The Impact of a Teaching-Specialist in a Research-Led University

Abstract

My intention was never to make an impact. After my appointment, I set out to learn how to teach well and my activities in this area have led to improvements in the quality of teaching provision in my department in addition to my own practice. I set up a faculty network of people interested in teaching to relieve the isolation accompanying my role as a teaching-specialist in a research-focussed department. More people than I had anticipated use the network and it has helped raise the profile of teaching within the faculty. This article explores the impact I have had on my teaching practice, my career, my department, and my institution through a series of stories and concludes with a summary of the success that helps me gauge that impact.