Module Overview

Module Overview

Each module is primarily self-directed online and via professional practice, however each module has a mandatory minimum of four core face to face sessions.

These sessions will provide a pivotal role in supporting the learners; to engage with the UCDOER as a supportive framework for academic development and by association, the Professional Certificate/Diploma in University Teaching & Learning to determine, design and implement a personal negotiated assessment, and to review and evaluate the resulting portfolio of work.

Each themed section or available module content within UCDOER offers a series of exercises and activities embedded amidst core theory and practice. It is the intention that these provide the impetus for academic engagement and development. The nature of these activities predicates that the individual will apply these in a cyclical or re-iterative manner within their practice, developing over time a reflective, evaluative and transformative approach to teaching and learning. In this manner a portfolio of work is created that may form, in part, the basis upon which their negotiated assessment is formulated.

Contact Details The Programme Director is Dr Terry Barret [[1]] and the Module Co-ordinator is David Jennings [[2]]

Becoming a Better University Teacher Assessment Requirements:

To acquire credits (as part of the Professional Certificate/Diploma in University Teaching & Learning) one must follow these guidelines for assessment. This module is assessed by a negotiated assignment which will normally include providing documentary evidence of one or more of the following:

1. Planning and delivering classes focused on helping students to become critical persons…

2. …using teaching and assessment methods that support the same.

3. Giving feedback to students that is focused on enhancing their future learning.

4. Marking assignments to appropriate standards.

5. Helping to improve alignment in the curriculum.

The content must include:

- An Introduction to Educational Theory & Reflective Practice

- Exploring your conceptions of teaching and learning

- Applying contemporary theory to the design of lessons and modules

- Assessing for learning

- Getting students to engage in the classroom

The ultimate focus is determined by the end-user and their particular learning requirements, however it is recommended that one should first engage with the themed sections on a Teaching Philosophy and Engaging Students, then ascertain which elements you require/wish to concentrate on from the alternative modules and sections on offer; Assessing and Teaching for Learning, the Scholarship of Teaching, Session Plans and Modules etc.

Please note the negotiated assignment must be agreed by the module coordinator.

What you should do if you are undertaking this module is:

1. First identify and familiarise yourself with the materials required to undertake this module.

2. Work through the designated exercises treating these as ways to (a) learn about the topic (b) generate material you use to formulate the required assignment.

3. Some of the exercises may ask you to do work for a face-to-face group meeting. There are only a few scheduled meetings and it would greatly benefit you and your colleagues in the current cohort if you attended all of these. Please refer to the timetable of group meetings (provided latterly to registered participants), so that you know when these meeting take place. (Remember, this is a blended learning module, not an exclusively online module.)

4. Inevitably you will be required to return to the materials and additional readings to further your engagement, learning and development and to inform your chosen assignment.

Becoming a Better University TeacherContinue to Module Descriptor

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