University Teaching: A Challenge to Staff Development

Abstract

Sadly, in higher education today, there seems to us a divide between 'traditional' and 'innovative' lecturers regarding ways in which a meaningful learning experience may be best provided and created for students. Increasingly two impressions have developed. First, of the 'Luddite'traditional academic refusing to leave the lecture podium to embrace 'so-called' innovative teaching methods, and second, of the enthusiastic innovator who discards subject-specific standards for 'soft options' that are often regarded as common sense. These are of course the extremes, but perpetuating stereotypes will further alienate practising lecturers. Also, the terms 'traditional' and 'innovative' are becoming terms of derision when used by the 'other camp'. This paper will argue that this dichotomy is meaningless, because what matters is the learning activity that tutor and student engage in. The paper will advocate that staff developer and practising tutor need to work together in order to maintain the authenticity of that learning activity.