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BecomingaBetterUniversityTeacher

Semester1:2017/18

ModuleCoordinator:DavidJennings

ModuleCode:UTL40180

ECTS7.5

Level:MastersLevel9

UCDTeachingandLearning,AcademicAffairs

ModuleHandbook

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Updated:15.02.17

1ImagescourtesyofUCDMediaServices&RossLoughnane

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Contents

1. IntroductiontoProgrammeModules 3

2. ModuleDescription 4

3. ModuleLearningOutcomes 4

4. TeachingandLearningStrategies 5

5. TheModuleStructure 7

6. TheModuleContent 8

7. ModuleTimetableandWorkload 9

7. AssessmentStrategies 10

8. InitialReading 12

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IntroductiontoProgrammeModules

Level9Modules

ThisLevel9modulecanbeundertakenasastand-alonemodulefortheawardofCertificateinContinuing

ProfessionalDevelopmentorasamodulefortheProfessionalCertificate/DiplomainUniversityTeaching

andLearning.Asalevel9modulestudentsareexpectedtoreviewresearchandotherliteratureatthe

forefrontofthesubjectsofthemodule.Studentswillassessthecurrentleveloftheirknowledgeandskills

intheareaandtakeresponsibilityfortheircontinuedprofessionaldevelopment.Students’learningfrom

thesemoduleswillfacilitatetheminitiatingnewteachingandlearningactivities.

ActiveandParticipativeLearning:BecomingaBetterUniversityTeacher

Theexpectationisthatallregisteredstudents/learnerswillattendandactivelyengageinallsessions.There

areonlyc.4scheduledface-to-facesessionswherelearnerswillworkcollaboratively,shareexperiencesand

particpateinindividualandgrouptasks.Therearealsoonlineactivitiesthataidandsupportboththe

sessionsandassessmentprocess.Thereforeitisrequiredthatonewouldactautonomouslytocomplete

andparticipatefullyinallkeylearningactivities.

KeyContacts

AnyqueriesrelatingtotheprogrammeshouldbedirectedtotheProgrammeDirector,TerryBarrett.

AnyquestionsrelatingtoregistrationshouldbedirectedtotheGraduateAdministrator,ClaireDeighan.

QuestionsrelatingtothemodulemaybedirectedtothemoduleCo-ordinator,DavidJennings.

ProgrammeDirector GraduateAdministrator ModuleCo-ordinator

TerryBarrett

Terry.Barrett@ucd.ie

Rm:F318,NewmanBld

716x8553

ClaireDeighan

Teachingandlearning@ucd.ie

Rm:F309,NewmanBld

716x8732

DavidJennings

David.Jennings@ucd.ie

Rm:F317,NewmanBld

716x8552

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ModuleDescription

Theaimofthismoduleistoenablethoseinanacademicroletoreflect,reviewandanalysetheirteaching,

learningandassessmentstrategieswithintheclassroomandbeyond.Participantswilldeconstructtheir

currentpractice,appraiseappropriatemethodologiesandexploretheoreticalconceptswithaviewto

developingfutureeducationalinterventions.

Atitscorethismoduleprovidesdevelopmentalopportunitiesinteaching,assessing,sessionplanningand

teacherevaluationskills,itenablestheparticipanttodesignandcreatetheirteachingpracticeusingan

educationallyholisticapproach.Tofacilitatethisthemodulewilldealwithconceptsandpracticessuchas;

teachingphilosophies,thedesignofsmallandlargegroupsessions,theuseofeducationaltechnology,peer

assessment,studentevaluationofteachingetc.

Bytheendofthemoduleoneshouldbeabletoemployarangeofteachingmethodsandmaterials

innovatively;thatpromptcriticalthinking;engageformativeandsummativeassessmenttopromote

improvementsinlearning;createopportunitiesforactivelearning;andrelatethechoicesmadeinpractice

totheresearchliteratureonteachingandlearninginHigherEducation.

ModuleLearningOutcomes

Havingsuccessfullycompletedthismodule,youwillhavedemonstratedtheabilityto:

1. Criticallyreviewandimprovetheclearalignmentbetweenlearningoutcomes,teachingmethods

andassessmentregimesofamoduleorothercoherentsetoflearningactivities.

2. Analysearangeofappropriateteachingmaterialsandmethodsthatpromptcriticalandcreative

thinking.

3. Evaluatecurrentlearningtheoriesandrecentresearchtoinformyourteachinginitiatives.

4. Demonstrateanabilitytopromoteinclusiveteachingstrategiesinformedbyanunderstandingof

studentsdiverselearningneeds.

5. Createafledglingteachingportfolio,developingyourteachingphilosophyandgatheringrelevant

materialstodemonstrateandsupportteachingandlearningapproaches.

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TeachingandLearningStrategies

TherearefourcoreelementsonemustaccommodateinundertakingtheBecomingaBetterUniversity

TeacherModule.

1. Autonomousengagement–primarilyselfdirectedactionresearch

2. Collaborativeengagement–workingcollectivelywithpeersinsessionandonline

3. Utilisingonlineresourcesandactivities–developlingstrategiesfortheportfolio

4. Applicationtoprofessionalpracitice–authenticassignment/s

ModuleStructure

1. TheFourface-to-faceSessions

Therearefourscheduledface-to-facegroupsessionsonemustattend.Eachofthesewillhaveaseriesof

supplementalresourcesandactivitieswithwhichtoengageandideallyapplytoone’sprofessionalpractice.

IndependentobjectivesandoutcomeswillbearticulatedforeachSession.

2.YourOnlineLearning

TheinformationandactivitiesavailablewithinBlackboardandtheUCDOERwebsitewillprovideafocul

pointformuchofyourownautonomousstudy,youwillbepromptedtokeepareflectivejournal,

undertakeonlineactivitiesandtasksandpostcontributionsforyouandyourpeers.

Itisprimarilydesignedtobeastartingpointfromwhichyouwillbeginyourownexplorations–theweb

resourcesarenotintendedtocontainalltheinformationyouwillneedtosuccessfullycompletethis

module,theyaremerelydesignedasanaidtosupportyouinyourendeavours,andpointyouintheright

directioninthedesign,developmentandacquisitonofmaterialsforyourportfolio.

3.TheGroupTutorials

Theseprovidetheopportunityforadedicatedsessiontodiscussindetail;theprogressionoftheportfolio

andthedevelopmentandacquistionofthedocumentaryevidence;clarifyinghowthesefulfilthespecified

programmeand/ormodulelearningoutcomes;andanyotherissuesthatmayarise.

Thesearescheduledas1hoursmallgroupsessions.Patticipantswillberequiredtoenrollinadvance.

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TheModuleContent

N.B.thesearemeantasaguide,sessiondetailsmayvaryaccordingtolearningneeds.

SessionOne:CoreTheme–EvaluatingPractice:

Thisfirstsessionwillplaceanemphasisonappraisingone’steachingpractice,withafocuson

StudentEvaluationandtheroleofAcademicReflectivePractice(incl.Thedesignand

implementationofSET,writingTeachingPhilosophies,andTeachingPortfoliodevelopment).

SessionTwo:CoreTheme–TeachingMethodology1:

Thissecondsessionwillplaceanemphasisonthepracticalitiesofteachingpractice.Lookingto

teachingapproaches/methodologiesandsessiondesignandplanning(incl.Inclusiveand

Universaldesign,aligningyourteaching,learningandassessmentpractice).

SessionThree:CoreTheme–TeachingMethodology2:

Thisthirdsessionwillplaceanemphasisonthepracticalitiesofteachingpractice.Lookingto

teachingapproaches/methodologiesandsessiondesignandplanning(incl.thedesignoflarge

andsmallgroupteaching,utlisingtechnologyeffectivelytoenhancepractice).

SessionFour:CoreTheme–PeerReview

Thisforthsessionwillfocusonundertakingareviewofone’sportfoliodevelopment.Emphasis

maybeplacedonthenatureofcriticalcommentariesandtheliteraruretosupportthese.

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ModuleTimetable(ataglance)Session1 22.09.17*

Venue:TBCEvaluatingPractice Participate

Evidence1 ActionPlanBlog Doitontime!

Session2 6.10.17

Venue:TBCTeachingMethodology1 Participate

Evidence2 TeachingPhilosophySubmission Doitontime!

GroupTutorials

(1hrduration)

20.10.17*

Venue:TBCSignup Participate

Session310.11.17

Venue:TBCTeachingMethodology2 Participate

Evidence3 LiteratureWiki Doitontime!

Session4 24.11.17

Venue:TBCPeerReview Participate

Portfolio 1.12.17 FinalSummativeSubmission Doitontime!

PleasenoteSessionsare10.00–13.00exceptthosemarkedwith*theseare10.00–16.00

ModuleWorkload(asperCMS)

Code Workload Description

Seminars 15 Equatestothescheduledsessions(asabove)

OnlineLearning 18 Equatestothededicatedonlineactivties/tasksrequired

Tutorial 1 Equatestothescheduledsessionsbyappointment(asabove)

Practical 40 Equatestotheimplemenation/reviewwithinone’spractice

SpecifiedLearningActivities 25 Equatestotherequiredactivitesforprogression

AutonomousStudent

Learning

80 Equatestotheexpectedresearchworkundertakenoutsideof

session

Total 179

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TheAssessmentStrategy

Therearethreekeysectionstotheassessment:

1. ContinuousFormativeIndividualandGroupWorkundertakeninsessionandonline

Theseactivitieswilloccurinsession,asindividualandcollaborativeactivities,theexpectationisthat

theywillbecompletedonline.Itistheintentionthatthesewillenableonetobuildtheframeworkand

evidencerequiredforthefinalportfolio

∼ Therearetwospecificonlinetasksoneisrequiredtocomplete;aBlogpage-fortheactionplan/TOC

ofportfolio,andaWikipage-forsharedliterature.

2. ATeachingPhilosophy

Theteachingphilosophywillevolvefromapersonalstatementtoastructuredandreferenced

discussionpaperonones’conceptionsofteachingandlearning.

∼ Requiredsubmissionc.Week5

3. TheTeachingPortfolio(Seenotebelow)

Thecandiatewillcollatematerialsthroughoutthemodulethattheymayinclude/developfortheir

fledglingteachingportfolio(nomorethanfiveexamplesarerequired).

∼ Examplesinclude:programmeormoduleevaluation/review,comprehensivesessionplan,assessment

re-design,individuallearningactivities,feed-forwardactivities,educationaltechnologyintegration,

peerobservationofteaching,UDL,curriculumalignmentetc

Thecandiateisrequiredtoaccompanyeachitemofevidencewithintheportfoliobyashortcritical

commentarycitingrelevantliterature,thatreflectsone’s

a. Interpretationofcurrentpractice(e.g.disciplinaryand/orinsitutionalcontext,programmeormodule

evaluation,alignmentetc),

b. Analysisoflearner/teacherneeds,

c. Implementationofchangeandevaluation(approach)forsuch.

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ThefinalPortfoliosubmissionmustnotexceeda5000wordequivalence(thisisnotincl.ofreferences,

orpracticeevidence/examples).

∼ Requiredsubmissionc.Week12

Theassessmentcriteriaforthefinalportfolioassignmentarearticulatedasthemodulelearningoutcomes

(seepg4).Thusonemustdemonstratewithintheirportfolioassignmenthowtheseareablymet.

RequiredAssignments(asperCMS):

ThismoduleisassessedasaPass/Fail,therearetwomajorrequiredsummativesubmissions(havinga

wieghtingof30/60).Inadditionthereareanumberofpiecesofworkthatwillderivefrominsession

activitiesandbepresentedonline(aweightingof10),theseareessentialtothedevelopmentofthefinal

portfolio.

Description Timing Wieghting

1. Continuous Throughout 10

2. TeachingPhilosophy c.Week5 30

3. PortfolioCollection Week12 60

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InitialReading:Pleasenotethefollowingarerecommendedastheyareconsideredseminalorpertinent!–Itisnot

expectedyoureadthemallorintheirentiretyforthecompletionofthemodule,buttheyareagood

startingpoint…

Guidanceandfurtherreferenceswillbeavailablethroughoutthemodule(withinBlackboardandthe

UCDOER)andviathesessions.

Barnett,R.(2011).BeingaUniversity.Routledge.

Boud,DandMolloy,E.(Eds)(2013)FeedbackinHigherEducation:Understandingitanddoingitwell.

LondonandNewYork:Routledge.

Jarvis,P.(2002).TheTheoryandPracticeofTeaching.London,RouteledgeFalmer.

Jenkins,A,Healey,MandZetter,R(2007)Linkingteachingandresearchindepartmentsanddisciplines

York:TheHigherEducationAcademy.

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

Ketteridge,S,Marshall,S,Fry,H.(eds)(2009).AHandbookforTeachingandLearninginHigherEducation.

3rdEdition.London:KoganPage.

Laurillard,D.(1993).RethinkingUniversityTeaching:AFrameworkforEffectiveuseofEducational

Technology.Routledge,LondonandNewYork.

Ramsden,P.(2008).TheFutureofHigherEducationTeachingandtheStudentExperience.

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

rience

Schön,D.(1990).EducatingtheReflectivePractitioner.(2ndedition).SanFrancisco,JosseyBass.

Su,FandWood,M.(2012)Whatmakesagooduniversitylecturer?Students’perceptionsofteaching

excellence.JournalofAppliedResearchinHigherEducationVol.4No.2.