|Assessment length / details
|Reflective Diary 1. Reflective diary kept throughout the year (to include induction reflections, reflection on CPD events, self-observations and active teaching practices). 2,000 words.
|Contribution to online forum 2. Contribution to an online forum /`wiki? called `survival guide to lecturing?. 700 words.
|Essay 3.) An essay from a choice of questions relating to induction element. 2,000 words.
|Teaching Observation 4.) An assessed teaching observation carried out by a member of the course team within 4 weeks of teaching the module.
|Reflective Diary 1.) Reflective diary kept throughout the year (to include induction reflections, reflection on CPD events, self-observations and active teaching practices). 2,000 words. This needs to show that comments from feedback have been addressed
|Contribution to online forum 2.) A new contribution to an online forum `survival guide to lecturing?. 700 words.
|Essay 3.) An essay from a new choice of questions relating to induction school element. 2,000 words.
|Teaching observation 4.) A new assessed teaching observation carried out by a member of the course team.
On successful completion of this module students should be able to:
1a. Design and plan learning activites and/or programmes of study (PSF AA1).
1b. Critically reflect on the optimum ways to teach and support learning in HE (AA2).
2a. Demonstrate a core knowledge and understanding of teaching within a specific discipline (PSF CK1).
2b. Demonstrate an awareness of the range of methods for teaching and learning within a particular subject area and at the level of the academic programme (CK2).
2c. Show a critical understanding of the use and value of appropriate learning technologies (PSF CK4).
3a. Demonstrate professional values which reflect a commitment to and respect for both individual learners and diverse learning communities (PSF PV1).
3b. Critically reflect on what it means to participate in higher education and provide equality of opportunity for learners (PSF PV2).
3c. Demonstrate the use of evidence'rnformed approaches and the use of the outcomes from research, scholarship and continuing professional development to develop teaching practice (PV3).
3d. Show a commitment to addressing relevant UK and/or global agendas, acknowledging implications for institutional missions, policies and practices (PSF PV4).
Please note that the bracketed elements refer to the UK Professional Standards Framework (PSF) 2011
This work-based module introduces the academic environment to new lecturing and teaching staff. There is a focus on ‘practice’ and professionalization in teaching. Participants will develop a practical tool kit through which they can feel confident in a range of teaching and learning contexts in Higher Education. The module also begins to scaffold the necessary theoretical and reflective elements needed in module 2.
1) Coordinator meets with all new lecturing staff shortly after appointment to carry out a needs analysis and background CPD plan.
2) An induction, delivered over three days will cover the following core elements:
Session 1: A survival guide for those new to teaching including technology-enhanced learning and the student learner experience survey.
Session 2: Understanding academic infrastructure: learning outcomes, levels, subject benchmarks, inclusivity and internationalization.
Session 3: Effective teaching in the Arts / Sciences / Social Sciences / Humanities. This subject specific element will draw on good practice from within each faculty.
Session 4: How to do peer observation and techniques beyond peer observation.
Session 5: An opportunity to facilitate networks and cross departmental connections through social events during the induction event.
3) Attendance at two additional days of CPD events chosen from the CDSAP programme or externally.
4) Two Self observation of teaching using a technology such as AberCast or Flip cam (including reflection on how teaching has developed over time).
5) Five one-to-one coaching sessions with course team to develop teaching practices arising from needs analysis.
|Application of Number
|Participants are encouraged to interpret statistical information relating to quantitative data contained in evidence-informed scholarship.
|Through teaching observations. Through written reflections in diary on own communication style in lectures and other teaching scenarios
|Improving own Learning and Performance
|The development of a professional and reflective approach to teaching practice, which evidences PSF professional values.
|Through the use as part of audio / video self reflection, use of a survival guide forum online and through technology enhanced learning taught elements.
|Personal Development and Career planning
|Participants are made aware of the need for Continuing professional development as part of effective teaching practice and are made aware of opportunities for progression to further modules
|The ability to identify problems in teaching practice and identify measures to improve teaching practice.
|The ability to draw on evidence-informed approaching and subject specific / pedagogic scholarship to construct an essay from a list of topics.
|Subject Specific Skills
|Participants will gain grounding in pedagogical theory and its practical application in their own, varied academic contexts.
|Collaborative and interactive activities during the teaching elements of the module will form a large proportion of the mode of study. Team taught modules may also be observed.
This module is at CQFW Level 7