The Teaching in Practice Programme is designed for all new academic/teaching staff seeking essential knowledge and practical skills in teaching in Higher Education.
The programme is designed to the new academic/teaching staff who have lack of teaching experience in Higher Education, as well as academic/teaching staff who are recommended by their Head of Department. Providing there is space after accommodating the first two groups (first come, first served), all interested teaching staff are also welcome to join.
Seven seminars will be offered at the beginning of each semester (twice annually). They will be run in the evening to ensure they are accessible to all interested staff. They are entirely optional. Each seminar is 90 minutes long. Each session will be bookended by a reading and activity aimed at preparing staff and making the session personally relevant. A short follow-up, hand-in activity will complete the session. These hand-in activities will receive personalized feedback from the seminar instructor. For staff interested in applying for FHEA, these hand-in activities will provide a foundation for an application.
Participants can register to attend any or all of the seminars. A Certificate of Completion will be offered for completing at least five of the seven seminars.
Date: Tuesdays or Thursdays
Time: 6:30pm - 8:00pm
Venue: First semester (Sep-Oct 2020) – Conducted via Zoom; Second semester (Apr-May 2021) – Virtually via Zoom
No. of participants: 20 maximum per class
*Please note that Seminars with enrollment of less than five students are subject to cancellation or rescheduling.
At the end of the workshop, participants will be able to:
Schmidt, Wagener, Smeets, Keemink,and van der Molen (2015) On the Use and Misuse of Lectures in Higher Education. Health Professions Education, Vol. 1, pp.12-18.
Participants will be asked to try out one strategy discussed at the session and write a 500 words reflective commentary on the lecturing experience. The facilitator of this workshop will provide feedback on the submitted reflective commentary. This piece of writing can be potentially used for AHE fellowship application after adaptation.
At the end of the workshop, participants will be able to:
Heckler, N.C. and Forde, D. R. (2015) The Role of Cultural Values in Plagiarism in Higher Education. Journal of Academic Ethics, Vol. 13, pp. 61-75.
A 500 words reflective piece on the redesign of an assignment/assessment where students have previously plagiarized. The facilitator of this workshop will provide feedback on the submitted reflective commentary. This piece of writing can be potentially used for AHE fellowship application after adaptation.
At the end of the workshop, participants will be able to:
Franklin, H., & Harrington, I. (2019). A review into effective classroom management and strategies for student engagement: Teacher and student roles in today’s classrooms. Journal of Education and Training Studies, 7(12), 1-12. doi:10.11114/jets.v7i12.4491
A 500-word reflective commentary on one’s experience in classroom management. The facilitator of this workshop will provide feedback on the submitted reflective commentary. This piece of writing can be potentially used for AHE fellowship application after adaptation.
At the end of the workshop, participants will be able to:
Gibbs, J., Hartviksen, J., Lehtonen, A., & Spruce, E. (2019). Pedagogies of inclusion: a critical exploration of small-group teaching practice in Higher Education. Teaching in Higher Education, 1-16. doi:10.1080/13562517.2019.1674276
Try out some new activities and strategies discussed in the workshop. Write a 500-word reflective commentary on the one’s experiences in small group teaching. The facilitator of this workshop will provide feedback on the submitted reflective commentary. This piece of writing can be potentially used for AHE fellowship application after adaptation.
At the end of the workshop, participants will be able to:
Nicol, D. J. and Macfarlane-Dick, D. (2006) Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31 (2), 199-218.
Write a 500 words reflective piece on how attending the workshop has influenced the way you provide feedback to students. The facilitator of this workshop will provide feedback on the submitted reflective commentary. This piece of writing can be potentially used for AHE fellowship application after adaptation.
or
Write a 500 words reflective piece on how you would re-design an assessment on your course to make it more authentic. The facilitator of this workshop will provide feedback on the submitted reflective commentary. This piece of writing can be potentially used for AHE fellowship application after adaptation.
At the end of the workshop, participants will be able to:
William H. Rice IV, Moodle Teaching Techniques: Creative Ways to Use Moodle for Constructing Online Learning Solutions. Packt Publishing © 2007 Citation
Upload a document using the “File” function on Moodle testing course. Create a Moodle assignment and Turnitin assignment on the Moodle testing course to collect students’ submissions.
At the end of the workshop, participants will be able to:
Philip Smyth & David Carless (2020) Theorising how teachers manage the use of exemplars: towards mediated learning from exemplars, Assessment & Evaluation in Higher Education, DOI: 10.1080/02602938.2020.1781785
Participants will be expected to try out either (i) the communicative-rich task or (ii) the exemplar task in the classroom. Participants will then be expected to write a 500-word reflection about the success of the task and any amendments which should be made to the task in the future.