TEACHING IN HIGHER EDUCATION: EFFECTIVE, REFLECTIVE PRACTICE

EDU4HET

2016

Credit points: 15

Subject outline

Building on the foundations developed in other GCHE subjects, participants focus on deepening and extending their knowledge of teaching practice in Higher Education drawing on theories 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

Credit points15

Subject Co-ordinatorNauman Saeed

Available to Study Abroad StudentsNo

Subject year levelYear Level 4 - UG/Hons/1st Yr PG

Exchange StudentsNo

Subject particulars

Subject rules

PrerequisitesN/A

Co-requisites Course RCHE - Graduate Certificate in Higher Education. EDU4CTL

Incompatible subjectsN/A

Equivalent subjectsN/A

Special conditionsN/A

Learning resources

Readings

Resource TypeTitleResource RequirementAuthor and YearPublisher
ReadingsReadings PackRecommendedtbaPROVIDED BY LECTURER

Graduate capabilities & intended learning outcomes

01. Create and maintain effective student-focused learning environments (face-to-face and online) based on feedback from students and peers.

Activities:
Reading, practice-based activities and peer group discussion

02. Support students both face-to-face and online in their development and demonstration of intended learning outcomes based on feedback from students and peers.

Activities:
Reading, practice-based activities and peer group discussion

03. Provide helpful, timely feedback to students on their learning, including on work from assessment tasks, based on feedback from students and peers. and engage in evaluation of learning.

Activities:
Reading, practice-based activities and peer group discussion

04. Demonstrate respect for students and consistently require students to demonstrate their respect for others, based on feedback from students and peers.

Activities:
Reading, practice-based activities and peer group discussion

05. Promote student support services and direct students to appropriate support services.

Activities:
Reading, practice-based activities and peer group discussion

06. Develop a personal philosophy of teaching and draw on research evidence to justify your approach to higher education teaching.

Activities:
Reading, practice-based activities and peer group discussion

Subject options

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Start date between: and    Key dates

Melbourne, 2016, Summer 3, Blended

Overview

Online enrolmentYes

Maximum enrolment sizeN/A

Enrolment information

Subject Instance Co-ordinatorRhonda Hallett

Class requirements

Seminar
Five 2.5 hours seminar per study period on weekdays during the day and delivered via face-to-face.
"Plus online learning"

Assessments

Assessment elementComments% ILO*
Draft Teaching Portfolio of Teaching practice (1000 words)(Evide3nce of practice based on for example, peer observation of teaching, or peer review of curriculum, or systematic evaluation of student learning the feedback loop with students)20 03, 04, 05, 06
Evidence of Teaching Practice (3000 words)(Teaching Potfolio or Reflective Essay or Teaching Award application or negotiated project)60 01, 02, 03, 04, 05, 06
Teaching Portfolio of Teaching practice - final(1000 words)20 01, 02, 03, 04, 05

Melbourne, 2016, Week 32-44, Blended

Overview

Online enrolmentYes

Maximum enrolment sizeN/A

Enrolment information

Subject Instance Co-ordinatorNauman Saeed

Class requirements

Seminar
Five 2.5 hours seminar per study period on weekdays during the day and delivered via face-to-face.
"Plus online learning"

Assessments

Assessment elementComments% ILO*
Draft Teaching Portfolio of Teaching practice (1000 words)(Evide3nce of practice based on for example, peer observation of teaching, or peer review of curriculum, or systematic evaluation of student learning the feedback loop with students)20 03, 04, 05, 06
Evidence of Teaching Practice (3000 words)(Teaching Potfolio or Reflective Essay or Teaching Award application or negotiated project)60 01, 02, 03, 04, 05, 06
Teaching Portfolio of Teaching practice - final(1000 words)20 01, 02, 03, 04, 05