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Becoming a Better University Teacher

Semester 1: 2017/18

Module Coordinator: David Jennings

Module Code: UTL40180

ECTS 7.5

Level: Masters Level 9

UCD Teaching and Learning, Academic Affairs

Module Handbook

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Updated: 16.11.16

1 Images courtesy of UCD Media Services & Ross Loughnane

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Contents

1. Introduction to Programme Modules 3

2. Module Description 4

3. Module Learning Outcomes 4

4. Teaching and Learning Strategies Pt 1 5

4.1. Note on Auditing a Session 6

5. The Module Content 7

6. Teaching and Learning Strategies Pt 2 8

7. Module Timetable and Workload 9

7. Assessment Strategies 10

8. Initial Reading 12

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Introduction to Programme Modules

Level 9 Modules

This Level 9 module can be undertaken as a stand-alone module for the award of Certificate in Continuing

Professional Development or as a module for the Professional Certificate/Diploma in University Teaching

and Learning. As a level 9 module students are expected to review research and other literature at the

forefront of the subjects of the module. Students will assess the current level of their knowledge and skills

in the area and take responsibility for their continued professional development. Students’ learning from

these modules will facilitate them initiating new teaching and learning activities.

Active and Participative Learning: Becoming a Better University Teacher

The expectation is that all registered students/learners will attend and actively engage in all sessions. There

are only c.4 scheduled face-to-face sessions where learners will work collaboratively, share experiences and

particpate in individual and group tasks. There are also online activities that aid and support both the

sessions and assessment process. Therefore it is required that one would act autonomously to complete

and participate fully in all key learning activities.

Key Contacts

Any queries relating to the programme should be directed to the Programme Director, Terry Barrett.

Any questions relating to registration should be directed to the Graduate Administrator, Claire Deighan.

Questions relating to the module may be directed to the module Co-ordinator, David Jennings.

Programme Director Graduate Administrator Module Co-ordinator

Terry Barrett

Terry.Barrett@ucd.ie

Rm: F318, Newman Bld

716x8553

Claire Deighan

Teachingandlearning@ucd.ie

Rm: F309, Newman Bld

716x8732

David Jennings

David.Jennings@ucd.ie

Rm: F317, Newman Bld

716x8552

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Module Description

The aim of this module is to enable those in an academic role to reflect, review and analyse their teaching,

learning and assessment strategies within the classroom and beyond. Participants will deconstruct their

current practice, appraise appropriate methodologies and explore theoretical concepts with a view to

developing future educational interventions.

At its core this module provides developmental opportunities in teaching, assessing, session planning and

teacher evaluation skills, it enables the participant to design and create their teaching practice using an

educationally holistic approach. To facilitate this the module will deal with concepts and practices such as;

teaching philosophies, the design of small and large group sessions, the use of educational technology, peer

assessment, student evaluation of teaching etc.

By the end of the module one should be able to employ a range of teaching methods and materials

innovatively; that prompt critical thinking; engage formative and summative assessment to promote

improvements in learning; create opportunities for active learning; and relate the choices made in practice

to the research literature on teaching and learning in Higher Education.

Module Learning Outcomes

Having successfully completed this module, you will have demonstrated the ability to:

1. Critically review and improve the clear alignment between learning outcomes, teaching methods

and assessment regimes of a module or other coherent set of learning activities.

2. Analyse a range of appropriate teaching materials and methods that prompt critical and creative

thinking.

3. Evaluate current learning theories and recent research to inform your teaching initiatives.

4. Demonstrate an ability to promote inclusive teaching strategies informed by an understanding of

students diverse learning needs.

5. Create a fledgling teaching portfolio, developing your teaching philosophy and gathering relevant

materials to demonstrate and support teaching and learning approaches.

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Teaching and Learning Strategies Pt.1

There are four core elements one must accommodate in undertaking the Becoming a Better University

Teacher Module.

1. Autonomous engagement – primarily self directed action research

2. Collaborative engagement – working collectively with peers in session

3. Utilising online resources and activities – developling strategies for the portfolio

4. Application to professional pracitice – authentic assignment/s

Though the module is primarily self-directed there are four scheduled face-to-face group sessions one must

attend. Each of these will have a series of supplemental resources and activities with which to engage and

ideally apply to one’s professional practice.

Registered Participation

As a registered student, online one will find in Blackboard essential guidance and details of the module and

the core session materials that support the group work. Within the UCDOER are further resources and a

series of exercises and activities. The nature of these activities predicates that the individual will apply

these in a cyclical or re-iterative manner within their professional practice, developing over time a

reflective, evaluative and transformative approach to teaching and learning that inform the development

of their teaching portfolio.

What you should do if you are undertaking this module is (once registered):

1. Review the materials and guidelines in Blackboard

2. Browse to the UCDOER

3. Identify and familiarise yourself with some of the materials required to undertake this module

4. Work through designated exercises treating these as ways to

a. Learn about the topic/s and b. Generate materials for your portfolio assignments.

5. Attend the face-to-face sessions…

6. Begin to compile your teaching and learning materials as a means to develop your professional

portfolio

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* Additional/Optional Sessions

From time to time the module coordinator will notify participants of additional workshops within the

Teaching and Learning calendar, both locally and nationally, though these do not form part of the

accreditation for this module, they may be of benefit and thus recommended (see further note below).

Non-Registered Participation / Auditing Module Sessions as CPD Workshops

Each module session has a core thematic

offering (see below) and provides a series of

activities to enable module progression.

However it is possible to attend (in audit

fashion – i.e. certification of attendance)

any and all sessions without being

registered to the programme or module,

treating the sessions as individual

opportunities for professional development.

We actively encourage faculty to avail of these opportunities, both as a means to develop their professional

practice but also to engage with their peers in the academic community of practice within UCD.

Please contact the individual module coordinator for further details.

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The Module Content

1. The Four face-to-face Sessions

Independent objectives and outcomes will be articulated for each Session.

Session One: Core Theme – Evaluating Practice:

This first session will place an emphasis on appraising one’s teaching practice, with a focus on

Student Evaluation and the role of Academic Reflective Practice (incl. The design and

implementation of SET, writing Teaching Philosophies, and Teaching Portfolio development).

Session Two: Core Theme – Teaching Methodology 1:

This second session will place an emphasis on the practicalities of teaching practice. Looking to

teaching approaches/methodologies and session design and planning (incl. Inclusive and

Universal design, aligning your teaching, learning and assessment practice).

Session Three: Core Theme – Teaching Methodology 2:

This third session will place an emphasis on the practicalities of teaching practice. Looking to

teaching approaches/methodologies and session design and planning (incl. the design of large

and small group teaching, utlising technology effectively to enhance practice).

Session Four: Core Theme – Student Engagement

This forth session will place an emphasis on participative practice and the role of student

feedback (Incl. facilitation and communication practice, the design of active learning sessions,

supporting learning through peer and facilitative feedback).

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Teaching and Learning Strategies Pt.2

2. Your Online Learning

The information and activities available within Blackboard and the UCDOER website will provide a focul

point for much of your own autonomous study, you will be prompted to keep a reflective journal,

undertake online activities and tasks and post contributions for you and your peers.

It is primarily designed to be a starting point from which you will begin your own explorations – the web

resources are not intended to contain all the information you will need to successfully complete this

module, they are merely designed as an aid to support you in your endeavours, and point you in the right

direction in the design, development and acquisiton of materials for your portfolio.

3. Your Group Tutorials

This provides the opportunity for a dedicated session to discuss in detail; the progression of the portfolio

and the development and acquistion of the documentary evidence; clarifying how these fulfil the specified

programme and/or module learning outcomes; and any other issues that may arise.

These are scheduled as 1 hour small group sessions. Patticipants will be required to enroll in advance.

4. Additional/Optional Sessions

Attendance at additional teaching and learning sessions is not mandatory, but may be highly

recommended, these may include other internal events and workshops, National Forum events,

disciplinary conferences etc.

The intention of these ‘elective’ sessions are twofold;

to enable participants to attend such sessions that may offer discipline or specific learning needs

and/or to provide a series of fixed resource sessions on an identifed issue/content pertinent to

the academic community.

Given the reduced frequency of discussion time with peers, these sessions provide an important

opportunity for peer learning and social interaction that should be availed of if at all possible.

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Module Timetable (at a glance)

Session 1 22.09.17*

Evaluating Practice Participate

Evidence 1 Fomative Submission Do it on time!

Session 2 6.10.17

Teaching Methodology 1 Participate

Evidence 2 Summative Submission Do it on time!

Group Tutorials

(1hr duration)

20.10.17*

Sign up Participate

Session 3 10.11.17

Teaching Methodology 2 Participate

Evidence 3 Fomative Submission Do it on time!

Session 4 24.11.17

Student Engagement Participate

Portfolio 8.12.17 Final Summative Submission Do it on time!

Please note Sessions are 10.00 – 13.00 except those marked with * these are 10.00 – 16.00

Module Workload (as per CMS)

Code Workload Description

Seminars 15 Equates to the scheduled sessions (as above)

Online Learning 18 Equates to the dedicated online activties/tasks required

Tutorial 1 Equates to the scheduled sessions by appointment (as above)

Practical 40 Equates to the implemenation/review within one’s practice

Specified Learning Activities 25 Equates to the required activites for progression

Autonomous Student

Learning

80 Equates to the expected research work undertaken outside of

session

Total 179

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The Assessment Strategy

There are three key sections to the assessment:

1. Continuous Formative Individual and Group Work undertaken in session and online

e.g. teaching philosophy, session designs, SET desgins, teaching practice designs etc.

These activities must be completed whilst undertaking the module,

As they aid and feed into

2. Your portfolio statement (a required summative submission)

i.e. a rationale and/or action plan for the portfolio design

Required submission c.Week 5

that is agreed in advance of

3. The final Teaching Portfolio (a required summative submission).

See details below…

Required submission c.Week 12

Completing the Teaching Portfolio

I. The candidate will be required to compose an initial postion paper that outlines one’s position and

practice, within which is the individual’s teaching philosopy (which cites relevant texts).

II. The candiate will collate materials throughout the module for inclusion in a fledgling teaching

portfolio.

a. These portfolio materials/evidence (no more than 5 examples) are required to make either

explicit or implicit reference to one or more of the five elements of documentary evidence

requested below.

III. The candiate is required to accompany each item of evidence within the portfolio by a short

essay/commentary that reflects one’s

a. interpretation of current practice (e.g. disciplinary and/or insitutional context, programme

or module evaluation, alignment etc),

b. analysis of learner/teacher needs,

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c. implementation of change and evaluation (approach) for such.

*Relevant and appropriate reference to teaching and learning literature is essential throughout.

It is the expectation that individual elements of the portfolio will be created in or/post session and be

formatively reviewed during the course of the module (see timetable), prior to inclusion in the final

assignment.

The assessment criteria are articulated as the module learning outcomes (see pg4). Thus one must

demonstrate within their assignment how these are ably met.

Required Documentary Evidence

Please note the final assignment must include the provision of documentary evidence of one or more of the

following:

Planning and delivering classes focused on helping students to become critical persons…

…Using teaching and assessment methods that support the same

Giving feedback to students that is focused on enhancing their future learning

Marking assignments to appropriate standards

Helping to improve alignment in the curriculum

N.B. Final Portfolio submission: Word length maximum 5000 word equivalence.

Required Assignments (as per CMS):

This module is assessed as a Pass/Fail, there are two major required summative submissions (having a

wieghting of 30/60). In addition there are a number of pieces of work that will derive from in session

activities (a weighting of 10), these are essential to the development of the final portfolio.

[N.B. there are other formative pieces within the module to facilitate progression (see time table above].

Description Timing Wieghting

1. Continuous Throughout 10

2. Portfolio Plan c.Week 5 30

3. Portfolio Collection Week 12 60

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Initial Reading:

Please note the following are recommended as they are considered seminal or pertinent! – It is not

expected you read them all or in their entirety for the completion of the module, but they are a good

starting point…

Guidance and further references will be available throughout the module (within Blackboard and the

UCDOER) and via the sessions.

Barnett, R. (2011). Being a University. Routledge.

Boud, D and Molloy, E. (Eds) (2013) Feedback in Higher Education: Understanding it and doing it well.

London and New York: Routledge.

Jarvis, P. (2002). The Theory and Practice of Teaching. London, RouteledgeFalmer.

Jenkins, A, Healey, M and Zetter, R (2007) Linking teaching and research in departments and disciplines

York: The Higher Education Academy.

www.heacademy.ac.uk/assets/York/documents/LinkingTeachingAndResearch_April07.pdf

Ketteridge, S, Marshall, S, Fry, H. (eds) (2009). A Handbook for Teaching and Learning in Higher Education.

3rd Edition. London: Kogan Page.

Laurillard, D. (1993). Rethinking University Teaching: A Framework for Effective use of Educational

Technology. Routledge, London and New York.

Ramsden, P. (2008). The Future of Higher Education Teaching and the Student Experience.

http://www.heacademy.ac.uk/resources/detail/ourwork/policy/paulramsden_teaching_and_student_expe

rience

Schön, D. (1990). Educating the Reflective Practitioner. (2nd edition). San Francisco, Jossey Bass.

Su, F and Wood, M. (2012) What makes a good university lecturer? Students’ perceptions of teaching

excellence. Journal of Applied Research in Higher Education Vol. 4 No. 2.