teachers to concentrate on their learners.

7. Prohibit teachers from asking questions they already know the answers to.
This proposal would not only force teachers to perceive learning from the learner's perspective, it would help them to learn how to ask questions that produce knowledge.

8. Declare a moratorium on all tests and grades.
This would remove from teachers their major weapons of coercion and would eliminate two of the major obstacles to their students' learning.

11. Require all teachers to take a test prepared by students on what the students know.

(1969, pp. 135-7).

However, contrary to the discourses for social change are the demands upon universities to become more accountable and performance oriented. This somewhat product-oriented discourse has been attributed to universities becoming subordinate to the needs of business, technology and governmental interests (Giddens & Pierson, 1998; Marginson, 1997). As such, the knowledge and skills that are seen as valuable pursuits tend to focus on the utilitarian, specialized and scientific, and highly structured coursework, fragmentation of knowledge into discrete subjects, rigid grading systems and regimented time-tabling tend to shape university life. The social role of universities is further challenged by their traditional pedagogies in which do not reflect contemporary learning theory. Through their immersion in this context, students harbour strong expectations about what knowledge and pedagogy should constitute legitimate university teaching and learning. This paper will attempt to highlight how one department in the University has striven to balance an inclusive, cohesive, and socially critical professional education program within a teaching/learning context dominated by the discourses of fragmentation and efficiency.

 

Ten lessons learned

The lessons we have learned in Human Movement Studies (HMS) have derived from a number of research projects over the last ten years. The foci of the projects have been wide ranging - recruitment, student identity, industry links, competency-based programming, assessment, early career patterns to name a few. Some have been funded by DEUE/Action Learning, one by ARC Small and another ARC Large, one by the New Staff Grant Scheme, some through UQ Quality Funds, and others through departmental funds. Methods have varied from case studies, action research, and focus groups, through to state-wide questionnaires. They have involved faculty, current and past students, practitioners, and consultants. It is not the intention to dwell on the specific research results but rather synthesise them to present some signposts for planning and teaching.

The Department offers two professional preparation streams (education and exercise science) through an Applied Science degree that has a strong scientific and bio-medical base. The streams involve a two-plus-two model with third and fourth year students studying multi-disciplinary HMS subjects concurrently with their specialist professional preparation. This model also allows us to offer fields of study within the Bachelors of Science and Arts degrees. The range of students, knowledge bases, teaching modalities, and career outcomes in HMS has made it a extremely varied and educative experience!

1. Know who your students are

"Are we attracting the type of student that we wish to enter our field?" This fundamental question is one of recruitment. Recruitment refers to the process whereby an individual becomes attracted to and makes the choice of a particular occupation. In 1995 we hypothesised that knowing "who" our students were in broad terms would allow us to:

  1. understand, challenge or adapt to their world views;
  2. consider resources in the light of student demand for professional streams;
  3. reflect on the demographics for the undergraduate student population and the extent to which the students are the most appropriate recruits for the field; and
  4. if appropriate, put in place strategies to attract a broader range of students.

Through a survey of students we ascertained that our student body comprised in the majority of 17 to 20 year olds, 95.4% who identified themselves as Australians. Their parents' occupations indicated approximately 52% worked in the categories professional, managerial or para-professional (which, in the main, require a university education) (Abernethy et al., 1997; Macdonald et al., 1998). It is also important to note that within this group, 20.1% had a parent involved with education or schooling and only one third of these (36.8%) were considering health and physical education teaching. The most commonly studied school subjects (apart from English) were Mathematics (82.5%), Chemistry (68.7%), Biology (66.3%), Physics (50.9%), and Health and Physical Education (48.9%).

A survey item allowed students to record the six preferences that they had nominated on their tertiary entrance forms upon leaving school. Bachelor of Applied Science courses were nominated by 47.2%, with 23.8% indicating this course as their first preference. The more general Bachelor of Science course was nominated as a possibility by 41.1% of students. Other courses that received first or second nominations were: Physiotherapy; Psychology; Occupational therapy; Health studies/ management/ administration programs; Leisure studies/ management; and Medicine. The strongest influence on enrolment was "personal interest" (identified by approximately 91.6% of students). Other students were a relatively strong influence for 34.4% of the cohort, as were health and physical education teachers (22.4%). From those who wished to pursue a career in human movement studies, the professional stream of exercise management was most attractive to students (86.3% of students moderately to highly interested).

Just when we thought we understood in general terms through survey "who" our students were and what attracted them to Human Movement Studies, I noticed an overt identification with Christianity amongst the education stream cohort. I decided to conduct a study on student identity using qualitative methods (in depth interviews) and framed by the identity literature (Macdonald & Kirk, in press). Data suggested that the students' decisions to enter education were due to:

God's plan unfolding... after a period of prayer. (Pete)
A prophecy of my life that I'm going to be a speaker... a pastor, a missionary or a physical education teacher. (Andrew)

Common characteristics of the students' lifestyles differed from those patterns identified in previous surveys and included abstinence from alcohol, cigarettes, and premarital sex, and involvement in church and youth group activities, Bible study, and recreational rather than competitive physical activities.

What emerges from knowing the demographics of our student cohort (and having some insights into beliefs) are:

  1. the extent of commitment to the field and the nature of competing interests;
  2. our that the cohort reflects those demographics of the exercising community suggesting that our profession has limited reach;
  3. potential ideological tensions; (d) targeted marketing strategies.

 

2. Know what your students expect

In tandem with the question of "who are our students?" is the question of "what are they expecting to learn?". An ARC Small Grant and subsequently Large Grant (Macdonald, Kirk & Braiuka, 1999) sought to explore the social construction of knowledge in the field of HMS. We reasoned that we needed better insight into the expectations students had for what they would learn and how they would learn in HMS. To do so we examined the interface between school and university from the combined perspectives of occupational socialisation, situated learning, and the social construction of pedagogic discourse through in depth interviews.

Perhaps the most powerful influence shaping students' expectations of HMS was occupational utility. Their attempts to make sense of university HMS was clouded by the difficulty of seeing the occupational utility of the general science knowledge that formed the majority of their first year experience (see also Abernethy et al., 1997). Part of their difficulty in making sense of their university coursework stemmed from their limited experience of the kinds of occupations that graduates of HMS might follow apart from teaching in schools. Furthermore, since they each had first hand and very recent experience of physical education teachers, the students could not see how their initial university experiences in a first level science curriculum matched their interpretations of physical education teachers' work. This lack of a conceptual framework was further exacerbated by the fragmentation of human movement knowledge into discrete subjects (chemistry, physics, biophysical bases of human movement etc.) and each of these subjects being taught by a number of lecturers.

What emerges from the application of these concepts is a picture of students experiencing multiple and potentially contradictory messages during the course of their education in secondary and tertiary institutions. It is open to question whether there needs to be consistency in educational discourse in the physical activity field and a correspondingly close match between school and university versions of the field. For students, it may be that a closer match would make the transition from school to university easier, at least in relation to some aspects of their course of study. If this is so then the challenge for the University of Queensland's program is to recognise and complement the discourses of school health and physical education in terms of providing epistemological frameworks and vocational information which connect with the students' desire to continue into occupations serving the physical activity field.

 

3. Understand learning

It can be argued convincingly that in order to teach "effectively", one should have a sound grasp on how learning occurs. Learning can be defined as the relatively permanent change in the capacity for performance acquired through experience. Much of the Department's teaching has been informed by a perspective on learning termed a social constructivist approach. Such a perspective on learning recognises that:

  1. knowledge is a social construct (confluence of the learner, the task and the environment)
  2. learning occurs in social contexts
  3. ) the learner should be an active participant
  4. individual's learning is fluid, ongoing and unique
  5. learning should accommodate and build on students' previous understandings

and that lecturers should:

  1. act as facilitators
  2. encourage learners to develop a sense of confidence, independence, and acceptance of change.

There are far-reaching implications if this approach is used to shape teaching practices. The notion of a "lecture" needs to be rethought, learning should be task-based and meaningful, time should be spent on establishing what the students would like to learn and what they already know in relation to the selected topics.

 

4. Develop a philosophy of teaching

Educators involved with the "helping professions" (e.g. teaching, social work, health professionals), have argued for what has been termed a critical pedagogy, one in which the social and political dimensions of learning are foregrounded within democratic frameworks (Lawson, 1997). While there are multiple versions of what may be understood as critical pedagogy, there is a commonality across interpretations that can act as a philosophical compass in course planning and implementation. It suggests that critical pedagogy in the teacher education context "is primarily concerned with the kinds of educational theories and practices that encourage both students and teachers to develop an understanding of the interconnecting relationships among ideology, power and culture" (Leistyna & Woodrum, 1996, p. 3). Therefore, a critical pedagogy:

  1. places a decreased emphasis on the technical and instrumental aspects of work;
  2. views knowledge as problematic; questions the ethical, social and political contexts in which teaching occurs
  3. places increased emphasis on developing critical and reflective capacities in students;
  4. and listens to students' "voices" thereby shifting the traditional balance of power in learning environments.

If a critical pedagogy is adopted, this is said to represent a significant shift from a pedagogy characterized by the transmission of existing knowledge, as is the case for most university coursework, to a pedagogy which is concerned with the production of knowledge. Note that this philosophy or paradigm for teaching is consistent with our view on learning. Nevertheless, we were mindful of the pitfalls of critical pedagogy, its potential alienation of students, and of a "joke" raised by Giddens and Pierson (1998, p. 40) that, "sociology is the study of people who don't need to be studied by people who do."

Thus, we generated through a range of teaching practices and student feedback a number of critical pedagogy strategies that shape our teaching philosophy in the education stream (Macdonald & Brooker, 1999). These include:

  1. selecting socially critical subject matter in balance with technical skills and information;
  2. where possible, negotiating aspects of the subjects/programs with the students (e.g. topics, assessment tasks); and
  3. integrating theoretical and practical concepts( praxis) in order to make the learning more meaningful. In some cases this meant combining clinical and more theoretical subjects.

In weaving this philosophy through our education stream we are constantly reminded to keep returning to questions of equity both within our own "classroom" and with respect to technical subject matter, include students in planning and seek their input throughout the semester, and structuring learning around "real world" tasks. In doing so, we are in a sense modelling what we understand to be good quality professional practice which occurs in relation to what Lave and Wenger (1991) call communities of practice.

 

5. Work with your community of practice

From a constructivist perspective, Lave and Wenger (1991) argue that the learning occurs when the learner as a novice is peripheral to a community of practice and over time participates to become skilled/learned in that community's knowledge, skills, attitudes and perspectives. Communities of practice provide the learner with subject matter, instructional organisation/directions, and codes of participation. The key concept in Lave and Wenger's theory is the notion of legitimate peripheral participation in communities of practice. Their notion of legitimate peripheral participation is intended to convey the sense of authentic or genuine participation, where a person's involvement in the practices of a community are meaningful to them as individuals and also hold significance for other community members (Kirk & Macdonald, 1998).

A community of practice is an intrinsic condition for the existence of knowledge, not least because it provides the interpretive support necessary for making sense of its heritage. Thus, participation in the cultural practice in which any knowledge exists is an epistemological principle of learning. The social structure of this practice, its power relations, and its conditions for legitimacy define possibilities for learning. (Lave & Wenger, 1991, p. 98)

What this theory of situated learning has suggested to us is the importance of:

  1. identifying what/who constitute our community of practice (sport? health? education?);
  2. ) staying aware of knowledge generation across the community and remaining cognisant of the relative power shifts in where knowledge is being generated (this might be different from the profession);
  3. ensuring that the "experts" from across our the community of practice have input into our course and subject design;
  4. ensuring that our students have ample opportunity to do practica and that they are structured in such a way as to enable the student to develop a full sense of participation.

 

6. Use authentic assessment instruments

The "lessons" to date appear to have a unifying theme - the importance of having students actively engaged in meaningful tasks i.e. those which have occupational utility. In line with this thinking is the necessity to have assessment reflect this engagement. Therefore, through two funded projects HMS has explored what it means to have "authentic assessment" in line with our approaches to teaching and learning. Authentic assessment may be considered as regular and ongoing, with connections between daily instructional tasks and assessment, focussing upon observable skills, and with a connection of skills to real-life situations as learning indicators (Carlson et al., submitted). Wiggins (1989) recommended that properly designed authentic forms of assessment should share four fundamental characteristics:

First, they are designed to be truly representative of performance in the field.... Second, far greater attention is paid to the teaching and learning of criteria to be used in assessment. Third, self-assessment plays a much greater role than in conventional testing. And, fourth, the students are often expected to present their work ... to ensure that their apparent mastery is genuine (p. 45).

Eisner's (1993) proposed eight criteria for creating and appraising new assessment practices in education embrace Wiggin's recommendations and suggest further that assessment tasks should: (a) reveal how students go about solving a problem, not only the solutions they formulate (p. 226). (b) reflect the values of the intellectual community from which the tasks are derived (p. 227). (c) have curricular relevance, but not be limited to the curriculum as taught (p. 230). (d) require students to display a sensitivity to configurations or wholes, not simply to discrete elements (p. 230).

It has also been pointed out that assessment should move beyond isolated snapshots of students' performances and that the criteria for assessment be made explicit for the students in the interests of student learning equity (Sadler, 1993).

The recent shift in the University's Assessment Policy to criterion-referenced assessment has created the right policy climate in which to introduce authentic assessment. Again, it sits comfortable with constructivist approaches to learning, critical pedagogy and the movement towards authentic participation in a community of practice. Therefore, ideally, our assessment practices:

  1. are designed as substantial, "real" projects
  2. allow the students to take the task in directions in which they are interested
  3. are judged according to criteria and standards which are explained, modelled and extend across subjects.

 

7. Think program not subject

In keeping with our concern about the fragmentation of teaching and learning and the need to work with our professional community, we undertook a project to design a two year program of knowledge and skills for each of the professional streams. To do so we needed to explore whether the instrumentalist ideological chain associated with the competency agenda could be disrupted through its rearticulation in a more educative, socially critical and flexible framework. Through interviews with our professional stakeholders, students and university lecturing staff and tutors, together with regular meetings with a professional reference group, each stream devised a framework of knowledge and skills to guide the professional education. In the case of the teacher education stream we devised a matrix of five criteria, each with a number of sub-components to be achieved across two years.

Articulating a framework of knowledge, skills, and attributes representing what teachers may do was educative for all those involved. The matrix is used as a focus in our ongoing course planning and teaching through:

  1. its articulation of the process and outcomes for quality teaching for students and supervisors
  2. ;ensuring that our pedagogy and curriculum subjects assist students to develop the necessary knowledge and skills to address the criteria;
  3. providing students with a map of their progress throughout their professional preparation;
  4. judging all practicum performances against the matrix.

Now all the students can "see" themselves on the matrix and can plan and plot their progress across subjects and years of study. Our focus on the framework comes with a belief that it is not a checklist of technical skills derived from apprenticeship thinking, but does encourage students and supervisors to engage in transformative activity. However, our greatest challenge is to more effectively share and "calibrate" our priorities and standards with students and practicum supervisors.

 

8. Monitor students' meaning-making

The knowledge that students have the opportunity to learn, the sense they make of it, and the value they place on this knowledge represents a significant force for occupational socialization ie. all the influences which guide and shape a person's involvement with a particular occupation. At the level of the individual student, perceived subject relevancy will influence students' understanding of the field and, in turn, career choices and professional practice. From a university perspective, students' perceptions have repercussions on program design, human and material resourcing, and the nature and quality of graduates' practice.

The second and fourth year respondents to a Departmental survey reported that subjects taught by the Department had significantly more relevance than subjects taught by other departments (Abernethy et al., 1997). There was a hierarchy of subject relevance. Professional preparation and interdisciplinary subjects were perceived to be more relevant than the biological kinesiological sciences, which were in turn more relevant than psychology and sociocultural subjects, which were themselves more relevant than chemistry, biochemistry, statistics and computing skills. The relevancy of a number of subjects increased (professional preparation subject categories), decreased (motor control, biomechanics and psychology subject categories) and remained unchanged (physiology and sociocultural subject categories) between second and fourth years.

The results of this research perhaps come as no surprise yet having this "concrete" data has several practical implications that we have attempted to implement. Before moving onto these implications, the qualitative study into Christian students' learning needs to be acknowledged as it reminds us how our teaching might be highly resisted. For example, these students commented:

You have to question life if there's not a God. They come up with these theories of evolution and you've got the creation versus evolution debate, and you're thinking, "we are evolved from monkeys", and I've just got to laugh. (Bill)
How can anyone look at the natural world around us and say that it was just chance? How can anyone look at a human body, and not marvel at the intricacies of it? You know, things like that just prove to me that there is a God who is our creator. (Pete)

These comments highlight that the messages we are giving are received differently by students. While we cannot, or maybe should not, always challenge their ideologies, we can take steps to ensure that there are strategies to help students scaffold their learning. These strategies include:

  1. careful consideration given to using examples in the classes, tutorials, printed and multimedia materials, and assessment tasks of all subjects which relate to the many dimensions of human movement studies;
  2. class, tutorial and assessment tasks of an interdisciplinary nature, particularly in years three and four;
  3. taking care that practica experiences neither lead to an undue emphasis upon craft knowledge, nor an inordinate focus on one discipline (e.g. exercise physiology) or perspective (e.g. performance);
  4. the Department ensuring that it makes non-HMS staff teaching its students aware of HMS, how their subject articulates with the course structure, and how it contributes to the education of the student.

In concert these actions may make more subjects more meaningful to human movement studies undergraduates.

 

9. Track students' early careers

A valuable perspective of "relevancy" and meeting contemporary professional needs can come from monitoring the career issues facing graduates. Both through state-wide survey and case studies, comprising field visits and interviews, we gained insight into content which we needed to better cover in our program. The survey revealed that just over half of our graduating students in the education stream had left the teaching profession within four years of graduating (Hutchins & Macdonald, 1993). The follow-up qualitative study suggested that attrition centred upon: lack of authority in schooling structures, lack of intellectual challenge, personal and professional surveillance, and for women, sexism in the staffroom (Macdonald, 1995). As a consequence, we have placed further emphasis on professional preparation in terms of, for example:

  1. initiating and coping with change (in one "problem" students have to make a submission to their "principal" outlining how they will manage a curriculum innovation);
  2. leadership in curriculum planning (how to lead inservice);
  3. working in small and rural communities.

Here we have looked upon our responsibilities to teaching lying well beyond undergraduate study and the response from graduates has been very positive.

 

10. Be careful what you say.... a student might be listening

The last lesson has been a more personal revelation and links to issues of knowing who our students are and what sense they are making of their studies. Interviews with the "Christian" cohort revealed their deep resentment of many of the staff's behaviour, ideologies, and what they considered was the dominant student culture. Our Christian students criticised staff who blaspheme, "misquote" Biblical or religious references, and who indirectly encourage "inappropriate" behaviours. Such behaviours which were specifically mentioned include drinking alcohol, taking drugs, hypnosis, premarital sex, and homosexuality. This raises a host of issues for me in terms of the discourses I reproduce in my own interactions with the students and for the content knowledge which our graduates draw upon as health educators. We have been challenged to return to not only what we mean by a critical (i.e. socially inclusive) pedagogy but also to how our students will engage with state-mandated educational policies.

 

Conclusion

In summary, our ten years of research into aspects of teaching and learning in HMS has provided ten inter-related lessons:

Know who your students are
Know what your students expect
Understand learning
Develop a philosophy of teaching
Work with your community of practice
Use authentic assessment instruments
Think program not subject
Monitor students' meaning-making
Track students' early careers
Be careful what you say... a student might be listening

Underpinning the manifestation of these lessons has been a culture ready to change. These lessons are, "not the acquisition of best practices as products." Rather they respresent, "the ability to generate and learn new ideas" (Fullan, 1999, p. 15). To quote one of Fullan's lessons, "Theories of education and theories of change need each other" (p. 21).

Throughout the change proecess we have been constantly faced with the dilemma of balancing utilitarian knowledge with important underlying theoretical concepts and the recognition that effective task-based learning is context-specific. In addition we remain challenged by the fragmented nature of university subjects. For praxis to be truly effective the boundaries between subject's goals, assessment structures, and pedagogies, need to be dissolved as do the boundaries between the university and their community of practice.

 

References

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Eisner, E. (1993). Reshaping assessment in education: Some criteria in search of practice. Journal of Curriculum Studies, 25, 219-233.

Fullan, M. (1999). Change forces: The sequel. London: Falmer Press.

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Macdonald, D. (1995). The role of proletarianization in physical education teacher attrition. Research Quarterly for Exercise and Sport, 66(2), 129-141.

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Macdonald, D., Abernethy, P., & Bramich, K. (1998). A profile of first year human movement studies students: A case study. Chronicle of Physical Education in Higher Education, 9(2), 16-19

Macdonald, D., Kirk, D., & Braiuka, S. (1999). The social construction of the physical activity field at the school/university interface. European Journal of Physical Education, 5(1), 31-51.

Macdonald, D., & Brooker, R. (1999). Articulating a critical pedagogy in physical education teacher education. Journal of Sport Pedagogy, 5(1), 51-63.

Macdonald, D., & Kirk, D. (in press). Pedagogy, the body and Christian identity. Sport, Education and Society.

Marginson, S. (1997). Educating Australia. Cambridge: Cambridge University Press.

Postman, N. & Weingartner, C. (1969). Teaching as a subversive activity. Harmondsworth: Penguin.

Sadler, D. R. (1995). Comparability of assessments, grades and qualifications. Paper presented at the Annual AARE Conference, Hobart, November. Scott, G. (1999). Change matters. Sydney: Allen & Unwin.

Trowler, P. (1998). Academics responding to change. Buckingham: SRHE & Open University Press.

Wiggins, G. (1989). Teaching to the (authenitc) test. Educational Leadership, 46(7), 41- 47.

 

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