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Introduction to Teaching & Learning in Higher Education (ITLHE)

Introduction to Teaching & Learning in Higher Education (ITLHE) . Rosalind Beaumont (SDU). Aims. Outline why learning more about teaching could be important for you Give an overview of the ITLHE module Outline entry requirements & application process

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Introduction to Teaching & Learning in Higher Education (ITLHE)

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  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? • Improve knowledge about teaching • Develop your teaching (& overall communication) skills • 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)

  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

  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 experiencebefore Part B • Need to have 5 teaching hours organised by School while undertaking Part B • Apply via application form from SDU • 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) Teaching & Learning Conference (SDU/ QuILT) • Workshops: SDU/ QuILT • L&T resources: QuILT/ SDU • Higher Education Academy

  14. Contacts • Module Leader: Rosalind Beaumont • Part A & B administrator: Karen Robb • Email:ITLHE@ncl.ac.uk • SDU:http://www.ncl.ac.uk/staffdev/

  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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