Postgrad Cert Teach in HE - University of Glasgosteve/qee/vg/uploads/Nltp/NLTP... · Web viewIf you haven't contacted us within four weeks of receiving the self-directed learning

New Lecturer & Teacher Programme – Course Handbook

New Lecturer & Teacher ProgrammePostgraduate Certificate in Academic Practice

Course Handbook 2006 - 2008

Dr Vicky Gunn, Co-ordinatorNew Lecturer & Teacher Programme

Learning and Teaching CentreSouthpark House

64 Southpark AvenueGlasgow G12 8LB

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HANDBOOK CONTENTS

Programme aims and outcomes 3

Programme structure 5

NLTP support 6

What to do if you cannot attend a taught session 6

Programme philosophy 7

Programme staff and administration 11

Appendix 1 – Individual sessions 14

Appendix 2 – Annotated course bibliography 25

Appendix 3 – Postgraduate Certificate in Academic Practice regulations 30

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THE NEW LECTURER & TEACHER PROGRAMME

REQUIREMENTS ON PROBATIONERS

To support academic staff at the outset of their career here at Glasgow University and to allow for the enhancement of a critically reflective approach to teaching amongst its staff members, the Senate introduced a programme of study called the New Lecturer & Teacher Programme (NLTP).

The current requirement for probationary staff with regards to their various roles as academics is that they complete this programme run by the Learning and Teaching Centre. It comprises two modules:

(i) Academic Practice in Higher Education (taught module), (ii) Developing a Portfolio of Academic Practice (assessment module).

Both the taught module and the portfolio module are equivalent to 30 Masters level SCOTCAT credits each.

Successful completion of the programme leads to the award of a Postgraduate Certificate in Academic Practice and to full practitioner status of the Higher Education Academy (HEA).

PROGRAMME AIMS AND LEARNING OUTCOMESAims1. To encourage a critically reflective and scholarly approach to the practice of

teaching and learning in higher education.

2. To enhance a research-led or research-informed approach to teaching and learning, which integrates research, theory and practice.

3. To introduce a number of approaches to teaching and learning which encourage versatility and innovation, whilst also supporting the development of good practice in more traditional forms of teaching.

4. To develop approaches to teaching and learning which recognise and respect diversity amongst learners.

5. To facilitate support from peers and experienced teachers to help participants to develop competence and confidence in their teaching role.

Intended Learning OutcomesThis course aims to help you develop six basic professional competencies:

the competence to design teaching, learning and assessment the competence to implement teaching and assessment the competence to support learning the competence to evaluate teaching, learning and assessment the competence to conduct scholarly activity the competence to manage academic practice and professional development

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The learning outcomes of the programme define the nine areas in which we expect participants to be able to develop and exercise these competencies. By the end of the programme you should be able to:

1. Design teaching sessions (for example a lecture or a seminar) from a module descriptor, or similar; units of study or programmes; and/or assessment strategies. This involves choosing teaching processes, learning activities or assessment strategies appropriate to the group of learners, the level, the subject material, the resources available and the learning outcomes (design).

2. Implement teaching sessions, using two appropriate teaching and learning methods in such a way that offers an effective learning environment for the students. For example, make presentations e.g. lectures and demonstrations, facilitate group based learning e.g. through seminars, discussion groups,

problem solving classes, group project work, practicals or laboratory classes, work with individual students e.g. supervising research students or final year

dissertations (implement and support).

3. Demonstrate an ability to provide appropriate pastoral and learning support to learners based on principles of good practice (support).

4. Set assessment tasks, and mark and give feedback on students’ work based on principles of good practice (design and evaluate).

5. Monitor and evaluate teaching using self, peer and student feedback (evaluate).

6. Provide a critically reflective account of scholarly activity in the discipline and, where applicable, how this relates to your teaching (scholarly activity).

7. Demonstrate an ability to keep teaching, research and administrative records, as appropriate, based on principles of good practice (manage).

8. Demonstrate an ability to manage time and other resources efficiently and effectively (manage).

9. Reflect on professional practice and development as an academic and draw up a plan for continuing professional development, as appropriate (manage).

PrinciplesThe NLTP also aims to help you develop these areas of competence in such a way that your practice is informed by six key underpinning principles. These principles are:

1. Critical Reflection: Taking a critical approach to your practice as a teacher, reflecting on how your plans work out in practice, evaluating your teaching, reviewing it in the light of theory and research, identifying issues and working out strategies towards their solution.

2. Scholarship: Taking a research-led or a research-informed approach to your teaching and using as appropriate relevant and recent ideas and research in the

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fields of teaching, learning, assessment and policy in higher education to inform your practice.

3. Learner Focus: Focusing your teaching on helping your students to learn to the best of their capabilities, encouraging learner responsibility and supporting autonomous learning.

4. Difference and Diversity: Teaching in such a way that takes account of the different prior experience, knowledge and resources brought by students to the educational process, and which attempts to implement inclusive approaches to teaching, learning, assessment and student support.

5. Ethics and Equity: Approaching your practice as an academic in an ethical way, based on a duty of care for your students, and in such a way that supports equity and equality of opportunity.

6. Co-operation and Collaboration: Working in a collaborative and co-operative way with colleagues and peers.

The content of the programme thus includes reflective practice and professional development planning; managing and organising your teaching; course planning and course design; approaches to teaching large and small groups; student support; student learning; assessment; evaluation; research supervision; and observation of 'classroom' teaching.

PROGRAMME STRUCTURE

The NLTP (Postgraduate Certificate in Academic Practice) is a part-time programme, which runs for eighteen months to two years, depending on your entry point.

The taught module – Academic Practice in Higher Education – consists of the following 17 units of study:

Managing your Professional Development as an Academic (MYPDA) Course Design I and II (CDI &II) Approaches to Lecturing I & II (AL I & II) Small Group Processes I (SGP I) Small Group Processes II (SGP II) E-Learning and Technology Explorations of Learning in Higher Education (ELHE) Assessment I, II, III, & IV (ASS I, II, III, IV) Evaluation I & II (EVL I & II) Supervising Students (SST) Reflections on Learning in Higher Education (RLHE)

Each unit is a half-day session or equivalent. Small Group Processes I and Evaluation I are conducted online as distance education units. Approaches to Lecturing II involves observation of and feedback on one of your teaching sessions.The details of each unit and the timetable for the programme are in Appendix 1 of this handbook.

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The module is offered at different times of the year thus offering alternative entry points to the programme. R1 begins in September Year 1 and ends in August at the end of Year 2. R2 begins November Year 1 and ends in August at the end of Year 2. R3 begins in January Year 1 and ends in August at the end of Year 2. If there is sufficient demand, we will run an extra route, R4, beginning in March Year 1 and ending in August at the end of Year 2. Wherever possible, workshops for R1 and R4 are scheduled out of term-time, whereas workshops for R2 and R3 are scheduled during term-time. Figure I overleaf summarises the structure of the programme.

NLTP SupportThis is provided in three main ways:

Session tutor/s – each session has named tutors. Should you need to miss a session please contact them (see section below ‘what to do if you can’t attend a session’)

Peer group tutor – from the outset of the programme you will be placed within a peer group and assigned a tutor from the Learning and Teaching Centre. This tutor can facilitate peer group meetings, assist with clarification about the programme and its assessment, observe your lecturing, and will act as a first marker for your portfolio.

Moodle – session handouts, power-point presentations, and other relevant material are normally uploaded to the Learning and Teaching Centre NLTP Moodle site (cf 2006-08 cohort) the day or so after the sessions have been taught. Moodle URL is: http://moodle.gla.ac.uk/learn/moodle/.

What to do if you can’t attend a session:We strongly recommend that when you register for your chosen NLTP route, you book the dates of the units for that route in your diary and stick to them. However, we understand that sometimes it is impossible for you to attend a particular unit. In this case, there are two options:

(i) undertake the unit in self-directed mode. In this case, you will be asked to enter the NLTP moodle environment, locate the appropriate session material and undertake the self-directed learning tasks (SDLT). Self-directed learning tasks are normally integrated into the session handbooks, where they are not you will be informed to this effect.

(ii) attend the relevant unit of another route. This is only possible if there is a place available, which is often not the case as we are restricted in numbers. To rearrange attendance you need to contact Pam Luthwood.

Self-directed learning tasks (SDLT): You are asked to work through these activities in order to complete the unit. Once you have completed the unit in this way, you are asked to submit responses to the tasks to the unit tutor for feedback. The tutor will then sign you off the unit and register ‘attendance’ with Pam Luthwood. If you haven't contacted us within four weeks of receiving the self-directed learning task, we will send you out a reminder. This is the only reminder you will receive,

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http://moodle.gla.ac.uk/learn/moodle/


after that it is up to you. We will record the unit as 'outstanding' on your record until we have confirmation that you have completed the self-directed learning task.

Assessment Module: Developing a Portfolio of Academic PracticeIn keeping with Senate & Court ruling, participants on the NLTP are assessed at completion of the programme. The assessment takes the form of a portfolio of academic practice providing evidence that you have satisfactorily developed competence in the nine Intended Learning Outcomes of the programme.

Peer support groups, facilitated by NLTP tutors, are established at the beginning of the programme in order to support you through the development of your portfolio. It is anticipated that these groups will meet at least once a term.

Assessment of the portfolios will be undertaken by self, peer and tutor assessment within the peer support group.

The deadline for your portfolio is: 29th August 2008

In certain circumstances this will be extended to: April 2009These circumstances are:

1. if you are a part time rather than full time member of staff2. if you require an extension. Applications for an extension must be made in

writing to the course coordinator, Dr Vicky Gunn.

Portfolios will be marked on a pass/not yet passed basis.

Dr Colin Mason, Director of St Andrew’s Learning and Teaching: Innovation, Review and Enhancement (SALTIRE) Unit, University of St Andrew’s, is currently the external examiner for the NLTP (Postgraduate Certificate in Academic Practice).Please see the Guidelines on Developing a Portfolio of Academic Practice for full information on the assessment module. The regulations for the course are detailed in Appendix 3.

PROGRAMME PHILOSOPHY AND METHODS

The mission of the University of Glasgow is to be a major research-led university operating in an international context. Its main teaching-related aim is:

to provide education through the development of learning in a research environment.

The NLTP aims to help you do this. The programme is based on the assumption that research and scholarship make an essential contribution to teaching, just as the experience of teaching and working with students can make a contribution to research and scholarship. The NLTP also assumes that the inquiry process which lies at the heart of research and scholarship is also an essential process in significant learning.

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Although the prime focus of the NLTP is on helping you to develop a professional approach to teaching, we see your teaching responsibilities as inextricably linked to your research, scholarship, administration and service responsibilities. We also believe that it is extremely useful in the early stages of your academic career to step back and think strategically about how best to approach your scholarly activity and how it might be related to your teaching and other responsibilities. It is all too easy to look back in a few years’ time and realise that you are not quite on the path you wanted to be on.

Thus the NLTP aims to help you develop the critical judgement you need in order to decide the best approach to take to your teaching, research and scholarship, given your own particular set of circumstances, for example whether university lecturer or teacher. It assumes that good practice cannot be imposed or mandated from outside. This is especially the case for teaching.

A key assumption underlying the programme is that effective teaching involves an interplay between skilled practice, disciplinary knowledge, understanding of teaching and learning processes, appropriate attitudes and values, and critical self-reflection. As teaching takes place in unpredictable, fluid, non-routine and novel situations, it can be seen to involve a constant process of ‘mini’ problem-solving and decision-making. From this perspective, being a teacher involves being able to think on one’s feet basing one’s judgements on a secure ‘guiding epistemology’ (Schön, 1983), ‘critical rationale’ (Brookfield, 1990), or personal theory of teaching and learning.

All participants will bring to the programme existing values, knowledge and understanding of teaching and learning processes derived from their previous experience as both teachers and learners. This nexus of knowledge, understanding and values - or personal theory - of teaching and learning processes may or may not be explicitly known but will influence how each participant approaches their teaching and the decisions that they make in practice.

A key aspect of a teacher’s development therefore involves building on existing competence by the teacher making explicit his or her personal theory of teaching and learning, in order to be able to examine this critically in the light of feedback, discussion, and educational theory and research. The NLTP provides an opportunity to work on this through the processes of skills development, practice-based inquiry, theoretical framing, scholarship, critical reflection and the marshalling of evidence to support experience-based claims to teaching competence. While the development of skills (and technical knowledge) is integral to our approach, these skills are understood to be necessary, but not sufficient, for intelligent professional practice.

In order to foster the principles of reflective practice, scholarship, learner focus, difference and diversity, ethics and equity, and collaboration, the learning opportunities provided by the NLTP are offered in the following way:

A peer learning community A learning community is based on the idea that course facilitators and course participants are both resources for the group and responsible for the learning that takes place in the group. Participants bring a diverse wealth of knowledge and experience to the group and make a significant contribution to how well the group will work together. Although tutors have a special responsibility for initiating and maintaining a suitable learning environment, providing appropriate activities and

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processes, and making available relevant resources, course participants are responsible for their own learning, for contributing to the learning of others through group discussion, peer feedback and support, and are also responsible for their contribution to the well being of the group.

The programme aims to provide a framework and a process within which to facilitate exploration of issues of teaching, learning and scholarship with other academics. Given the range of teaching experience represented by participants, the aim is to build on and enhance this experience. The assumption is that you will learn as much from each other as from course facilitators. The workshops supporting the taught units of the NLTP and the peer support groups provide the contexts for this.

Professional development planningIn order to enable you to individualise the learning opportunities provided by the NLTP and in order to support a systematic and reflective approach to professional development and practice as a teacher, the NLTP encourages and supports a process of professional development planning through the first unit of the NLTP – Managing Your Professional Development as an Academic, through the peer support groups, and the development of the teaching portfolio.

Work-based learningThe most important source of learning for your development as a teacher is your own practice. Given the multi-disciplinary nature of the participant group on the NLTP, much of the exploration of teaching and learning issues on the NLTP will take place generically. It is therefore a challenge for the individual teacher to examine the relevance of such generic discussions for their own local context and to adapt and apply them appropriately. Unless you give systematic attention to your own experience, assessing the relevance of NLTP material and discussion through processes of critical reflection and peer review, much of this potential resource for learning and development can be wasted. The peer support groups, observation of teaching and the teaching portfolio are the prime means to enable this systematic reflection.

Modelling of practiceThe programme offers a range of teaching and learning processes which participants may be able to use in their own practice. Reflection on your first-hand experience of these processes may contribute to an enriched understanding of teaching and learning, and to how such activities might best be adapted to your own particular teaching circumstances.

Resource-based learningIn order to provide flexibility and to support the work-based learning and taught components of the programme, detailed resource materials are provided for each unit of study. Each set of materials includes a summary of key research and guidelines for practice, activities for enabling the adaptation of findings and guidelines to your own context, and further references and resources. In this way, you can engage in more depth with materials on a particular topic when it is most relevant and suitable for you to do so. These resources also enable you to catch up with a taught unit of study via self-directed learning, if you miss a session.

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Discipline-oriented resources:

As mentioned above, one of the tasks you will have to engage with is applying the more generic approaches discussed in the NLTP to your own particular disciplinary context. One resource that can be of particular help here is the Higher Education Academy (HEA). This provides both a generic teaching and learning resources for academics, as well as access to discipline specific resources (through subject networks), workshops and conferences.

To access this resource, go to www.heacademy.ac.uk

To access the 24 subject networks, go to: http://www.heacademy.ac.uk/SubjectNetwork.htm

The HEA also offers specific support to new academic staff through the ‘Supporting New Academic Staff (SNAS) network. To access this, go to www.heacademy.ac.uk/snas

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http://www.heacademy.ac.uk/snas

http://www.heacademy.ac.uk/SubjectNetwork.htm

http://www.heacademy.ac.uk/


MAPPING LEARNING OUTCOMES TO NLTP UNITS AND PROCESSES

NLTP learning outcome

NLTP units, materials and learning opportunities

Relevant texts

Design teaching sessions/courses

Course Design I & IIExplorations in Learning in HEReflections on Learning in HE

Toohey (1999); Biggs (1999)

Implement teaching sessions

Approaches to Lecturing I & IISmall Group Processes I & IIExplorations in Learning in HEReflections on Learning in HEE-Learning and TechnologySupervising Students

Brown (1978); Bligh (1972)Jaques (1995)Ramsden (1992); Marton et al (1997)Cryer (2000)

Provide pastoral and learning support

Supervising Students; Explorations in Learning

Peelo & Wareham (2000)Cottrell (2001)

Set assessment tasks, and mark and give feedback

Assessment I - IV Rowntree (1987); Brown & Knight (1994); Boud (1995)

Monitor and evaluate teaching

Evaluation I & II Angelo & Cross (1993); Brookfield (1995); Cowan (1998)

Provide a critically reflective account of scholarly activity

MYPDAPeer support groups and discussions with mentor

Boyer (1990); Brew (2003); Walker (2001); Kreber (2005)

Keep teaching, research and administrative records

MYPDA handbookSupervising StudentsDepartmental practicesPeer support group

Johnson (1996)

Manage time and other resources efficiently and effectively

MYPDA handbookPeer support group

Knight (2002); Johnson (1996)

Reflection and planning for continuing professional development

Reflections on Learning in HEPeer support group

Brookfield (1995); Knight 2002; Walker (2001); Gosling (2003)

PROGRAMME STAFF AND ADMINISTRATION

The peer tutors and workshop facilitators on the programme are: Dr Vicky Gunn, ext. 3890, [email protected] Dr Deneka MacDonald, ext. [email protected] Jane MacKenzie, ext. 4863, [email protected] Dr Sarah Mann, ext. 6244, [email protected]. Bob Matthew, ext. 3197, [email protected] Mary McCulloch, ext. 3356, [email protected] Dr Jane Pritchard, ext. 4997, [email protected]

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mailto:[email protected]








Should you have any problems concerning the programme, please contact either:

Dr Vicky Gunn, Programme Co-ordinatorExt. 3890Email [email protected]

Or

Ms Pamela Luthwood, Programme SecretaryExt. 4864 Email [email protected]

EXEMPTIONS

If you have substantial teaching experience at another Higher Education Institution or have done an equivalent programme at another University, you may be able to seek full or partial exemption from the taught units of the New Lecturer & Teacher Programme.

Exemption can only be granted on the basis of evidence of competence in relation to the nine learning outcomes and the six educational principles of the NLTP programme. In order to gain exemption, you therefore need to be confident that you can present a portfolio of evidence to substantiate your claims of relevant competence and experience. This is the assessed component of the New Lecturer & Teacher Programme, required by Senate of all new lecturers and teachers.

If you wish to investigate this possibility, please make an appointment to discuss this with the NLTP Programme Co-ordinator, Dr Vicky Gunn, ext. 3890, email [email protected]. She will outline the relevant requirements of the NLTP and the portfolio and help you assess whether you have the required competence and experience to take this approach. You will also receive a handbook of guidelines for putting together a portfolio.

Once you submit your portfolio, it will be assessed by Dr Vicky Gunn and Professor Bob Matthew. The portfolio will be marked as either 'passed' or 'not yet passed'. If it is 'passed' you will receive a letter confirming your successful completion of the NLTP, copied to your head of department and the Director of Human Resources. If it is 'not yet passed' you will be asked to resubmit the portfolio on the basis of feedback provided.

MATRICULATION

All participants on the New Lecturer & Teacher Programme are required to matriculate. There is no course or matriculation fee for Academic/Academic-Related members of Glasgow University staff. External applicants will pay the standard part-time postgraduate fee.

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Further information regarding matriculation is sent to you on receipt of your application form.

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APPENDIX 1

INDIVIDUAL UNITS

Managing your Professional Development as an Academic

Aims

This unit provides an orientation to the New Lecturer & Teacher Programme and the professional development opportunities it offers you. It also provides you with the opportunity to clarify your professional development goals and to plan how best to achieve these.

Learning outcomes

By the end of this unit you will have:

Begun to identify goals for your professional development as an academic practitioner in higher education.

Discussed your preferred strategies for achieving these goals.

Clarified the development opportunities offered by the New Lecturer & Teacher Programme and mapped your goals and preferred strategies in relation to these.

Applied basic concepts of goal identification, strategic planning and time management to the academic environment.

Introductory Readings

Brew, A. (2001) The Nature of Research: Inquiry in Academic Contexts. London/New York: Routledge Falmer.

Jenkins, A., Breen, R. & Lindsay, R. (2003) Reshaping Teaching in Higher Education: Linking Teaching with Research, Birmingham: Kogan Page,SEDA.

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Course Design I

Aims

This unit aims to:

Introduce the concept of constructive alignment for course design Introduce the course design environment at this university Explore the main issues relating to the use of an outcomes based

approach to course design Assist you in developing your ability to write aims and learning

outcomes. Provide an opportunity for tutored practice in writing intended learning

outcomes

Learning outcomes

By the end of the unit you should be able to:

Describe the course design process at this institution Refer to and assess the relevance of constructive alignment to your

course design. Critically discuss the role of learning outcomes in the course design

process Apply this model of course design to your own practice.

Course Design II

Aims

This unit aims to:

Build on the introduction provided in Course Design I and further explore some of the issues related to the use of a learning outcomes-based approach to course design in the context of QAA and University of Glasgow requirements, and current national HE policy developments.

Explore in more depth the concept of constructive alignment for course design

Assist you to develop your own model of good practice in course design, through setting up opportunities for inter-disciplinary/peer review of course design ideas.

Learning outcomes:


Refer to and assess the relevance of theoretical approaches to course design

Apply this model of course design to your own practice. Develop your own model of good practice in course design

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Approaches to Lecturing I & II

Aims

These units aim to:

Critically examine the lecture as a teaching and learning process.

Assist you to develop your own practice as a lecturer through observation and feedback of one of your lectures

Learning outcomes

By the end of the units you should be able to:

Develop a framework for the evaluation of 'good lecturing'.

Reflect on your own and others' lecturing practice.

Relate aspects of student experiences in lectures to a framework for the evaluation of 'good lecturing'.

Develop a model of good practice for the design and delivery of a 'good lecture'.

Introductory reading:

Brown, G. (1978) Lecturing and Explaining, London: Methuen.

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Small Group Processes I

Aim

This unit aims to: Give an opportunity to consider the role of small group teaching and

different approaches to them.

Support your reflection upon and development of small group teaching in your own professional context.

Learning outcomes


Critically reflect on your own small group teaching practice and identify areas of particular concern.

Identify the aims and learning outcomes of your small group teaching.

Locate the place of small group teaching within the overall curriculum and evaluate it’s effectiveness as a method of instruction within your course design/structure.

Raise questions specific to your teaching which will form the basis of discussion in Small Groups II.

Identify criteria for implementing peer observation.

Small Group Processes II

Small Group Processes II offers the opportunity to consider small group teaching in the seminar/tutorial and/or the practical class setting.

Aims

This unit aims to:

Enable you to respond to your own questions concerning small group teaching and learning as identified by you in Small Groups I.

Give an opportunity to reflect on discipline-specific examples of small group teaching and develop SG methods/processes for a range of educational purposes.

Learning Outcomes

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By the end of this unit you should be able to:

Understand and establish the conditions necessary for effective small group teaching.

Define what your small group classes are intended to achieve in terms of students’ learning experience, informed by relevant ideas from the literature.

Analyse existing small group pedagogies to assess how they meet their intended objectives.

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E-Learning and technology

Aim

This unit provides an introduction to the role of e-learning and technology in supporting student learning.

Learning Outcomes


Developed an understanding of how e-learning and technology contribute to effective learning environments at this University and more broadly in Higher education.

Identified areas within your own teaching in which e-learning and technology might usefully be deployed as a method of support and instruction.

Reflected upon the current theoretical approaches to e-learning and technology in the Higher Education context.

Introductory Reading:

Garrison D.R & Anderson T (2003) E-learning in the 21st Century – A Framework for Research and Practice. London and New York: Routledge Falmer.

Laurillard, D. (1999) Rethinking University Teaching: A Framework for the Effective Use of Educational Technology, London and New York, Routledge.

Maier, P., Warren, A., Barnett, L. & Brunner, D. (1998) Using Technology in Teaching and Learning, London: Kogan Page.

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Explorations in Learning in Higher Education

Aim

This unit aims to allow you to explore, in a structured manner, the teaching, learning and assessment literature and how it impacts on your own practice.

Learning outcomes


Use different theories of student learning to interpret the different learning approaches that your students apply.

Discuss the implications of the growing diversity in the student body in terms of student learning.

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Assessment (I, II, III & IV)

Assessment I

At the end of this unit you should be able to:

Discuss the role and purpose of assessment in HE

Critically evaluate the validity of alternative approaches to assessment

Take account of the influence of assessment on student learning in the design

of assessment strategies

Identify key strategies for the enhancement of reliability in marking.

Assessment II

At the end of this unit you should be able to:

Discuss the importance of formative assessment for students

Apply principles of good feedback to your own assessment practices

Critically evaluate the place of computer assisted assessment in your own

curricula

Assessment III & IV

Working through these units successfully will enable you to:

Evaluate the role of self and peer assessment in HE.

Describe a possible use of self or peer assessment on one of your courses.

Develop methods for the assessment of student group working skills.

Develop methods for the assessment of student presentation skills.

Identify strategies to deter plagiarism

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Evaluation I & II

Aims

These units aim to help you develop a range of formative and summative approaches to evaluating your teaching and investigating any particular issues or concerns that arise in your practice. You will be asked to undertake a mini investigation of your teaching in which you identify an area of concern; design an evaluation activity to investigate it; and report back your findings to your peers. Evaluation I is run as an online unit and Evaluation II is face to face.

Learning Outcomes

By the end of these units, you should be able to:

Apply relevant literature on the evaluation of teaching to your own practice.

Undertake a mini investigation of your own teaching.

Develop your own approach to evaluating your teaching.

Integrate the findings from your evaluations into your practice.

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Supervising Students

AimThis unit provides a framework for clarifying and discussing key aspects of the research supervision process.

Learning outcomes


Clarify your roles and responsibilities as a supervisor and your expectations of students.

Implement strategies for enhancing the early stages of the supervisory process in order to establish a productive relationship with researching students.

Identify the key supervisory tasks that need to be undertaken during the course of the student’s research.

Discuss a range of best practice approaches to undergraduate and postgraduate supervision.

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Reflections on Learning in HE

Aims

This is the last unit of the NLTP. It aims to help you review your understanding of your students’ learning experience and examine the implications of this for your role and practice as a teacher. The unit also provides a framework for reviewing and planning your own continuing professional development as a university teacher.

Learning outcomes


Reviewed and developed your understanding of your students’ learning experience.

Evaluated the implications of this for your own future practice.

Applied a reflective framework to review your professional development as a teacher.

Clarified your continuing professional development goals.

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APPENDIX 2.

COURSE READING (AN ANNOTATED BIBLIOGRAPHY)

The list presented here is a general reading list for those who wish to read around the issues of teaching and learning in Higher Education. We are not expecting you to read all of these books! Please contact Mrs Margherita Bovell x 3357 or email [email protected], for information on the Learning and Teaching Centre Resource Room. There is a special shelf set aside in this Resource Room for books relevant to the NLTP. The same books are also available on short loan in the Main University Library.

All recommended journals are in the University of Glasgow library and most are available in e-journal form.

Some key texts - You will find all these texts in the Resource Room under the NLTP special collection.

Angelo, T. A. & Cross, K.P. (1993) (2nd edition) Classroom Assessment Techniques: A Handbook for College Teachers, San Francisco, Jossey-Bass.A very useful resource for ideas on how to find out how our students are learning and experiencing our courses. Its premise is that good teaching needs to be based on inquiry into student learning, and that how we do this should itself promote learning.

Barnett, R. (1997) Higher Education: A Critical Business, Buckingham: SRHE/Open University Press.A very interesting and critical commentary on the current state of higher education and what its purpose should be.

Biggs, J. (1999) Teaching for Quality Learning at University, Buckingham: SRHE/Open University Press.The author argues for constructive alignment to be at the heart of good practice in teaching in higher education. This concept essentially involves making sure that one's teaching aims to support the development of understanding or deep learning, and that assessment practices and teaching and learning methods all support (or are aligned with these aims).

Boyer, E.L. (1990) Scholarship Reconsidered: Priorities of the Professoriate, Princeton, N.J.: Carnegie Foundation for the Advancement of Teaching.A seminal text offering four different views of scholarship in the academy, including the scholarship of teaching.

Brookfield, S. (1995) Becoming a Critically Reflective Teacher, San Francisco: Jossey-Bass Inc.This book argues for critical reflection to be at the heart of teaching and offers a range of ways in which the teacher can develop this capacity.

Brown, G. (1978) Lecturing and Explaining, London: Methuen.A thorough and scholarly introduction to lecturing and explaining.

Brown, G. & M. Atkins (1991) Effective Teaching in Higher Education, London: Routledge.Another thorough and scholarly introduction to teaching in higher education, offering reviews of the relevant literature with implications drawn for practice.

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Brown, S. & Knight, P. (1994) Assessing Learners in Higher Education, London: Kogan Page.A useful, basic introduction to assessment issues and approaches.

Cottrell, S. (2001) Teaching Study Skills and Supporting Learning, Basingstoke : Palgrove.A useful and practical guide to supporting learners in higher education and offers advice on how. to develop learners’ skills in the classroom

Cowan, J. (1998) On Becoming an Innovative University Teacher – Reflection in Action, Buckingham: SRHE/Open University Press. This book offers a rationale for reflective learning and a thorough account, using case studies, of how this can be achieved.

Cryer, P. (2000) Handling Common Dilemmas in Postgraduate Supervision, Issues in Postgraduate Supervision, Teaching and Management Series, London: SRHE.A brief guide to common issues and approaches for dealing with them.

Doyle, C. and Robson, K. (2002) Accessible Curricula - Good Practice for All. University of Wales Institute, Cardiff: UWIC Press.A very practical account of how to make the curriculum accessible for students with disabilities.

Forster, F., Hounsell, D. & Thompson, S. (Eds.) (1995) Tutoring and Demonstrating: A Handbook, Edinburgh: Centre for Teaching, Learning and Assessment, University of Edinburgh in collaboration with Universities and Colleges Staff Development Agency. A basic, practical and scholarly introduction to small group and laboratory teaching aimed primarily at postgraduate students but nevertheless useful for lecturers.

Garrison D.R & Anderson T (2003) E-learning in the 21st Century – A Framework for Research and Practice. London and New York: Routledge Falmer.This offers a thorough and convincing argument for the adoption of e-learning in higher education as a means of fostering critical inquiry and collaborative learning. It provides both a philosophical and empirical rationale as well as a framework for practice.

Gibbs, G., Habeshaw, S., & Habeshaw, T. (1984) 53 Interesting Things to Do in Your Lectures, Bristol: Technical and Educational Services Ltd. (Main Library only).Just what it says!

Gibbs, G. & Jenkins, A. (eds) (1992) Teaching Large Classes in Higher Education: How to Maintain Quality with Reduced Resources, London: Kogan Page.This book offers two approaches to this problem. One approach is to make large classes more engaging and interactive; the other approach is to replace large classes with resource based independent learning.

Habeshaw, S., Habeshaw, T. & Gibbs, G. (1992) (4th Edition) 53 Interesting Things To Do in Your Seminars and Tutorials, Bristol: Technical and Educational Services Ltd.The same!

*Hounsell, D. et al. (eds) (1996) The ASSHE Inventory: Changing Assessment Practices in Scottish Higher Education, Edinburgh: Centre for Teaching, Learning and Assessment, University of Edinburgh and Napier University, in collaboration with Universities and Colleges Staff Development Agency.

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This publication offers case study examples of a range of assessment practices across Higher Education in Scotland. It also offers contact details to those who used this approach.

Jaques, D. (1995) (2nd Edition) Learning in Groups, London, Kogan Page.A classic text offering a scholarly review on learning in groups and practical strategies for small group teaching and group-based learning.

Knight, P. T. (2002) Being a Teacher in Higher Education, Buckingham: SRHE/Open University Press. A key text for university teachers offering collegial advice on dealing with a whole range of teaching issues. It aims to help you sustain yourself and deal with the stresses of academic life.

Lewis, V. & Habeshaw, S. (1990) 53 Interesting Ways to Promote Equal Opportunities in Education, Bristol, Technical and Educational Services LtdSome very useful ideas in this book, though a little dated (on short loan in the library).

McKeachie, W.J. (1994) (9th edition) Teaching Tips: Strategies, Research, and Theory for College and University Teachers, Lexington, Mass., D.C. Heath & Co.A very practical resource book on all aspects of teaching in higher education.

McConnell, D. (2000) Implementing Computer Supported Co-operative Learning. London: Kogan Page.

McNamara, D. & Harris, R. (1997) Overseas Students in Higher Education: Issues in Teaching and Learning, London: Routledge.This book provides a useful overview of what is known about overseas students' learning and experience in the UK and of best practice approaches to supporting their learning.

Marton, F., Hounsell, D., & N. Entwistle (1997) (Eds.) The Experience of Learning. Edinburgh: Scottish Academic Press, 2nd ed.Another classic text providing a collection of seminal research papers into student learning in higher education.

Newble, D, & Cannon, R. (1989) A Handbook for Teachers in Universities and Colleges. London: Kogan Page.A basic, practical introduction.

Okorocha, E. (2000) Supervising International Research Students, Issues in Postgraduate Supervision, Teaching and Management Series, London: SRHE.A useful overview of best practice in this area.

Prosser, M. & Trigwell, K. (1999) Understanding Learning and Teaching – The Experience in Higher Education, Buckingham: SRHE/Open University Press.This book argues for a research approach to teaching in higher education, based on the idea that unless you know how your students perceive the learning situation in which they find themselves, you cannot teach them appropriately.

Ramsden, P. (1992) Learning to Teach in Higher Education. London:Routledge. A classic text arguing for a view of teaching as scholarship. In order to develop their practice, the teacher needs to inquire into how their students learn and critically reflect on their own conceptions of teaching. The development of teaching needs to be based on the clarification of principles for practice and not on skills development.

Rowntree, D. (1987) (2nd edition) Assessing Students: How Shall We Know Them? London, Kogan Page.

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A thorough and critical review of the role of assessment in education.

Salmon, G. (2000) E-moderating: The Key to Teaching and Learning Online. London: Kogan Page.A basic introduction to online tutoring.

Toohey, S. (1999) Designing Courses for Higher Education, Buckingham: SRHE/Open University Press.An excellent overview of issues and approaches to course design in higher education.Walker, M. (2001) (Ed.) Reconstructing Professionalism in University Teaching: Teachers and Learners in Action. Buckingham: SRHE/Open University Press.This book offers a critique of competence based approaches to teaching in higher education and includes case studies of alternative approaches to teaching written by colleagues at Glasgow University.

Scholarship, Reflective Practice and Professional Development

Boyer, E.L. (1990) Scholarship Reconsidered: Priorities of the Professoriate, Princeton, N.J.: Carnegie Foundation for the Advancement of Teaching.

Brew, A. (2001) The Nature of Research: Inquiry in Academic Contexts. London/New York: RoutledgeFalmer.

Brookfield, S. (1995) Becoming a Critically Reflective Teacher, San Francisco: Jossey-Bass Inc.

Cowan, J. (1998) On Becoming an Innovative University Teacher – Reflection in Action, Buckingham: SRHE/Open University Press.

Gosling, D. (ed.) (2003) Personal Development Planning. Birmingham: SEDA Publication.

Johnson, L. (1996) Being an Effective Academic, Oxford: Oxford Centre for Staff Development.

Ketteridge, S., Marshall, S., Fry, H. (2002) The Effective Academic, a handbook for enhanced academic practice, London/USA: Kogan Page.

Kreber, C. (2005) Charting a critical course on the scholarship of university teaching movement, Studies in Higher Education, 30(4), pp. 389-406 (e-journal)

Rowland, S. (1993) The Enquiring Tutor: Exploring the Process of Professional Learning London: Falmer Press.

Schön, D. A. (1983) The Reflective Practitioner: How Professionals Think in Action Basic Books.

Walker, M. (ed.) (2001) Reconstructing professionalism in university teaching: teachers and learners in action. Buckingham: Open University Press.

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SOME USEFUL ON-LINE RESOURCES (all sites last checked 30.08.05)

Higher Education Academywww.heacademy.ac.uk/

Universities Scotland (formerly COSHEP - Committee of Scottish Higher Education Principals) http://www.universities-scotland.ac.uk/

QAA Subject Review http://www.qaa.ac.uk/

SEDA (Staff and Educational Developers Assoc.) – some very useful links to SEDA publications on a range of teaching and learning processes and contexts in higher education.http://www.seda.ac.uk/publications.htm

Using C & IT for Teaching and Learning

Exceptionally thorough on-line text book for on-line learning and teaching issues:http://cde.athabascau.ca/online_book/pdf/TPOL_book.pdf (Theory and Practice of On-Line Learning)

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http://cde.athabascau.ca/online_book/pdf/TPOL_book.pdf

http://www.seda.ac.uk/publications.htm

http://www.universities-scotland.ac.uk/


Appendix 3POSTGRADUATE CERTIFICATE IN ACADEMIC PRACTICE – Regulations (see University of Glasgow Calendar, Graduate Studies, page 101).

1. The Postgraduate Certificate in Academic Practice shall be offered by the University of Glasgow in the Learning and Teaching Centre.

2. Candidates for admission shall normally be probationary academic members of staff of the University of Glasgow who are required by Senate to complete the New Lecturer & Teacher Programme, which results in this Certificate, as part of their probation. Other candidates who have teaching related responsibilities in Higher Education will be considered for entry. Preference will be given to applicants from the University of Glasgow and who are probationary academic members of staff.

3. The curriculum for the Certificate will extend over a minimum of 2 calendar years of part-time study and will comprise the following modules:

Academic Practice in Higher EducationDeveloping a Portfolio of Academic Practice

Each module will be valued at 30 Scottish Masters Level credits.

4. In order to qualify for the award of the Certificate a candidate must participate in all units of the taught module ‘Academic Practice in Higher Education’, and must successfully complete the module ‘Developing a Portfolio of Academic Practice’.

The Board of Examiners shall not normally permit a candidate to resubmit an unsuccessful Portfolio more than once.

Any appeal in relation to the Postgraduate Certificate in Academic Practice shall be dealt with under the Appeals procedures of the Faculty of Education.

5. Exemptions from the requirement to complete the New Lecturer & Teacher Programme (which leads to the award of the Certificate in Academic Practice) are outlined in the Human Resources documents New Lecturer/Teacher Development Procedures – Management Notes, viz:

‘Recommendations for exemption or part exemption from the TLS New Lecturer & Teacher Programme, supported by an appropriate portfolio, should be made by the Head of Department to the Director of the Teaching and Learning Service. Such requests are normally approved where a new lecturer/teacher has the equivalent of three years full-time higher education experience and/or has completed the equivalent of the New Lecturer/Teacher Development Programme’.

6. Candidates for whom the programme is not a requirement of probation may apply for credit for not more than the module ‘Academic Practice in Higher

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Education’ (30 Scottish Masters Level credits) on the basis of previous experience or qualification(s) held. A candidate must submit the appropriate documentation as evidence to substantiate this claim.

7. Certificate of Basic Information Technology (IT) CompetenceIn order to qualify for the award of Postgraduate Certificate in Academic Practice candidates must normally obtain the Certificate of Basic IT Competence, or receive exemption from it on the basis of evidence of having achieved an equivalent level of IT Competence.

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