handbook professional certificate/ diploma in university ... · this handboook is for students who...

Handbook Professional Certificate/ Diploma in University Teaching and Learning

2014/2015

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Table of Contents Introduction 3 Aims and Outcomes of Programmes 3 Key features of programme 4 Who is the programme for? 4 Curriculum Timetable 5 Module descriptors 7 Admissions 15 Programme regulations 16 Fees 18 Contacts 18

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Introduction This handboook is for students who have registere for the Professional Certificate/Diploma in University Teaching and Learning. We hope you find your programme very relevant to your teaching, intellectually stimulating and a very enjoyable quality learning experience. Aims and Outcomes of Programmes Aims These programmes provide a professional qualification for staff in university teaching and learning by addressing the contemporary challenges of teaching in higher education. Research-informed and experiential approaches are used to assist staff in developing a repertoire of teaching, learning and assessment strategies, energising approaches to student learning and transforming educational perspectives and practices Outcomes By the end of the Professional Certificate in University Teaching and Learning you will be able to

• Demonstrate a critical analysis of current theoretical concepts and debates in teaching and learning in higher education

• Interpret the relevance of current theoretical concepts and research for the complexity and breadth of their own teaching practice

• Evaluate and implement cutting-edge creative solutions to new and existing challenges within HE, leveraging the experience of multi-disciplinary peers

• Make effective and research-informed decisions to create dialogic, blended and inclusive learning environments

• Develop and integrate the skills of pedagogical inquiry into teaching and learning initiatives with a view to disseminating practice-based research to the wider HE community

By the end of the Professional Diploma in University Teaching and Learning you will also be able to

• Design, plan and implement a range of active learning strategies using learning technologies

• Experience and critically adapt advanced teaching, learning and assessment strategies to your specific teaching contexts

• Design effective and efficient learning opportunities that contribute to a more coherent and continuous curriculum

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Key Features of Programme

• A professional qualification in university teaching and learning

• Revised shorter programme in recognition of demands on academic staff time

• Support for you in your teaching roles

• Taught be experienced academic staff

• Research-informed and experiential approaches to developing your repertoire of teaching, learning and assessment strategies

• Learn about creative approaches to teaching through discussion with your peers

Who is the programme for? The Professional Certificate (15 ECTS credits) and Professional Diploma (30 ECTS credits) in University Teaching and Learning are in-service programmes for those who are currently teaching in higher education (i.e NQF level 7 or above). They offer academics at different stages of their careers opportunities to review and improve their teaching skills and their understanding of approaches and theories in effective higher education. Academics at the start of their career will develop skills to work effectively in the classroom and learn to draw on pedagogical theory and research in informing their teaching. More experienced academics will be offered opportunities to revitalise their teaching and to try out new approaches to curriculum design and assessment.

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Professional Certificate in University Teaching and Learning Modules for Academic year 2014/15 Semester 1: 2014

Becoming a Better University Teacher

Date Month Time Venue

Friday 19th September 10.00 - 16.00 UCD T&L, Seminar Rm, Woodview

Hse

Friday 26th September 10.00 - 16.00 UCD T&L, Seminar Rm, Woodview

Hse

Monday

6th

through

Thursday

9th

October

1:1 tutorials

by

appointment

Module Coordinator’s office

Friday 17th October 10.00 - 13.00

Friday 14th November 10.00 - 13.00

UCD T&L, Seminar Rm, Woodview

Hse

Optional Open Sessions

Tuesday

14th October 12.00 - 14.00

Tuesday

21st October 12.00 - 14.00


Hse

Semester 2: 2015

Assessing for Teaching and Learning


Friday 30th January 10.00- 13.00

Friday 13th February 10.00 - 13.00

Friday 6th March 10.00 - 13.00

Friday 10th April 10.00 - 13.00



Hse

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Professional Diploma in University Teaching and Learning Modules for Academic year 2014/15 Semester 1: 2014

Problem-based learning in Higher Education


Friday 12th September 9.30 - 16.00

Friday 3rd October 9.30 - 16.00

Friday 10th October 9.30 - 16.00


Friday 21st November 9.30 - 16.00


Hse


Semester 2: 2015

Active Learning with Technology


Friday 23th January 10.00 - 13.00



Friday 27th March 10.00 - 13.00



Hse

Please note – A Laptop is essential

for this module

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Becoming a Better University Teacher Module UTL40180

Module Descriptor The aim of this module is to enable those in an academic role to reflect, review and

analyse their teaching, learning and assessment strategies within the classroom and

beyond. Participants will deconstruct their current practice, appraise appropriate

methodologies and explore theoretical concepts with a view to developing future

educational interventions. At its core this module provides developmental opportunities in

teaching, assessing, session planning and teacher evaluation skills, it enables the

participant to design and create their teaching practice using an educationally holistic

approach.

By the end of the module one should be able to employ a range of teaching methods and

materials innovatively; that prompt critical thinking; engage formative and summative

assessment to promote improvements in learning; create opportunities for active learning;

and relate the choices made in practice to the research literature on teaching and learning

in Higher Education.

Module Learning Outcomes

Having successfully completed this module, you will have demonstrated the ability to:

1. Critically review and improve the clear alignment between learning outcomes,

teaching methods and assessment regimes of a module or other coherent set of

learning activities.

2. Analyse a range of appropriate teaching materials and methods that prompt critical

and creative thinking.

3. Evaluate current learning theories and recent research to inform your teaching

initiatives.

4. Demonstrate an ability to promote inclusive teaching strategies informed by an

understanding of students diverse learning needs.

5. Create a fledgling teaching portfolio, developing your teaching philosophy and

gathering relevant materials to demonstrate and support teaching and learning

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approaches Create a fledgling teaching portfolio, developing your teaching

philosophy and gathering relevant materials to demonstrate and support teaching

and learning approaches.

The Module Assignment To acquire credits 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 final content provided ought to include part or reference to the following (thematic

areas):

- 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 and Teaching 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 UCDOER

sections on a Teaching Philosophy and Engaging Students, then ascertain which

elements you require/wish to concentrate on from the alternative sections on offer;

Assessing and Teaching for Learning, the Scholarship of Teaching, Evaluating Teaching,

Session Plans and Modules etc.

Please note the negotiated assignment must be agreed and signed off by the module

coordinator.

There are three sections to the assessment:

1. Group work undertaken in session and online – that aids and feeds into

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2. Your assignment proposal – that is agreed in advance of

3. The negotiated assignment.

There are two potential ways in which the final assignment may be produced:

1. Paper The candidate may compose a paper or essay style piece that identifies a ‘critical incident’

or pertinent focus from within one’s practice.

The piece is required to make either explicit or implicit reference to one or more of the five

elements of documentary evidence requested above. This may be by way of example,

explanation or included as a series of appendices.

The submission must also include the individual’s teaching philosophy (which cites

relevant texts). This may be done as a foreword to the paper/essay that embues the

following discussion, proposals, review etc. Or alternatively the philosophy may be

included as an independent piece to the core paper i.e. as an appendix.

Relevant and appropriate reference to teaching and learning texts is essential throughout.

2. Portfolio The candiate may collate materials for a flegdling teaching portfolio.

This will comprise an initial postion paper that outlines one’s position and practice, within

which is the individual’s teaching philosopy (which cites relevant texts).

The portfolio materials are required to make either explicit or implicit reference to one or

more of the five elements of documentary evidence requested above.

Each collection of relevant examples is to be framed by a short essay /commentary that

reflects one’s current practice, understanding of such (e.g. disciplinary, insitutional context,

programme or module evaluation, alignment etc), analysis of learner/teacher needs,

application of change and rationale for such.

Relevant and appropriate reference to teaching and learning texts is essential throughout.

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Assessing for Teaching and Learning in Higher Education Module UTL40140

Module Descriptor This module focuses on the principles, application and context of assessment in higher

education today. Participants will critically engage with literature relating to assessment in

their own and wider disciplines with a view to improving their assessment for their current

and future practices. They will also experience assessment approaches ('of', 'for' and 'as'

learning) in the on-line and within the class-room contexts

Module Learning Outcomes Having successfully completed this module, you should be able to:

1. Reflect on a critical incident related to an experience of assessment in the past, using

the literature to deepen your reflection

2. Analyse and synthesise the relationship between the key assessment principles in the

context of higher education.

3.Critically review, based on peer discussions and the literature, the assessment

approaches in your own and other modules, programmes and/ or other coherent set of

learning activities.

4.Debate the wider context of assessment and feedback in higher education and its impact

on students and staff

5.Decide and apply a range of assessment approaches in your current and future

practices, having experienced a variety of assessments (‘of’, ‘for’, and ‘as’ learning).

Assessment Assignment Choice of two assessments (end of semester

Journal Online assessment task

Asssignment Online assessment task

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Problem-based learning in Higher Education 7.5

Subject Area: University Teaching and Learning Module ID: UTL40210 Module Co-ordinator:

Dr. Terry Barrett

College: Teaching and Learning Level: 4 Module Type: Postgraduate Module (taught) Short Title: Problem-based learning Long Title: Problem-based learning in Higher Education School: Teaching and Learning Credits: 7.5 Overall Places: 28 Core Option: 28

Module Descriptor Problem-based learning has been characterised as the most important innovation in the education of the professions in the last few decades. It began with medicine in North America and has now spread across the globe and across most disciplines. There are many PBL initiatives in Ireland at programme and module level. This module will facilitate students taking development and leadership roles in PBL practice and research. The aim of this module is to empower students to design, facilitate and evaluate problem-based learning initiatives in ways that are informed by research, best international practice and students’ understandings of their own education contexts together with the creativity of their curriculum teams. The module also aims to facilitate students exploring potential PBL education and research projects.

Module Learning Outcomes Having successfully completed this module, you will have demonstrated the ability to:

Make effective PBL curriculum design decisions informed by PBL research, case studies, and current debates and innovations Design problem-based learning initiatives for your students drawing on your own experiences of being a PBL student Write authentic, engaging, creative, deliberately ill-structured problems/triggers/scenarios in a variety of media and authentic assessments linked

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to these problems Critically review the philosophical, psychological and neuroscience principles underpinning PBL Identify your own learning issues and resources to work on these issues Debate the philosophical and psychological principles underpinning PBL Critique and adapt PBL processes for your own contexts Build in a pedagogical research strand to the design of your PBL initiative

Workload and FTE

Seminar 25 hours (Workshops, seminars and PBL tutorials) Practical 20 hours Specified Learning Activities

80 hours

Tutorials 1 hour Autonomous Student Learning

70hours

Total Workload 176 hours Prior Learning This is an in-service module for teachers in higher education. A condition of enrolment is that students have a significant teaching commitment during the academic year in which they undertake this module. (The definition of “significant teaching commitment” will vary with context; but, as a general rule, a minimum of 50 hours would be expected.) Requirements and Exclusions This is a core module of the Professional Diploma in University Teaching and Learning

Assessment Code Description Timing In

Bb? Score by %

Final grade

Group presentation Wk 9 Yes Pass/Fail Pass PBL project/paper WK 12 Yes Pass/Fail Pass

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Active Learning with Technology Module UTL40190

Module Descriptor

The aim of this module is to promote active student learning by the use of technology in

teaching practice. Participants will engage in a reflective process to identify and develop

potential areas of active learning and participation within their practice. They will then

evaluate and assess technological options to apply within a given session, module or

programme.

In evaluating the research literature and appraising new innovative technologies and

pedagogies, it is expected that by the end of this module one should be able to utilise a

chosen technological intervention to support, enhance and promote student engagement

by the provision of creative opportunities for active learning.

Module Learning Outcomes

Having successfully completed this module, you will have demonstrated the ability to:

1. Reflect and evaluate on one’s teaching practice in relation to active learning.

2. Review the theoretical and pedagocial basis for promoting student engagement and

the development of active learning.

3. Assess and evaluate the suitabilty of active learning approach/es to promote

student engagement.

4. Appraise and apply appropriate technological solutions to support and enhance

active learning.

5. Provide a critique of the research evidence to support your chosen technological

solution.

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The Module Assignment

The assessment will undertake the form of:

1. A series of evaluation / information sheets on technological tools/sets

2. An action plan / project proposal to develop a new intervention to

support active learning

3. The presentation of a pilot / proposed use of a technological solution to

support and enhance active learning

4. A meta-review of technological tools and their potential to promote

student engagement.

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Admissions Eligibility

Entry to the Professional Certificate and Professional Diploma in University Teaching and Learning is open to all academics in an active teaching role. Professional staff with a significant teaching commitment may also apply and the final decision on eligibility of all candidates will be made by the Board of Studies. The definition of “significant teaching commitment” will vary with context; but, as a general rule, a minimum of 2 hours teaching per week or 50 hours over the course of the academic year would be expected. The teaching role needs to be on programmes within a university or at NFQ level 7 or above. Normally applicants to these programmes will hold an honours degree or equivalent in any discipline.

Application Requirements

If you are not employed by UCD you will also need to submit:

• Official transcripts of degree qualification(s)

• Letter of recommendation from an academic referee

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Programme Regulations Governance of the Programme The programme is overseen by an Academic Board of Studies which is responsible to the University Graduate Programmes Board for the design, development, regulation, quality and general oversight of the Professional Certificate and Professional Diploma in University Teaching & Learning and the Graduate Certificate and Graduate Diploma in University Teaching & Learning . Programme Regulations The programme is subject to the University’s General Regulations which govern taught graduate programmes: http://www.ucd.ie/registry/academicsecretariat/academic_regs.pdf Additionally for the Professional Certificate/Diploma in University Teaching & Learning, the following provisions apply: Student Workload 1. The recommended student workload is 15 credits per academic year. 2. Students who wish to reduce or increase this workload must seek the permission of the Board of Studies. 3. Where a student wishes not to take any modules in a semester, an application for a Leave of Absence must be made to the Board of Studies 4. Retrospective leave of absence is not normally permitted. 5. Details of the current policy and procedures for Leave of Absence can be found at: http://www.ucd.ie/registry/academicsecretariat Assessment 1. All modules on the programme are assessed as Pass or Fail (see University Regulation 4.4.2) 2. Grading descriptors and assessment criteria for the award of Pass and Fail grades are specified in accordance with University’s guidance on grading descriptors (https://intranet.ucd.ie/registry/assessment/gradebook/gradingguidestaf f2011-‐2012.pdf ) 3. In addition the Programme Examination Board in line with University Regulation (4.4.3) may use a range of additional grades to denote particular outcomes, including audit, withdrawal, extenuating circumstances and incomplete status. 4. Modules learning outcomes are assessed by written or practical assignments as specified in the relevant module descriptors. Where there are identified assessments which are negotiated with the Module Co-‐ordinator, the following criteria will apply: • the specified learning outcomes are not modified; • the focus and topic of assessed work is different in each module; • the same piece of work may not be submitted more than once for an assessed task either within or between modules; • the submission date for the assessment task is not modified.

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5. All assessments should be submitted by the due date and late submissions will not normally be accepted unless prior permission for an extension has been granted in accordance with the University’s Policy on Late Submission of Coursework or unless a student has Extenuating Circumstances . For current information on both policies see: http://www.ucd.ie/registry/academicsecretariat 6. The Professional Certificate/ Professional Diploma programme brings together staff and students who are often peers with a collegial relationship. To support the integrity and equity of the assessment process and learning experience for all students, it is required that: • Expectations for tutor support and student workload are clarified at the outset of the programme; • All students are advised of the regulations governing the programme; • Assessment criteria are published and readily available to students; • The learning process is conducted on the basis of mutual respect and professionalism and that assessors and students ensure that all academic policy and regulatory requirements as established by the University are fulfilled; • Joint publication of student/assessor papers should only be undertaken after the grading and assessment process has been completed for the module. Award To gain the award of Professional Certificate in University Teaching & Learning, a student must gain 15 credits from approved modules and fulfil all other programme requirements. To gain the award of Professional Diploma in University Teaching & Learning, a student must gain 30 credits from approved modules and fulfil all other programme requirements.

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Fees Are there fees for this programme? Yes – – fees for the academic session 2012-‐13 were €525 for 7.5 Credit modules and €1050 for 15 Credit modules.Check current amount with fees office. Fees are subject to change each year If I am a UCD staff member am I entitled to Staff Concession on Fees? Current UCD staff who have completed a minimum of 3 years employment with UCD may be eligible for support under the Staff Fee Concession Policy provided they fulfil all the criteria set-out in the policy.

Contacts Programme Administrator Ross Loughnane Room F28 Woodview Contact number +353-‐1-‐7162034 E-‐mail [email protected] Programme Director and Module Coordinator for Problem-based Learning Module Dr. Terry Barrett Room F25 Woodview Contact number +353-‐1-‐7162837 E-‐mail [email protected] Module Coordinator for BBUT and Active Learning with Technology Modules David Jennings Room F26 Woodview Contact number +353-‐1-‐7163070 E-‐mail [email protected] Module Cooordinator for Assessment Module Dr Geraldine O’Neill Room A001 Ground Floor Newman Building Contact number +353-‐1-‐7168575 E-‐mail geraldine.m.o’[email protected] Further information www.ucd.ie/teaching

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