Handbook Professional Certificate/ Certificate of ... - 1.pdf · Choose one module for the Certificate of Continuing Professional Development Semester 1 Becoming a Better University

V022015 Please note: this document may be subject to change

Handbook Professional Certificate/

Certificate of Continuing Professional Development

University Teaching and Learning

2015/2016

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Table of Contents Introduction 3 Overview and Schedule of Programme 3 Professional Certificate in University Teaching and Learning 4 Certificate of Continuing Professional Development Outcomes 4 Key features of programme 5 Who is the programme for? 5 Timetables for Professional Cert/Cert of CPD modules 6 Module descriptions 8 Admissions 16 Programme regulations 17 Fees 19 Contacts 19

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Introduction This handboook is for students who have registered in September 2015 for the Professional Certificate/Certificate of Continuing Professional Development in University Teaching and Learning. We hope you find your programme very relevant to your teaching, intellectually stimulating and an enjoyable quality learning experience. We hope that the opportunities provided to meet and learn with colleagues across the university will give you a real sense of collegiality.

Overview and Schedule of Programmes

The planned schedule of modules for the programmes is as follows and is subject to demand and available resources.

Modules on offer for academic year 2015/2016 Choose two modules for the Professional Certificate. Two modules must be completed in one academic year 2015/2016 with a maximum of one module per semester. Or Choose one module for the Certificate of Continuing Professional Development

Semester 1 Becoming a Better University Teacher (UTL 40180) (7.5 credits)

Semester 1 Designing Modules and Programmes for Engaging and Effective Learning (UTL 40200) (7.5 credits)

Semester 2 Assessing for Teaching and Learning (UTL 40140) (7.5 credits)

Semester 2 Active Learning with Technology (UTL 40190) (7.5 credits)

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Professional Certificate in University Teaching and Learning Programme Aims This programme provides 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 T&L in HE

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

Certificate of Continuing Professional Development Learning Outcomes The learning outcomes will depend on the module chosen. See the module descriptions at the end of this handbook.

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Key Features of Programmes

A professional qualification of 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 the Certificate of Continuing Professional Development in University Teaching and Learning (7.5 credits) are in-service programmes for those who are currently teaching in higher education (i.e NQF level 7 or above). Applicants must have an academic (lecturing) contract. 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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Timetables Professional Cert/Cert of CPD in University Teaching and

Learning Modules

Modules for Academic year 2015/16

Semester 1: 2015

Becoming a Better University Teacher

Date Month Time Venue (TBC)

Friday 18th September 10.00 - 16.00

UCD T&L, Seminar Rm, Woodview Hse


Monday 5th

through Thursday 8th

October 1:1 tutorials by appointment

Module Coordinator’s office

Friday 23th October 10.00 - 16.00


Friday 13th November 10.00 - 13.00

Semester 1: 2015

Designing Modules for Engaging and Effective Learning

Date Month Time Venue



Friday 2rd October 10.00 - 16.00

Friday 16th October 10.00 - 13.00

Friday 6th November 10.00 - 13.00

Friday 27st November 10.00 - 13.00

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Professional Cert/Cert of CPD in University Teaching and Learning

Modules for Academic year 2015/16

Semester 2: 2016

Assessing for Teaching and Learning

Date Month Time Venue (TBC)

Friday 5th February 10.00 - 13.00



Friday 4th March 10.00 - 13.00

Friday 1st April 10.00 - 13.00

Friday 15th April 10.00 - 13.00

Semester 2: 2016

Active Learning with Technology

Date Month Time Venue

Friday 29th January 10.00 - 13.00






Please note – A Laptop is essential for this module

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Module Descriptions Module descriptors are subject to review and may be amended following review

1. UTL 40180 Becoming a Better University Teacher -7.5 ECTS

2. UTL 40140 Assessing and Teaching for Learning in Higher Education - 7.5 ECTS

3. UTL 40190 Active Learning with Technology - 7.5 ECTS

4. UTL 40150 Designing Modules for Engaging and Effective Learning -7.5 ECTS

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UTL 40180 Becoming a Better University Teacher Module

Descriptor

Module Description

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 training 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 use a range of teaching

methods and materials that prompt critical thinking, engage formative and

summative assessment to prompt improvements in learning, and relate the

choices made in practice to the established 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 teaching methods, learning materials and

assessment regimes of a module or other coherent set of learning activities,

which maintain ‘constructive alignment’

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

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

and gathering relevant materials to demonstrate and support teaching and

learning approaches

The Module Assignment

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 must include part or reference to the following

sections:

- 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 themed sections on a Teaching Philosophy and Engaging Students, then

ascertain which elements you require/wish to concentrate on from the

alternative modules / 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.

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There are three sections to the assessment:

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

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

imbues 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 fledgling portfolio.

This will comprise an initial position paper that outlines one’s position and

practice, within which is the individual’s teaching philosophy (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, institutional 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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UTL 40140 Assessing and Teaching for Learning in Higher

Education

Module Description

This module focuses on the central role of assessment in influencing how

students approach their studies and on how assessment can be structured to

encourage and enable students to become critical persons. Participants will

critically engage with literature relating to teaching and learning and their own

subject-specific discipline to implement improvements to their current teaching

and assessment practices. They will also experience assessment approaches

('of', 'for' and 'as' learning) in the on-line and within the classroom contexts.



ability to:

1. Critically review and, consequentially, improve assessment regimes of a

module or other coherent set of learning activities

2. Relate the choices made in the selection and application of the above to

the established literature on teaching and learning in Higher Education.

3. Critically engage with the literature relating to teaching and learning in

higher education

4. Experience a variety of assessments (‘of’, ‘for’, and ‘as’ learning), to assist

you in deciding on assessment approaches in your own context.

Assessment

Code Description Timing In Bb?

Score by

Final Grade

Assignment On-line Assessment Task

Week 4 yes Pass/Fail

Pass

Assignment On-line Assessment Task

Week 6 yes

Assignment Negotiated Assessment (Choice of Two Assessments)

Week 12 yes

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UTL 40190 Active Learning with Technology

Module Description

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.



ability to:

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

learning

2. Review the theoretical and pedagogical basis for promoting student

engagement and the development of active learning

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

promote student engagement

4. Identify 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*

To acquire credits one must follow these guidelines for assessment. This

module is assessed by a negotiated assignment, which will normally include

the following:

- a critical review of some of the teaching and assessment methods

suggested in the literature

- a critical evaluation-in-use of the use of “new” (to the individual

concerned) active-learning and assessment methods

The ultimate focus is determined by the end-user and their particular learning

requirements.

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

module coordinator.

*Further details will be provided within the module handbook

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UTL 40200 Designing Modules and Programmes for Engaging and Effective Learning

Module Description

This module explores approaches to the design of engaging, creative,

inclusive modules and programmes. It introduces learners to new ideas,

recent research and international trends to inform innovative design. It

explores different strategies for the sequencing of teaching and learning

activities and the development of programme coherence. It encourages

learners to use design thinking processes for programme development.



ability to:

1. Design engaging, creative and inclusive modules and programmes

informed by educational literature

2. Design modules and programmes informed by higher education and

professional bodies policies

3. Apply new educational ideas to the design of modules and programmes

4.Create new programmes using design thinking processes

5. Select appropriate strategies for developing module and programme

coherence

Assessment

Description Timing In Bb

Score by

% Final grade

Curriculum assignment

plan

Week

8

Yes Peer formative Review ----------------Yes

Pass/ Fail

Curriculum Assignment

Wk 12 Yes

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Admissions Eligibility

Entry to the Professional Certificate and Certificate of Continuing Professional Development in University Teaching and Learning is open to all academics in an active teaching role and who have an academic (lecturing) contract. 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/Certificate of Continuing Professional Development in University Teaching &Learning, the following provisions apply: Student Workload 1. The recommended student workload is 15 credits per academic year, for the Professional Certificate 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;

http://www.ucd.ie/registry/academicsecretariat

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• 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. 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/Certificate of Continuing Professional Development programmes bring 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 Certificate of Continuing Professional Developemt of University Teaching & Learning, a student must gain 7.5 credits from approved modules and fulfil all other programme requirements

Fees Are there fees for this programme? Yes – fees for the academic session 2015-16 are €525 for 7.5 Credit modules and €1050 for 15 Credit modules. Fees are subject to increases. 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.

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Contacts

Programme Administrator Claire Deighan Room F28 Woodview Contact number +353-1-7168732 E-mail [email protected]

Programme Director and Module Coordinator for Designing Modules and Programmes for Engaging and Effective Learning 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 Coordinator for Assessment Module Dr Geraldine O’Neill Room A001 Ground Floor Newman Building Contact number +353-1-7168575 E-mail [email protected] Further information www.ucd.ie/teaching

http://www.ucd.ie/teaching

Documents

Handbook Professional Certificate/ Certificate of ... - 1.pdf · Choose one module for the Certificate of Continuing Professional Development Semester 1 Becoming a Better University