The 8 dimensions of academic teachership

What is academic teachership?

During a number of workshops with experienced teachers at Stockholm University, eight dimensions of academic teaching were identified. The result is presented in the form of a cube. The aim of the Cube is to offer inspiration and act as a reminder of the possibilities of academic teachership

The 8 dimensions of academic teachership

1. Subject expert and guide    

Translates subject knowledge into teaching practice through, for example:    

• Adapting teaching to the appropriate level
• Determining what students find difficult
• Giving students support and access to learning resources

2. Role model and mentor    

Approaches teaching professionally through, for example:

• Being a role model for colleagues and students
• Being prepared and clear
• Communicating purpose and learning objectives
• Working intentionally with attitudes, values, and ethics

3. Student-centred    

Places the students' perspectives and their needs in focus through, for example:

• Building on student interests
• Creating an inclusive, open, and safe environment
• Engaging students in processing course content

4. Examiner    

Approaches assessment and evaluation professionally through, for example:

• Making student progression visible through feedback
• Assessing student learning in relation to learning outcomes
• Providing training of skills that will be assessed

5. Course designer    

Creates and develops courses through, for example:

• Designing teaching and learning activities and examinations that align with learning outcomes
• Continuously evaluating and developing courses and programs
• Identifying areas for development in courses and programs

6. Reflective practitioner    

Systematically develops one's own teachership through, for example:

• Reflecting on one's role as a teacher
• Problematising aspects of teaching outcomes
• Having a clear plan for one's own pedagogical development

7. Pedagogical leader    

Pursues educational development through, for example:

• Having a clear vision for the pedagogical activities at the department
• Initiating and pursuing educational development work
• Developing the pedagogical culture in the department
• Having a legitimate role regarding pedagogical issues

8. Scholarship of Teaching and Learning    

Contributes to sharing of knowledge and collegial development through, for example:

• Systematically exploring pedagogical practice
• Sharing pedagogical experiences to build knowledge
• Spreading knowledge and linking teaching to educational research