Introduction to Teaching & Learning in Higher Education

(ITLHE)

Rosalind Beaumont (SDU)

Aims

• Outline why learning more about teaching could be important for you

• Give an overview of the ITLHE module

• Outline entry requirements & application process

• Give links to other training opportunities

D - You are obviously intelligent but you need to make a few adjustments.

Who benefits from teacher development?

The Teacher

UniversityStudents

Develop your ability to establish & develop relationships

Assist your career development (both inside and outside HE)

Receive consistently high quality learning experiences

Achieve better quality outcomes (hopefully!)

Improve quality of teaching by sharing good practice within and between Academic Units & Institutes

Increase reporting of teaching qualifications (HESA)

Improve knowledge about teaching

Develop your teaching (& overall communication) skills

The Benefits of doing ITLHE• Increased knowledge and skills = increased

confidence in teaching contexts• Ability to talk professionally & persuasively about

your teaching (interviews?)• A route into Newcastle Teaching Award (& similar

awards at other institutions)• A route towards recognition at UK PSF Descriptor

1 and Higher Education Academy Associate Fellow Status

Previous ITLHE Participants

• “I would certainly recommend this to colleagues. The course provides useful practical skills and is taught professionally and efficiently in a pleasant environment.”

• "Meeting other ‘beginner teachers’ has been a great help. Talking to them still benefits my teaching.”

Previous ITLHE Participants

• "I made some good friends and interesting contacts that I hope will continue even now that I have left Newcastle.“

• “I have been offered a permanent academic job, and my experience on this course helped my case. Such emphasis is now placed on learning and teaching skills in higher education that this qualification is a fantastic addition to an academic CV.”

Part A – The Basics

• 2 day workshop covering teaching & learning topics

• Meets university mandatory training requirements

• Seminar or Demonstrating focus• Receive certificate of attendance• 10 Part A workshops per year

(5 in Semester 1 and 5 in Semester 2)

Part A – Entry Requirements & Application Process

1. You must be nominated by your school (IMPORTANT!)

2. School approves application & forwards nomination to SDU

3. Receive confirmation of place from SDU & available dates

Type of Teaching Example Nominator

Formal Scheduled Teaching

Lectures, seminars, demonstrations

Person leading the formal teaching

Informal Unscheduled (& unpaid) Teaching

Working on a project with undergraduates

e.g. project supervisor

Part B – The Basics

• 6 month self-directed programme • 4 start dates a year (Oct, Nov, Jan, Feb)• 1 day introductory workshop & 2 half day follow

up sessions• Build a portfolio of assessed tasks including:

observations, assignments, reflection on practice

Part B – Entry Requirements & Application Process

• Must have completed Part A before beginning Part B

• Need to have accrued approx. 20 hours teaching experience before Part B

• Need to have 5 teaching hours organised by School while undertaking Part B

• Apply via application form from SDU• Discuss with supervisor

Once successfully completed…

• ITLHE Part A + Part B = 20 M-level credits

• An opportunity to apply for professional recognition as a HEA Associate Fellow (UKPSF D1)

• Additional modules can be taken to further your professional development

AND• Gain Newcastle Teaching Award• Work towards recognition as an HEA Fellow (D2)

But, I don’t have much time or teaching opportunities....

• EventsTeaching & Learning Seminars (QuILT)Teaching & Learning Conference (SDU/ QuILT)

• Workshops: SDU/ QuILT

• L&T resources: QuILT/ SDU

• Higher Education Academy

Contacts

• Module Leader: Rosalind Beaumont

• Part A & B administrator: Karen Robb

• Email: ITLHE@ncl.ac.uk

• SDU: http://www.ncl.ac.uk/staffdev/

Critical Incident Analysis

• Recall a positive or negative memory of a teaching or learning experience (i.e. you as a teacher or you as a student)

Reflection Questions

• What happened?• Who was involved?• What did I feel?• What caused it to happen as it did?• What were the consequences for those

involved?• What was important about the experience?• Has that experience affected your views on

teaching and/ or learning? How?