This programme is structured over three semesters due to the interactive and practical nature of the modules and associated credit structures. It is planned to run two of the modules in advance of week 1 of the Autumn semester to allow the participants an opportunity to engage with the theory and practice at the most appropriate time before they begin their own teaching (teaching is expected to commence in mid-August). However, assessment will not be completed until the end of September. Following the next three modules, which will be delivered during the Autumn semester, participants who wish to exit with the 21-credit Certificate in Teaching, Learning and Scholarship can do so. In terms of time commitment on the Certificate programme in the Autumn Semester, one module is blended and so there will be a maximum of 3 blocks of two/three days intensive teaching. Those continuing to complete the 60-credit award will complete four modules in the Spring semester. A summer school will take place in the third semester (summer), where participants will explore and engage in a 12-credit module on Contemporary Issues in Higher Education.
Programme Learning Outcomes
On successful completion of this programme, participants will be able to:
•Explore and apply the theory of learning, pedagogy, scholarship and innovation directly to teaching, learning, research and scholarly practice in higher education settings.
•Deliver high-quality teaching, reflection, articulation and feedback skills and apply them to their own research and teaching development and to the learning and development of their students across disciplines.
•Develop communication skills, interpersonal skills and confidence to provide valuable learning experiences for students.
•Demonstrate the capacity to adjust competencies to different kinds of higher education participants from the newest students to advanced research practitioners within a specific field.
•Generate a continued commitment to professional development as a teacher and researcher in a higher education context.
•Examine and evaluate areas where further learning and improved practice are needed.
•Develop an awareness of their own learning preferences and those of students within a particular setting.
•Demonstrate professional competence and engagement within the context of higher education.
•Be proactive in designing learning opportunities for students and innovative in the delivery of same based on an awareness and experience of the key pillars of their academic role.
Delivery Dates for SEM 1 2017/18 (dates could be subject to change in exceptional circumstances)
TL5071: TEACHING PLANNING AND PREPARATION: THEORY AND PRACTICE: 21st-23rd August
TL5081: EFFECTIVE ASSESSMENT AND FEEDBACK: 24th-25th August
TL5101: BLENDED LEARNING: 21st September (morning session) AND 17th November
TL5111: CONTEMPORARY LEARNING THEORY, REFLECTIVE PRACTICE AND PEER OBSERVATION IN HIGHER EDUCATION 1: 21st September (afternoon session) and 22nd September
TL5091: PREPARING AN EFFECTIVE RESEARCH, WRITING AND PUBLICATION STRATEGY: 12th-13th October
*Applications received after the closing date may be consider if places are available