In 2003, the School of Law introduced an induction program for new teachers, both sessional and permanent. Held in the week before first session, the three-hour program:
• overviewed the learning and teaching policies of the Law School
• identified key ideas in learning and teaching theory and explored their possible applications to the Law School’s dominant model of seminar-style teaching in “small groups” of 35 to 45 students for all courses
• introduced new teachers to the relevant academic office-holders and administrative staff who provide guidance and support.
The defining design feature of the induction program was the centrality of learning and teaching theory. Drawing on Friedson’s (2001) sociology of the professions, this case study justifies this decision by arguing that academics enjoy—and should enjoy—a level of discretion in developing their own approach to teaching, and that educational theory provides useful reference points for empowering new colleagues to make informed discretionary choices about their teaching. The case study explains how the practical design of the induction program gave effect to this objective of empowering informed discretionary decision-making.
- law school,
- sessional teachers,
- induction program
Available at: http://works.bepress.com/leon_wolff/3/