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Introduction to Teaching & Learning in Higher Education (ITLHE) Rosalind Beaumont (SDU)

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Presentation on theme: "Introduction to Teaching & Learning in Higher Education (ITLHE) Rosalind Beaumont (SDU)"— Presentation transcript:

1 Introduction to Teaching & Learning in Higher Education (ITLHE) Rosalind Beaumont (SDU)

2 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

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

4 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

5 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

6 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.”

7 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.”

8 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)

9 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 TeachingExampleNominator 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

10 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

11 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 SDUSDU Discuss with supervisor

12 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)

13 But, I don’t have much time or teaching opportunities.... Events Teaching & Learning Seminars (QuILT)QuILT Teaching & Learning Conference (SDU/ QuILT)QuILT Workshops: SDU/ QuILTSDU L&T resources: QuILT/ SDUQuILT Higher Education Academy

14 Contacts Module Leader: Rosalind Beaumont Part A & B administrator: Karen Robb Email: SDU:

15 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)

16 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?

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