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Target Audience: Academic Staff

This is a series - please click on the "show series" button under course dates to toggle all dates and book series.

Traditional lecturing methods and styles have been challenged and this has led to a change in student expectations of higher education teaching staff. This class provides an opportunity for participants to consider disciplinary perspectives on the main theories of how students learn, and by reflecting on this to consider what this might mean for their teaching practice. Participants will have an opportunity to practice and experience a number of teaching styles and methods, including flipped classrooms, blended learning, peer instruction etc. Finally, participants will be supported in considering how to design effective methods of assessment through taking an ‘Assessment for Learning’ perspective.

This class aims to support University of Strathclyde staff with a role (or interest) in learning and teaching and takes place across a time period of 14 months to allow colleagues to be supported in their practice across a full academic cycle, and to provide time and space for development and evaluation of their own theoretically-informed approaches to teaching learning and assessment.

The class has been developed in close alignment with the UK Professional Standards Framework (UKPSF), providing coverage across the framework. To support this alignment, learning objectives have been mapped to the dimensions of the framework (indicated in square brackets within the relevant sections).

This class has a value of 20 credits and is a compulsory class for all participants undertaking the Academic Practice and Learning & Teaching in Higher Education pathways of the SPARK programme.

Through participation in this class participants will:

• Reflect on their current practice in teaching, learning and assessment in terms of the wider higher education context, disciplinary influences, and institutional strategies and policies [K1, K2, K3, K6, V1, V2, V4];
• Critically reflect on theoretically-informed models of pedagogy from contemporary scholarship and research concerning learning, teaching and assessment in higher education and be able to apply this to the discipline and context in which they:
• teach, evaluating current practices and implementing appropriate enhancements [K1, K2, K3, K4, K5, V3, V4];
• Apply analytical frameworks to the discipline(s) in which they teach to identify barriers and opportunities for development and enhancement of the student experience [K1, K2, K3, K5, K6, V3];
• Learn from one another and engage in peer review of current practices; [K5, V3];
• Identify potential improvements and enhancements to current practice, including consideration of blended and online delivery formats [K2, K3, K4, V1, V2]; and
• Engage with a pedagogical community of practice which serves to enhance both the student experience and the disciplinary context [V1, V2].

The above learning objectives are assessed through evidencing participation in some or all of the following UKPSF areas of activity.

• Designing and planning learning activities and/or programmes of study [A1];
• Teaching and/or supporting learning [A2];
• Assessing and giving feedback to learners [A3];
• Developing effective learning environments and approaches to student support and guidance [A4]; and
• Engaging in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices [A5].

Prerequisites