Is this course right for me?

Target Audience: Academic & Research Staff

This course is designed on the basis of increasing external pressures to enhance the quality of the student learning experience. The course is mindful of the basis of SHEFC funding, the requirements of the Quality Assurance Agency (QAA) and the strong recommendation from the Dearing Enquiry into Higher Education for HE teachers to seek accreditation of their own academic practice. Teaching and learning in Higher Education is a complex intellectual, personal and social pursuit which should be informed by educational research and a growing knowledge of 'best' teaching and learning practice All university teaching should be informed by an understanding of how students learn and the conditions and processes that support student learning. When working with students lecturers should recognise that they have differing learning needs, approaches to learning and prior knowledge and experience. Students comprise diverse social groups and this diversity should be valued for the potential to enrich the teaching and learning environment. Lecturers must be concerned (i) that all students have equal opportunities of access to learning and (ii) that their teaching and assessment practices are equitable. Decisions about the choice of appropriate teaching methods depend on value based judgements; thus critical reflection is central to professional learning and worthwhile practice. Such reflection requires lecturers to consider (individually and with colleagues) their intentions, their actions and the effects of their actions.

• to support participants in developing a view of teaching and research as mutually supportive activities
• to improve the quality of professional learning and practice through practice- based enquiry and research
• to provide an interdisciplinary forum for a community of scholars, with a shared commitment to teaching, to discuss their experience and understanding
• to provide opportunities to explore teaching and learning in particular disciplinary contexts, so that teaching is not abstracted from the context in which knowledge is constructed
• to generate a broad overview of key elements in teaching and learning approaches, including appropriate assessment and evaluation methods;
• to support participants in developing an understanding of how students see their learning experiences and of how opportunities can be created for their voices to be heard
• to support participants in developing the capacity to evaluate one's own professional performance and a commitment to professional learning as an ongoing career-long pursuit

Prerequisites