TEACHING IN HIGHER EDUCATION: EFFECTIVE, REFLECTIVE PRACTICE
Credit points: 15
Building on the foundations developed in EDU4CTL, participants focus on deepening and extending their knowledge of the theory and research of higher education teaching. The aim is to prepare participants to reflect on, critique and challenge their current practice in ways that inform and develop a scholarly approach to teaching. Participants engage with a range of theoretical perspectives and research related to higher education teaching, and consider their potential application to their work. Participants are guided through questions related to effectiveness, evidence and ethics in higher education teaching, and consider the challenges involved in balancing teaching against the other roles required for a successful academic career.
SchoolSchool of Education
Subject Co-ordinatorPatrick Kennedy
Available to Study Abroad StudentsNo
Subject year levelYear Level 4 - UG/Hons/1st Yr PG
Co-requisites Course RCHE - Graduate Certificate in Higher Education. EDU4CTL
Graduate capabilities & intended learning outcomes
01. Identified and described the challenges facing higher education teaching and learning in the current climate
- Reading, class exercises and discussion
02. Developed and communicated insights into the key theories and research perspectives about teaching in higher education context
- Reading, class discussion and textual analysis
03. Composed a personal Philosophy of Teaching statement and explained its significance for developing an overarching narrative of participants' higher education teaching practice
- Reading, class discussion and case studies
04. Explored the evidentiary basis for making claims about the effectiveness and impact of participants' higher education teaching practice
- Reading, class discussion and LMS posts
05. Examined issues of ethics and values in higher education teaching
- Reading, case study vignettes and group analysis
06. Drawn on the research evidence to identify how to re-evaluate, refresh and improve participants' own approach to higher education teaching.
- Reading, video clips and discussion
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Melbourne, 2015, Summer 3, Blended
Maximum enrolment sizeN/A
Subject Instance Co-ordinatorRhonda Hallett
Five 2.5 hours seminar per study period on weekdays during the day and delivered via face-to-face.
"Plus online learning"
|Gathering Teaching Evidence (1000 words)||(eg, peer observation of teaching, or peer review of curriculum, or closing the feedback loop with students)||20||03, 04, 05, 06|
|Negotiated final project (3000 words)||(Teaching Potfolio or Reflective Essay or Teaching Award application or negotiated project)||60||01, 02, 03, 04, 05, 06|
|Teaching Audit Exercise (1000 words)||20||01, 02, 03, 04|