This is how I teach
This month we spoke with Dr Charles Marley, Senior Lecturer in the School of Allied Health Science and Practice, in the Faculty of Health and Medical Sciences. Here Charles explains how he draws on his background as a trained child psychologist to inform engagement and building of relationships with students.
How would you describe your approach to teaching/your teaching philosophy?
My teaching philosophy is based on creating an inclusive and engaging learning environment that emphasises the importance of building relationships. For me, effective teaching requires connection, rapport, trust, and care, which are the hallmarks of a relational approach to teaching. As a trained child psychologist, I draw on psychology (particularly developmental) to inform how I engage with students, ensuring individualised engagement that encourages active participation and collaboration. My goal is to nurture meaningful interactions among students, between students and the content, and between myself and the students, by meeting them at their level rather than imposing my expectations.
Ultimately, my approach aims to reduce the power asymmetry between me and my students, facilitating an egalitarian learning atmosphere where everyone can contribute significantly to the learning process. Theoretically, my approach aligns with relationship-rich education and an ethic of hospitality. This ensures that students feel valued and supported, recognising the unique pressures they face, which influence their ability to engage with their studies. By understanding these experiences and making ourselves available for supportive and nurturing dialogue, learning is transformed from isolated, didactic moments to a continuous, connected, and socially meaningful experience.
What do you like most about teaching in your discipline?
I actually teach outside my discipline—psychology—instead teaching Occupational Therapy, Speech Pathology, and Physiotherapy students (alongside colleagues from these disciplines). Teaching outside my discipline is rewarding because it allows me to integrate psychological knowledge into allied health training. This interdisciplinary approach broadens students' perspectives and enhances their professional competencies.
I enjoy enhancing students' professional communication skills, helping them understand patients as individuals rather than conditions, and recognising the broader social contexts impacting their health and wellbeing.Charles Marley
This prepares students to provide more empathetic and effective care.
Additionally, developing rapport and gaining students' trust through genuine interest in their learning journeys maximises engagement and facilitates meaningful educational experiences. Teaching outside my discipline also allows me to draw from my professional experience in various clinical settings, applying therapeutic skills like empathy and trust-building to foster a supportive learning environment. This approach models patient care for students, enabling them to develop their own empathetic approaches.
How does your teaching help prepare students for their future?
My teaching prepares students for their future in healthcare settings by emphasising collaborative learning and the development of essential clinical 'soft skills' through experiential learning and student-led inquiry. I coordinate and teach within an Integrated Interprofessional Learning (IPL) curriculum in the School of Allied Health, which fosters interprofessional education, enhances students' ability to work collaboratively, and helps them understand each other's roles in providing holistic care.
We use various teaching and assessment activities, including group work with real-world case studies, simulated patients, and innovative technologies like ChatGPT for role-playing exercises. These activities help students acquire interprofessional practice skills and knowledge in a controlled, reflective environment. By focusing on empathy and understanding the unique pressures students face, I help them navigate educational challenges, preparing them to be resilient and adaptable professionals.
Which approach to educating students about academic integrity have you found to have the most impact
For me, the most impactful approach to educating students about academic integrity is to frame it not solely as an ethical or moral issue but also as a developmental and skills-based process that allows for mistakes as part of learning. We integrate ethical discussions and reflexive practices into the IPL curriculum, encouraging students to critically reflect on their practices and understand the ethical implications of their actions. Emphasising integrity and ethical practice in healthcare connects students to ethical codes of conduct, situating education within professional practice from the start.
More broadly, our approach acknowledges diverse cultural perspectives and attempts to prevent academic misconduct by explicitly and frequently communicating expectations, providing information about what constitutes misconduct, and developing students' academic skills to support integrity. When misconduct occurs, we use these incidents as educational opportunities, offering meaningful consequences alongside formative feedback to help students learn from their mistakes. This ensures students develop a deeper and more authentic commitment to academic integrity.