I guess the best motivation for teaching practices is the desperate need the world has for educated people with a scientific training.
There are so many huge problems, and we're going to need the next generation to solve them.
We need students to learn things in a way that will allow them to apply it in quite different contexts years from now, and that's a very big ask.
To be in long term memory and for a student to realise how these things have bigger implications, that's the real challenge.
Student feedback has always been very positive in my courses.
They've always liked it, but my personal journey as an educator has been to keep them popular but also to make the students really learn difficult and technical stuff, especially while teaching ever larger classes, including the current classes of a quarter of a million students all around the world.
That's a formidable challenge.
I think the biggest impact that my teaching has had on my colleagues here is that I've been able to take international best practice and show that it really works in their own context.
They get very hard data with proper baselines before and afterwards, and say 'Look, this works.
You've got a 30 percent improvement in this'.
That's very compelling to people from a research background, and has led to an enormous amount of dissemination of our research teaching methods.
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