2015/2016
Postgraduate Certificate
in Teaching & Learning
in Higher Education
Programme Handbook
2
Table of Contents
Introduction ........................................................................................... 4
Programme Outline .................................................................................. 5
Module Outlines ...................................................................................... 7
CEL260 ................................................................................................. 8
CEL261 ............................................................................................... 10
CEL262 ............................................................................................... 12
Assessment Requirements ........................................................................ 13
Appendices ........................................................................................... 21
3
Introduction
Welcome to the Postgraduate Certificate in Teaching & Learning in Higher Education! This handbook
contains much of the basic information regarding the operation of the course and its constituent modules,
outlining our intentions and giving you a clear idea of the areas that we will be addressing and how the
course is assessed. The PgCert has a number of distinctive characteristics and has been refined over a
number of years based on feedback from participants and also informed by national and international
developments. We start from the premise that you are all practitioners of teaching in higher education
and, collectively, have much expertise and experience to share and build on. In other words, this is a
professional development programme rather than, for want of a better expression, a “beginners’ course”.
Past participants have commented that the discussions in class (and online) can be really rich and offer a
unique opportunity to engage with important professional issues with colleagues from a wide range of
disparate academic disciplines. Those of us who facilitate the sessions also gain a great deal from these
discussions and from learning about the experience and approaches of colleagues.
For those who are relatively new to such teaching, however, we do have additional supports available
online and via the provided textbooks. So if you are looking for ‘hints and tips’ don’t worry, we will cover
those too.
We’re also very aware that contemporary academic practice can be challenging with constant tension
between the various roles that we are expected to undertake in research, teaching, administration,
consultancy and community engagement. The ‘ivory tower’ cliché is well past its sell-by date!
Perched, as we are, on Europe’s western edge, it is vital that we ensure our programmes are connected to
the wider international context of higher education. We will bring in, where possible, external presenters
and facilitators and ensure that you are kept up to date with emerging trends and begin to engage with the
research literature on teaching and learning.
We will also be rounding off your experience of being a student by making considerable use of the
Blackboard online learning system and so you might get a new perspective on its potential for your own
discipline area and appreciate how useful it can be for students and not just as a place for lecture note
dumping!
The PgCert is assessed using a variety of approaches and it is worth noting that part of this is based on
your own teaching in class, the design of your courses and modules and, crucially, demonstrating that
you take a reflective and informed approach to your teaching and the promotion of student learning. You
will pair-up with a colleague in the class and give feedback on each other’s teaching and will compile a
Teaching Portfolio that summarises your experience and personal teaching philosophy. If all this sounds
daunting – then great – successful learning is about being able to do something new or changing
perspectives and hopefully we can achieve this through working together on the course.
We in the CELT team are really looking forward to meeting with you and getting started on this exciting
year ahead. We try our utmost to be as supportive as we can to participants on the course and please
don’t hesitate to get in touch with any member of CELT with queries or concerns that you might have.
Good luck!
4
Programme Outline
Title
Postgraduate Certificate in Teaching & Learning in Higher Education
Administration
Centre for Excellence in Learning and Teaching
College
College of Arts, Social Sciences and Celtic Studies
Duration
One year (September – August)
Mode of Study
Part-time
Course Level
Postgraduate Certificate (Level 9)
ECTS
30 ECTS (10 ECTS per module):
• An Introduction to Teaching and Learning in HE (10 ECTS)
• Course Design, Evaluation and Assessment (10 ECTS)
• Reflective Practice and Professional Development (10 ECTS)
Assessment
100% Continuous Assessment
Marks
All modules are graded on a Pass/Fail basis
External Examiner
Dr Lesley Gourlay, Institute of Education, London (Term of office ending)
Objectives
The objectives of the programme are to:
• Raise critical awareness of the key issues in teaching, learning and assessment in
contemporary higher education;
• Promote the concept of reflective practice as a key attribute of a professional approach to
third and fourth level teaching;
• Provide opportunities to develop specific practical skills in teaching, course design,
assessment and evaluation;
• Offer direct, individual feedback on teaching practice;
• Provide opportunities for scholarly activity in teaching and learning and establish a sound
basis for further professional development.
Resources
We will provide you with a programme pack, including this handbook and some of the core textbooks for the programme. In
addition we use Blackboard extensively. We will post recommended readings, videos, and other relevant materials to
Blackboard for you to engage with before each class.
We also use the journaling tools, discussion boards and assessment capabilities of Blackboard.
Programme Structure
Semester 1
Semester 2
CEL260: Introduction
to Teaching & Learning
CEL261: Course
Design, Assessment &
Evaluation
Early Summer Period
CEL262: Reflective Practice & Professional Development
5
Course Team
The Postgraduate Certificate in Teaching and Learning in Higher Education is based in the Centre for Excellence in Learning
and Teaching (CELT). Profiles of the individual team members and their experience in teaching and learning are available on
the Blackboard site for the modules.
Staff contact details:
Prof. Iain Mac Labhrainn
Director of CELT
iain.maclaren@nuigalway.ie (091 49) 2822
Dr. Simon Warren
Programme Co-ordinator
simon.warren@nuigalway.ie (091 49) 5717
Dr. Michelle Tooher
Curriculum Developer
michelle.tooher@nuigalway.ie (091 49) 5690
Bernadette Henchy
CELT Administrator
bernadette.henchy@nuigalway.ie (091 49) 2924
The course committee oversees the evaluation, review and development of the programme.
Course Committee Membership
Director, CELT (Dr. Iain Mac Labhrainn)
Assistant Director, CELT (Dr. Sharon Flynn)
Programme Co-ordinator, CELT (Dr. Simon Warren)
Curriculum Developer, CELT (Dr. Michelle Tooher)
Coordinator, CKI (Lorraine McIlrath)
External Examiner (Dr Lesley Gourlay, Institute of Education, London)
Human Resources Deputy Director (Carmel Browne)
Student Representatives (Certificate, Diploma and MA)
(Plus others as appropriate)
Terms of Reference
•
The Course Committee will be chaired by the Course Co-ordinator and will meet once per semester in order to
discuss issues related to the development of the PG Cert/Dip/MA programme. Additional meetings may be
convened to deal with specific issues that arise.
•
The Committee will be responsible for course evaluation and review and will oversee any changes to programmes,
modules and procedures.
•
Members of the Course Committee will be asked to advise the core teaching team on issues that arise during the
development and delivery of the programme.
•
The student representatives will play a vital role in providing feedback on the courses, modules, teaching and
assessment. They will provide a channel whereby student concerns and suggestions can be formally raised and
addressed. It is expected that they will seek feedback from their co-students on the programmes.
•
The Course Committee minutes will be written promptly and made available to staff and students involved in the
programme.
•
The Course Committee will be one vehicle whereby course related issues can be brought (where appropriate) to
the attention of the College & Dean.
6
Module Outlines
7
Semester 1
Tuesday/Wednesday (every 2nd)
CEL260
An Introduction to Teaching &
Learning
Venue: AM207
Facilitators:
Simon Warren & Michelle Tooher
E-Mail: simon.warren@nuigalway.ie or
michelle.tooher@nuigalway.ie
Ext 5717 (Simon)/Ext 5690 (Michelle)
Office: AM115 (Simon)/AM114 (Michelle)
Overview
This is the first module in the Postgraduate Certificate programme and covers
a range of topics including large class teaching, student engagement,
technologies, civic engagement and research-led teaching. The course is based
on scheduled class sessions, often with guest presenters and always with
discussion! Participants will maintain an online ‘learning journal’ and
undertake a number of readings and other specified activities
Intended Learning Outcomes
By the end of this module, participants should be able to:
n
n
n
n
Identify some of the key theories of learning in the higher education
context and describe research findings on how students learn;
Appreciate the strengths and weaknesses of a variety of teaching
approaches which may be undertaken within particular contexts;
Debate and engage with some of the contemporary issues in higher
education that impact on teaching practice;
Demonstrate a willingness to reflect on their own practice.
Requirements
Participants must be currently engaged in teaching at undergraduate and/or
postgraduate levels, preferably in a number of modes (eg lectures, small group
teaching) and are required to undertake feedback and reflect upon their
teaching practice and experience.
Assessment
The module is assessed via a reflective learning journal (in Blackboard) which
all participants must regularly update throughout the semester, responding to
prompts and questions raised on each topic.
8
n
n
A tutor/mentor will provide feedback on individual entries.
n
n
Other course participants do not have access to each other’s entries.
This journal is private and only accessible to the course team and
external examiner.
A rubric is provided to give an indication of the requirements.
Resources
All registered participants will be
issued with core recommended texts
for the module.
Journal articles, reports and websites
will be used extensively throughout
the module.
Blackboard is used to support the
module and for assessment. It is also
the main communication channel
for information, queries and
discussion.
Key Dates
September 15th / 16th
Start of the module – introduction
and first workshop session
mid-November
Review of progress and feedback on
journals
December 21st
Final submission date by which all
journal entries must be completed
Module Schedule
15/16 September
Introduction & Learning: from Novice to Expert
25 September
First learning journal entries due
29/30 September
Large Group Teaching
9 October
Second learning journal entries due
13/14 October
Small Group Teaching
23 October
Third learning journal entries due
27/28 October
Student Engagement, Retention and Supporting Learning
6 November
Fourth learning journal entries due
10/11 November
Research-enhanced Teaching
20 November
Fifth learning journal entries due
24/25 November
Civic Engagement
4 December
Sixth learning journal entries due
8/9 December
Learning Technologies
21 December
Final submission of all learning journal entries due
Core Readings
Ashwin, P. et. al (2015) Reflective Teaching in Higher Education. London: Bloomsbury Publishing.
Race, Phil (2007) The Lecturer’s Toolkit 3rd Edition. Abingdon: Routledge.
Other readings and materials will be posted on the Blackboard site or issued in class.
9
Semester 2
Tuesday/Wednesday (every 2nd)
CEL261
Course Design, Assessment &
Evaluation
Venue: AM207
Facilitators:
Simon Warren & Michelle Tooher
E-Mail: simon.warren@nuigalway.ie or
michelle.tooher@nuigalway.ie
Ext 5717 (Simon)/Ext 5690 (Michelle)
Office: AM115 (Simon)/AM114 (Michelle)
Overview
Resources
This module in the Postgraduate Certificate programme covers key topics in
Course Design including curriculum design, assessment, feedback, evaluation
and academic integrity. Similar to CEL260, the course is based on scheduled
class sessions, with some guest presenters and class discussion! Participants are
asked to reflect on each topic and the readings and use this knowledge to
review a course of their choice.
All registered participants will be
issued with core recommended texts
for the module.
Intended Learning Outcomes
By the end of this module, participants should be able to:
n
n
n
n
Critically reflect on their own course design and assessment
approaches;
Apply knowledge about various approaches to curriculum design to
their own contexts;
Apply appropriate reference to the literature to support decisions
regarding their curriculum design;
Recognise the impact of particular external factors on their own
teaching contexts.
Requirements
Participants must be currently engaged in teaching at undergraduate and/or
postgraduate levels, preferably in a number of modes (eg lectures, small group
teaching) and are required to undertake feedback and reflect upon their
teaching practice and experience.
Assessment
The module is assessed via a Course Review Folder, in which we ask students
to critically evaluate and redesign, where necessary, a unit of teaching for
which they have responsibility.
n
n
10
A rubric is provided to give an indication of the requirements.
Feedback will be provided on draft review folders received no later
than May 2nd.
Journal articles, reports and websites
will be used extensively throughout
the module.
Blackboard is used to support the
module and for assessment. It is also
the main communication channel for
information, queries and discussion.
Key Dates
January 12th / 13th
Start of the module – introduction
and first workshop session
May 3nd
Draft review folders can be
submitted for feedback prior to this
date
June 6th
Final submission date by which all
Course Review Folders must be
submitted
Module Schedule
12/13 January
Curriculum Design and Models of Higher Education
22 January
First journal entries due
26/27 January
Learning Outcomes, ECTS and all things Bologna
5 February
Second journal entries due
9/10 February
Assessing Student Learning
19 February
Third journal entries due
24/25 February
Evaluating Teaching
4 March
Fourth journal entries due
8/9 March
Student Diversity and Widening Participation
18 March
Fifth journal entries due
22/23 March
Issues of Academic Integrity
1 April
Sixth journal entries due
5/6 April
Open, blended and massive learning
15 April
Seventh journal entries due
Core Readings
Ashwin, P. et. al (2015) Reflective Teaching in Higher Education. London: Bloomsbury Publishing.
Race, Phil (2007) The Lecturer’s Toolkit 3rd Edition. Abingdon: Routledge.
Other readings will be posted on the Blackboard site.
11
Semesters 1 & 2
Independent work
CEL262
Reflective Practice & Professional
Development
Facilitators:
Simon Warren & Michelle Tooher
E-Mail: simon.warren@nuigalway.ie or
michelle.tooher@nuigalway.ie
Ext 5717 (Simon)/Ext 5690 (Michelle)
Office: AM115 (Simon)/AM114 (Michelle)
Overview
Resources
The main goal of this module is the development of a Teaching Portfolio,
which exemplifies each participant’s critical self-reflection on their teaching
practice, their developing philosophy of education and awareness of
professional development issues. This module will also serve to revisit, probe
and integrate ideas from across the course. You can find guidelines for the
production of the Teaching Portfolio on Blackboard and the CELT website.
All registered participants will be
issued with core recommended texts
for the module.
A key aspect of the portfolio and this module is the use of feedback on your
teaching practice.
This is technically a year long, independent study module. You can start, and
indeed are encouraged, to begin collecting materials and thinking about your
Portfolios from the very beginning of the course. Evaluations need to be
obtained during your teaching sessions. Towards the end of the second
semester we will hold a few informal workshops in which we can clarify the
purposes and structure of the Portfolio and give guidance to you.
Assessment
The module is assessed via a comprehensive Teaching Portfolio. In order to
satisfy the requirements of the module and the overall award of the certificate,
participants must: (1) undertake the Grouped Student Evaluation process; (2) use
the Partnerships for Learning & Teaching process (see appendices) with a
colleague to peer review/observe each other’s teaching; (3) collate other
relevant examples of feedback.
Journal articles, reports and websites
will be used extensively throughout
the module.
Blackboard is used to support the
module and for assessment. It is also
the main communication channel
for information, queries and
discussion.
Key Dates
May 30th
Draft Teaching Portfolio can be
submitted for feedback prior to this
date
July 4th
Final submission date by which
Teaching Portfolio must be
submitted
Suggested Readings
Clegg, S. (2000) Knowing through Reflective Practice in Higher Education. Educational Action Research 8(3): 451-469.
Brockbank, A. and McGill, I. (2007) Facilitating Reflective Learning in Higher Education 2nd Edition. Buckingham: Open University
Press.
Moon, J. (1999) Reflection in Learning and Professional Development. London: Kogan Page.
Seldin, P. (1997). The teaching portfolio: A practical guide to improved performance and promotion/tenure decisions (2nd ed.). Bolton,
MA: Anker Publishing Co.
Other readings will be posted on the Blackboard site.
12
Assessment Requirements
13
Assessment Requirements for Module CEL260
An Introduction to Teaching and Learning in Higher Education
The following is a brief summary of the requirements for this module.
1)
Participation in the scheduled workshops
This includes attending the workshops, participating in any exercises or activities that were set, and joining discussions in small
groups. If you are unable to attend a particular session, please let us know. You should read over any materials prepared for
that session and respond appropriately in your learning journal.
2)
Completion of a Learning Journal
This document should contain:
•
•
•
•
A brief ‘scene-setting’ entry at the beginning on your expectations of the course.
An early draft of the ‘teaching philosophy statement’, which you will be expected to develop for your Teaching
Portfolio.
Responses to and reflections on each topic of the module (even if you were unable to attend the session, see above).
At most sessions, specific questions will be raised for discussion on the day, and will be posted on Blackboard as a
reminder for your journal entries. Where no specific questions were posed, please reflect on your opinions on the
general topic and whether and how what you have learned about it might relate to the courses you teach.
Reflections on the literature that you are reading as part of this course. This is an important part of the journal and this
module: it is partly based on ‘self-study’ and you will need to show that outside of class time you are reading the
literature and engaging with it. As a general guideline, a minimum of two academic references are expected per topic.
Typical learning journals will be in the order of 15-20 pages. Remember that the course is 10 ECTS and the learning journals
should reflect this.
Feedback
Feedback from your tutor will be available through the learning journal facility on the Blackboard module. Please ensure you
keep up with your learning journals by making entries every other week. We will hold an informal assessment workshop
during the Semester, to which you can drop in, ask questions and get advice.
Marking
The module will be marked on a Pass/Fail basis. A Pass will be obtained through satisfactory completion of both components:
•
•
•
Attendance at the workshops and participation in the set activities.
Submission of a learning journal that contains a complete set of entries for each topic; responses that demonstrate
wider reading; responses that indicate a good level of reflective thinking.
The final submission should collate earlier Journal entries, responding to tutor feedback and any additional thoughts
or supplementary materials.
Submission Dates
The deadline for the submission of Learning Journals will be 21 December 2015. We cannot guarantee that submissions after
this date will be considered at the Exam Board.
Soft copies should be submitted via Blackboard and a final hard copy to Bernie in the CELT office, AM213.
14
Assessment Requirements for Module CEL261
Course Design, Evaluation and Assessment
The assessment for this module will be the development of a Course Review Folder. Each session will have a corresponding
activity requiring critical reflection on participants’ own course design, assessment and evaluation. These activities will
encourage a review, evaluation or alteration to your own teaching materials (the syllabus, learning outcomes, assessment
methods and so on). You will need to reflect on the topic of each session in relation to your own context, but also include a
practical evaluation or revision of existing course materials from your teaching. You should demonstrate familiarity with some
of the ideas from the literature as well as reflections on your teaching materials in line with these ideas. This is therefore partly
a reflective exercise (as with the learning journals) but includes practical tasks of undertaking revisions to your own teaching
materials.
There are seven topics covered on this module, and you should aim to produce about 3-5 pages of writing on each topic.
Typically, you will also need to include examples of course materials from your teaching as appendices: e.g. course outlines,
assessment guidelines, marking criteria, evaluation forms and so on. Your main task is to review and/or redesign some of these
materials in light of the course sessions and related readings. This assignment therefore has a greater ‘practical’ element than
the learning journal.
Feedback on Draft Submissions
You are encouraged to use the journal tool on Blackboard to draft each entry for this assignment as it enables us to keep track
of your progress and provide prompt feedback. You will be expected to submit journal entries following each session as in
Semester 1 as a means of building up your draft Course Review Folder.
We will hold an informal assessment workshop during Semester 2. You can drop by to ask questions and get advice on all
assignments for the PG Cert.
Marking
The module will be assessed on a Pass/Fail basis. A Pass will be obtained on satisfactory completion of both components:
•
•
Attendance at the workshops and participation in the set activities.
Submission of a course review folder that contains a complete set of entries for each topic; responses that demonstrate
engagement with ideas from the set readings; and responses that indicate a good level of reflective evaluations of
participants’ own teaching materials.
Submission Deadline
The deadline for submission of draft course review folders will be Tuesday 3nd May and the final course review folder by
Monday 6th June 2016. We cannot guarantee that submissions after these deadlines will be examined at the Exam Board in
summer 2016.
Soft copies should be submitted via Blackboard and a hard copy to Bernie in the CELT office, AM213.
15
Assessment Requirements for Module CEL262
Reflective Practice and Professional Development
The main goal of this module is the development of a Teaching Portfolio, which exemplifies each participant’s
critical self-reflection on their teaching practice, their developing philosophy of education and awareness of
professional development issues. This module will also serve to revisit, probe and integrate ideas from across
the course. You can find guidelines for the production of the Teaching Portfolio in the Blackboard forum on
Teaching and Learning in Higher Education and on the main CELT website.
This is technically a ‘year long’ module. You can start, and indeed are encouraged, to begin collecting
materials and thinking about your Portfolios from the very beginning of the course. Towards the end of the
second semester we will hold a few informal workshops in which we can clarify the purposes and structure of
the Portfolio and give guidance to you.
It is worth bearing in mind that the Portfolio you produce for the PG Certificate will potentially be a
document, which you can adapt for other purposes. Teaching Portfolios, within NUIG but also elsewhere, are
required for applications for promotion. They are becoming a common means of communicating to others
your professional development as a teacher.
Your Portfolio submission needs to include evidence that you have undertaken the Grouped Student
Evaluation and the Partnership for Learning and Teaching exercises. Further information about these two
schemes is included in this handbook in the section on Evaluation of Teaching Practice.
You might find that as you develop your Teaching Portfolio you would like to draw on some of the work you
have done for your Learning Journal and/or Course Review Folder. This is fine but please do remember to
summarize previous work and to reference it as appropriate. It is vital that you do not submit the exact same
(or cut and pasted) material for assessment purposes in more than one module.
Feedback on Draft Submissions
You are strongly encouraged to submit a draft of your Teaching Portfolio for feedback by Monday May 30th
prior to final submission.
Marking
The module will be assessed on a Pass/Fail basis. A Pass will be obtained on satisfactory completion of a
Teaching Portfolio that contains a teaching philosophy statement; evidence of engagement in evaluating
teaching practices (through peer observation, grouped student evaluation and others); and indications of
critical reflection and ongoing professional development in relation to teaching.
Submission Deadline
The deadline for submission of the Teaching Portfolios will be Monday 4th July 2016. This is a final deadline.
Late submissions may not be examined at the Exam Board meeting in summer 2016.
Soft copies should be submitted via Blackboard and a hard copy to Bernie in the CELT office, AM213.
16
A note on referencing
All final assessment submissions should be considered as academic pieces of work and as such should contain
appropriate referencing and an associated bibliography.
Each assessment piece should contain original work and authors should be careful to avoid instances of
plagiarism or self-plagiarism. Self-plagiarism occurs when a student submits a piece of work, some or all of
which has been previously submitted for credit either in NUI Galway or another academic institution.
More information is available here: http://www.nuigalway.ie/plagiarism/
Blackboard
The programme will be supported by Blackboard (http://nuigalway.blackboard.com). Whilst the university
will automatically generate a student account for participants on this course, we will enroll staff of NUI
Galway onto the Blackboard modules using their Staff ID to avoid confusion. We will be uploading many
materials for the course onto Blackboard, including:
-
Videorecordings of presentations;
-
Supplementary, interactive lessons;
-
Relevant journal articles;
-
External links;
-
Further information about the assignments.
You will use the Journal tool throughout the course. This journal will be private and only accessible to you
and the course team; other participants will not be able to access this and anything discussed therein will be
treated with confidentiality. This is an important opportunity for you to engage in honest reflection and to
obtain individual, confidential feedback. Each participant will have an individual tutor/facilitator who will
read and comment on the journal entries and with whom you can discuss issues in addition to the Course
Coordinator/Director should you wish. It is important to keep this journal up to date by posting reflections,
comments and issues arising from readings.
We will use Blackboard to provide feedback on your progress and to receive feedback from you on your
experiences. Opportunities for feedback will be discussed with you and made available as we progress through
the year.
You will also have access to the NUI Galway Teaching and Learning Forum on Blackboard. There are many
useful resources on this site and you should take the time to have a browse through them. We have a
lunchtime seminar series in CELT (‘Conversations on Teaching and Learning’), and although you will be
invited to attend, we will also (if permission is granted by the speaker) video-record these seminars and make
the recordings available on this site.
17
Evaluation of Teaching Practice
Grouped student evaluation of teaching
Participants on the PG Certificate in Teaching and Learning in Higher Education are required to have their
teaching evaluated through the Grouped Student Evaluation of Teaching Scheme. This scheme is run by
Marilla Keating (qualitybydesign@iol.ie) and is also available as a voluntary scheme for other NUIG
academic staff. Each year she reserves places in her timetable for the PG Certificate participants.
Marilla will be given the names of all PG Certificate participants, but you should contact her directly to make
arrangements for her to attend one of your classes and survey the students. This can take place in either
Semester 1 or Semester 2. You can choose the session you would like her to attend if it fits into her timetable.
She will only need to attend the last 10 minutes of the chosen session. Given that she has a very busy load
during the teaching term, it is advisable that you contact her sooner rather than later in order to make your
request.
A protocol of how the scheme works is included in the Appendix. Marilla is also available to discuss the
scheme, and she will, at some point, give an information session .
Partnerships for learning and teaching
Participants on the PG Certificate are also required to take part in a peer review of teaching exercise, the
‘partnership for learning and teaching’. This will involve pairing up with someone on the course, preferably
from a different subject area, and working through the stages in the partnerships for learning protocol (see
Appendix). At its most basic, this is an exercise in which your partner comes to one of your classes in order to
observe your teaching, and you in turn are an observer of his/her’s teaching. However, there are many
variations in the ways in which these partnerships can be developed, which are indicated within the protocol.
Please note that for this course it is essential that observation is undertaken at some point. The review of each other’s
teaching materials is a useful exercise, for example, but it is not a substitute for the observation requirement.
Previous participants on this programme have indicated that they found this particular exercise to be of great
value to them.
You will be responsible for finding a partner and making the arrangements to review each other’s teaching.
This can happen in either Semester 1 or 2. If you have difficulties finding a partner, or making arrangements
for observations, please let us know so that we can help you.
Please Note: The Grouped Student Evaluation and Partnerships for Learning and Teaching should be acknowledged within
your Teaching Portfolios as evidence of your willingness to evaluate your teaching practice.
18
General references
A large number of journal articles and other resources are available on Blackboard. There are also plenty of
books available on teaching in HE that you might find useful, and here are a selection:
Barnett, R. and Coate, K. (2005). Engaging the Curriculum in Higher Education. Maidenhead: Open University
Press. (378.199 BAR)
•
This book deals directly with the difficult concept of ‘curriculum’. Importantly, it sets out an
empirically based schema fro thinking about curriculum and therefore curriculum design.
Biggs, John and Tang, Catherine (2011) Teaching for Quality Learning at University (4th Edition). Buckingham:
Open University Press. (2003 edition: 378.125 BIG)
•
This has become a well-known text because of its useful explanation of how to ‘align’ learning
outcomes with teaching and assessment.
Becher, Tony and Trowler, Paul (2001) Academic Tribes and Territories: Intellectual Enquiry and the Cultures of
Disciplines.
•
This is not about teaching and learning as such, but is an entertaining and valuable study of academic
life and disciplinary differences.
Bloxham, S. and Boyd, P. (2007) Developing Effective Assessment in Higher Education. Maidenhead: Open
University Press. (Online resource through library)
•
This book is particularly important for curriculum design and especially assessment. It’s main
premise is that effective learning is driven by careful assessment.
Fry, Heather; Ketteridge, Steve and Marshall, Stephanie (Editors) (2008) A Handbook for Teaching and Learning
in Higher Education 3rd Edition. London: RoutledgeFalmer. (378.125 HAN)
•
This edited volume covers a comprehensive range of issues around teaching practices. It is useful for
dipping into chapters on particular topics of interest (e.g. small group teaching, learning outcomes,
assessment).
Light, G., Cox, R. and Calkins, S. (2009) Learning and Teaching in Higher Education: the Reflective Professional 2nd
Ed. London: Sage Publications.
•
Another useful overview of the main issues of teaching practice: lecturing, facilitating small groups,
assessing, evaluating.
Prosser, M. and Trigwell, K. (1999) Understanding Learning and Teaching: The Experience of Higher Education.
Buckingham: Open University Press. (378.125 PRO)
•
Includes the Approaches to Teaching Inventory.
Ramsden, Paul, (2003) Learning to Teach in Higher Education. London: Routledge Falmer. (378.12 RAM)
•
This book offers a more theoretical approach to thinking about teaching. A key idea is that we must
have a fuller understanding of how students learn before we can think about appropriate teaching
techniques.
19
There are also a number of electronic journals available through the NUIG Library website which you will
find useful. These include:
Active Learning in Higher Education
Arts and Humanities in Higher Education
Assessment and Evaluation in Higher Education
Higher Education Management and Policy
Higher Education Research and Development
Journal of Transformative Education
Studies in Higher Education
Teaching in Higher Education
20
Appendices
21
Grouped student evaluation of teaching
1.0
Introduction
This protocol is intended for lecturers who voluntarily wish to gain a greater understanding of their
teaching methods, how their students perceive them and how to improve their teaching techniques. The
evaluation involves the collection of feedback from small groups of students. This is carried out by an
independent facilitator, who collates the student responses and prepares a confidential report on the
overall findings for the lecturer.
2.0
Preparation for the Assessment
2.1
Preparation involves a short, private consultation meeting between the facilitator and the lecturer. The
following areas are discussed
•
•
•
The objective of the student evaluation system.
Any concerns or challenges that exist.
Any specific outcomes that lecturer would like to achieve as a result of the assessment.
2.2
The Facilitator will explain the protocol.
2.3
It is made clear to the lecturer that the assessment is
•
•
•
2.4
Voluntary for the Lecturer
Confidential for the students –the feedback is by small groups not individuals and no names are made
available to the lecturer. The lecturer is not present during the assessment.
Confidential for the lecturer – the results are not shared with department head, quality department or
the students. The Facilitator signs a confidentiality agreement, which indicates that the feedback
report is confidential and remains the property of the lecturer.
A number of logistic issues are noted,
•
•
•
•
•
•
•
•
Date of assessment
Time of assessment
Assessment location
Program and year of students
Subject
Lecturer name
Number of students
Any other relevant issues
If appropriate, the lecturer may prepare the students for the assessment by telling them in advance of the
assessment date and at which point in the class (start or end of class) the assessment will occur. The more
the lecturer stresses the importance of the exercise to them, the more seriously students will take the
process.
3.0
3.1
The Assessment
At the agreed time, the lecturer introduces the facilitator and briefly explains that this is a voluntary
programme, designed to give the lecturer the opportunity to gain greater understanding of their
teaching methods with a view to improving their teaching techniques. The lecturer then turns the
class over to the facilitator and leaves the room.
3.2
The facilitator outlines the purpose of the evaluation and explains the process, while emphasizing that
it is:
22
•
•
Voluntary at the request of the lecturer, who wishes to gain insight into how the course is going for
them and what to identify meaningful changes they could adopt to improve their method of teaching.
Confidential for the students.
3.3
The facilitator outlines to the students that it is important to be clear and concise, specific and honest.
3.4
The class is divided into small groups of 4-6. Each group chooses a “note taker” to record the groups
findings.
3.5
The student groups are asked to discuss each of the following three questions and record the group’s
opinions that have achieved majority consensus on the page(s).
Q1:
What do you like most about this course and the lecturer’s teaching of it?
Q2:
What about this course and the lecturer’s teaching of it needs change or improvement?
Q3:
What suggestions can you offer that would help make this course a more valuable learning
experience for you?
3.6
Four to five minutes are made available per question. The facilitator keeps track of the time and
encourages the groups move from one item to the next.
3.7
All feedback is collected and the students are thanked.
3.8
When the lecturer next see the students, they acknowledges the assessment, or does so at the
beginning of the next class if the assessment is held is at the end of a class.
4.0
4.1
The Feedback Report
The feedback report is a collection of all the student feedback responses along with a cover sheet
giving a summary of the feedback. Follow up is at the discretion of the lecturer who may wish to
avail of the services offered by Centre for Excellence in Learning and Teaching (CELT).
4.2
All volunteers are welcome to request a further assessment study to evaluate the effectiveness of any
corrective actions taken
23
Confidentiality Agreement
Between
Lecturer (Print name above)
And
MARILLA KEATING – INDEPENDENT FACILITATOR
The content of the report, generated by conducting the student evaluation of teaching
as described by this protocol, is confidential and remains the property of the lecturer
named above. No information verbal or written may be shared by the facilitator
with any parties external to this contract.
Marilla Keating, Facilitator
Date
24
PARTNERSHIPS FOR LEARNING AND TEACHING (PLT)
PROTOCOL
Introduction
The PLT describes a process for academic development that is both formative and confidential. It is premised
on the understanding that the sharing of good practice among academic staff leads to significant improvements
in Teaching & Learning. The process is designed to meet the specific objectives of each of the participants.
Observation of teaching may be an element, but the process could also include, for example, a review of
teaching materials and assessment methods.
Methodology
It is proposed that each participant will select a partner, either from within or outside their school/discipline
area. It is possible, in some cases, that school guidelines could influence the implementation of the selection
process.
Each pair will engage in a 3-step process.
Step 1: Initial Meeting
The pair meets to agree the scope of the ‘review’ (see Appendix A) and define a schedule and mechanisms for
formative feedback. It would be very beneficial if, prior to the meeting, each participant takes an opportunity
to reflect on their teaching and their objectives for the review. The following questions may prove useful:
•
•
•
•
Are there aspects of my teaching or assessment practice that I would like to investigate, or
reflect on, further? (Note: this might be to understand better why something works well, as
much as something that is not working successfully.)
Is there an aspect of my teaching or assessment practice that I would like to change?
What aspects of student learning would be most useful for me to explore?
What are my goals in teaching my subject? Are they being achieved?
(adapted from Gosling and O’Connor 2006)
25
Step 2: The Review
Each member of the PLT pair performs the review/observation as defined in the agreed scope. This may, for
example, mean that each partner observes the teaching of the other in a real classroom situation.
Feedback can occur immediately after the observation or at an agreed time. Sample reporting and feedback
forms will be available from the CELT website (see Appendix B).
Step 3: Overall Assessment of PLT
To complete the PLT cycle the pair arrange to meet for an overall review of the process. It will address:
•
•
•
the extent to which the objectives have been met
additional opportunities for on-going professional development in teaching and learning
an assessment of the overall effectiveness of the PLT process and suggestions for improvement. A
feedback form for this purpose is available on the CELT website (see Appendix C).
•
Optional Additional Step for Quality Review Purposes
The PLT pair may choose to submit a declaration to the Head of School, stating that the PLT process has been
completed. A declaration form for this purpose is available on the CELT website (see Appendix D). Feedback
on issues raised during the review may be included. The declaration form should be signed by both members
of the PLT pair.
26
PROTOCOL: PARTNERSHIPS FOR LEARNING AND TEACHING (PLT)
Identify PLT
partner
Step 1: Initial Meeting
Meet to agree
•
•
scope
schedule
feedback
Step 2: Review
Step 2: Review
Partner A
Partner B
•
•
performs review
feedback to
partner B
•
•
performs review
feedback to
partner A
Step 3: Assessment of PLT
Review of the process
•
•
were objectives met?
ongoing professional
development
Improvements to PLT?
Feedback to CELT
27
APPENDIX A1
PROTOCOL: PARTNERSHIPS FOR LEARNING AND TEACHING (PLT)
Focus of a Review
A review can be focused on any aspect of learning facilitation or assessment.
The following list is designed to help generate ideas for Peer-Supported
Review.
• Face to face teaching sessions
• Feedback on course work
• Assessment review
o Readability and issues of clarity in assessment instruments
o Giving timely and appropriate feedback
o Development of on-line assessment
o Making effective use of formative assessment
• Teaching/learning material development
o Developing more varied approaches to the delivery of material
• Using Blackboard effectively
o Incorporating a Blackboard element to support learning
o Using Blackboard interactively
• On-line discussions
• Strategies for effective distance learning
• Postgraduate supervision
• Curriculum development
• Module review
• Implementation of a more accessible curriculum
• Clinical teaching
• Fieldwork learning
• Using external speakers effectively
1
Peer-Supported Review of Learning Teaching and Assessment: An Explanatory Handbook [Available
at http://www.elate.clinicalskillsnetwork.org.uk/resources.htm]
Peer Review of Learning and Teaching, a Guide for Participants, Cardiff University 2006
28
APPENDIX B2
PROTOCOL: PARTNERSHIPS FOR LEARNING AND TEACHING (PLT)
Feedback Form
Part A – the Scope of the Review
The purpose of this form is primarily developmental. Part A should be
prepared by both partners at step 1, documenting the agreed scope of the
review.
Name of Reviewee:
Name of Reviewer:
Date of Initial Meeting:
Scope of the Review:
This may include, for example: lecture, seminar, tutorial or laboratory sessions; teaching materials, including
electronic resources; assessment methods; online teaching sessions.
What are the Reviewee’s objectives for the review?
Are there any areas on which the Reviewee would particularly welcome feedback?
Any other issues?
A copy of this form should be retained by both PLT partners.
2
Adapted from sample form at the University of Nottingham
PROTOCOL: PARTNERSHIPS FOR LEARNING AND TEACHING (PLT)
Feedback Form
Part B – Initial Feedback
The purpose of this form is primarily developmental. Part B should be
completed by the Reviewer immediately after the review has occurred, and
returned to the Reviewee.
Name of Reviewee:
Name of Reviewer:
Date of Meeting:
What are the positive points you would like to highlight? If the review involved an observation of
teaching, what went well during the session?
What, in your opinion, could be improved or developed? How might this be achieved?
Please comment on areas where the Reviewee invited feedback.
Any other comments or suggestions?
A copy of this form should be retained by both PLT partners.
30
Learning, Teaching and Assessment Strategy PROTOCOL: PARTNERSHIPS FOR LEARNING AND TEACHING (PLT)
Feedback Form
Part C – Reflection & Assessment
The purpose of this form is primarily developmental. Part C should be
completed by the Reviewee following discussion between both partners at
step 3, as a reflection on the effectiveness of the process. A copy should be
sent to the Reviewer.
Name of Reviewee:
Name of Reviewer:
Date of final meeting:
What did you feel were the most important points to emerge from your discussion?
What changes, if any, will you make as a result of the discussion?
How well, in your opinion, were your objectives for the review process met?
What ongoing professional development will you consider as a result of the feedback you received?
A copy of this form should be retained by both PLT partners.
APPENDIX C
PROTOCOL: PARTNERSHIPS FOR LEARNING AND TEACHING (PLT)
Feedback on the process
Comments on the effectiveness of the PLT process
Suggestions / Recommendations for Improvement of the PLT process
Name of Partner A:
Signature:
Name of Partner B:
Signature:
Date:
Please return this form to the Assistant Director, CELT.
32
Learning, Teaching and Assessment Strategy APPENDIX D3
PROTOCOL: PARTNERSHIPS FOR LEARNING AND TEACHING (PLT)
Declaration of Completion
We confirm that a PLT cycle has been completed.
Date process completed:
Type of teaching process reviewed:
Name of Partner A:
Signature:
Name of Partner B:
Signature:
We agree to make the following recommendations:
(may include, for example, recommendations for dissemination of interesting/good practice, staff
development, or any other matters that should be drawn to the School’s attention)
Please return this form to the Head of School
3
Adapted from sample form at Cardiff University
Learning, Teaching and
Assessment Strategy
34
Learning, Teaching and Assessment Strategy National University of Ireland, Galway
Learning, Teaching & Assessment Strategy The strategy for Learning, Teaching and Assessment at NUI Galway is designed to achieve, on behalf of all students and staff, the highest standard of educational resources for access to knowledge, development of critical thinking, and methods that assure a fair evaluation of success. I. General Philosophy NUI Galway’s strategy for learning and teaching will provide an institutional culture which: • Recognises an academic practice that includes a balance of commitments: to teaching and research; to support for the academic community; to society at large. This institutional culture supports these different dimensions and asserts that their interaction within the University ensures that academic staff and their students succeed in meeting the challenges of an age of rapid change, of technological advancement, and of economic and cultural transformation. • Works to achieve greater levels of student engagement in the intellectual, cultural and social spheres. To this end, the University favours flexibility of course delivery, modularisation, and the deployment of new technologies to promote rather than erode the intellectual challenge and excitement of a higher education. The University will ensure that these approaches increase and broaden access to higher education. • Establishes links between academic programmes and research activities, and raises levels of civic awareness and participation within and beyond the campus, in the knowledge that the University can contribute to the personal as well as the intellectual transformation of the individual student. • Empowers staff and students in the creation and sharing of knowledge, by supporting a strong technological infrastructure, innovative pedagogical approaches, and institutional structures that recognise and reward achievement, foster collegiality, and provide equality of access and opportunity. • Promotes high quality teaching (encompassing a wide range of practices and methods) and pedagogies which encourage active learning, in which the roles and responsibilities of staff and students are clear. In addition, the traditional contrasts between graduate research and undergraduate study are re-­‐examined in order to achieve for all learners an active intellectual curiosity within shared learning communities. • Establishes an inclusive campus and out-­‐reach capacity that promotes diversity in the student population, provides opportunities for part-­‐time and mature students as well as those from a full range of cultural, linguistic, educational, and socio-­‐economic backgrounds. II. Background This strategy constitutes, for the University as a whole, an agreed framework for learning, teaching and assessment practice. It applies to undergraduate, postgraduate and other programmes which are officially recognised by the university. Individual Colleges and Schools will implement this strategy within their own disciplines and may add relevant additional actions. The strategy consists of a number of key principles and a specified set of goals. It is subject to review and renewal, and the currency of this document is for the period 2012-­‐2014. III Contents/Sections 1. Staff Training and Support for Curriculum Development 2. Bologna, the National Qualifications Framework and the European Credit Transfer (and Accumulation) System (ECTS) 3. Learning Outcomes 4. Approaches to Teaching and Learning 5. Assessment 6. Student Engagement & The First Year Experience 7. Feedback, Evaluation & Review 8. Research-­‐Teaching Linkages 9. Civic Engagement 10. Postgraduate Research Programmes 11. Institutional Partnerships, Sectoral Initiatives and Internationalisation 36
Learning, Teaching and Assessment Strategy 1. Staff Training & Support for Curriculum Development The university recognises that academic staff and schools are placed under considerable demands given the rapid pace of change in the wider educational context: national strategies on all aspects of higher education including funding, the structure of the sector, programme delivery and evaluation; the changing student population (mature students, international students, part-­‐time students and those with particular needs); the growth of multi-­‐ and inter-­‐disciplinarity, the Bologna process, new technologies and research findings on higher education practice. In order, therefore, to ensure the pursuit of (and the continuation of) excellence in regards to teaching and learning, it is essential that provision is made for staff training and development. To this end, the Centre for Excellence in Learning & Teaching (CELT) plays a vital role, working in close partnership with the Registrar, Academic Secretary, ISS, Library, the Office of the Dean of Graduate Studies, the Research Office, the Vice Presidents, the Quality Office and other units across the institution. Actions (A1.1) The Professional Postgraduate Certificate in Teaching & Learning in Higher Education will be made available to all academic staff free of charge and will be offered in as flexible a manner as is practicable. (A1.2) The Postgraduate Diploma and MA in Academic Practice will similarly be available to those academic staff who wish to pursue such topics and training to a higher level, providing opportunities for small scale, individual research on aspects of higher education policy and practice. (A1.3) CELT will provide Seminar, Workshop and Conference series with contributions from visiting external facilitators/presenters and colleagues within the university that focus on aspects of curriculum development, teaching methods, student learning, assessment and higher education policy. (A1.4) The University will provide appropriate resources to support and sustain staff development in this area and will seek additional resources where available, targeted to priority areas identified in this document and to the University’s strategic plan and national strategy. (A1.5) Human Resources and other appropriate offices will ensure that those in the role of Dean and Head of School will be provided with appropriate professional development opportunities and support. (A1.6) The training and support of postgraduate students, both in terms of their potential role in teaching and learning, and for their own professional development will be jointly pursued by the Dean of Graduate Studies, the Colleges and CELT. All students acting in a teaching (or learning support) capacity will be provided with training opportunities. (A1.7) Programme Boards (where appropriate) will ensure that part-­‐time teaching assistants and similar categories of staff will be provided with training in tutoring, demonstrating or other relevant skills and that, where such training is available, those staff are required to avail of it. (A1.8) Blackboard and other online technologies will be used to provide access to training materials and resources for curriculum development. 2. Bologna, the National Qualifications Framework and the European Credit Transfer (and Accumulation) System (ECTS) The overall aim of the Bologna process is to create greater transparency across different educational systems and structures and promote student mobility. It is designed to make international exchange, cooperation and mobility easier and more flexible. In pursuit of the development of the European Higher Education Area, Ireland has endorsed the Bologna Declaration and subsequent communiqués around the issue of the development of a transparent, transferable and interchangeable system of credits for educational programmes.4 In addition, Ireland now has in place a National Framework of Qualifications within which modules and programmes are placed in a 10 level scale. Bologna Cycles & the National Framework for Qualifications The Bologna framework groups qualifications into three “cycles”. These are best described by considering the types of award available in Ireland as in the table below5. The National Framework of Qualifications (NFQ) was launched in 2003 (having been established in the Qualifications (Education and Training) Act of 1999). It consists of 10 levels (see diagram) and is aligned with Bologna. Guidelines and policy recommendations for the University sector have been developed in a collaborative project between the IUA and the National Qualifications Authority of Ireland.6 Bologna Cycle Award-­‐type Irish level Short Cycle (within the first Higher Certificate cycle) 6 First Cycle Ordinary Bachelor Degree 7 Honours Bachelor Degree 8 Higher Diploma 8 Masters Degree 9 Postgraduate Diploma 9 Doctorate 10 Second Cycle Third Cycle 4
Details in the forthcoming Bologna Handbook (2008), but the basic principles are now well established.
“Verification of alignment of national framework with overarching framework”, B. Maguire, L. Purser, National
Stakeholder Workshop, Oct 2006 http://www.nqai.ie/docs/international/MAGURE-BRYAN.ppt
6
http://www.nfqnetwork.ie/A_Guide_to_designing_UNiversity_Awards_for_Inclusion_in_the_National_Framework_of_Q
ualifications/Default.132.html
5
38
Learning, Teaching and Assessment Strategy ECTS All modules in NUI Galway are specified in terms of ECTS. “The European credit transfer and accumulation system is a student-­‐centred system based on the student workload required to achieve the objectives of a programme, objectives preferably specified in terms of the learning outcomes and competences to be acquired.”7 The key features of ECTS are as follows8. •
“ECTS is based on the principle that 60 credits measure the workload of a fulltime student during one academic year. •
Credits in ECTS can only be obtained after successful completion of the work required and appropriate assessment of the learning outcomes achieved. •
Learning outcomes are sets of competences, expressing what the student will know, understand or be able to do after completion of a process of learning, long or short. •
Student workload in ECTS consists of the time required to complete all planned learning activities such as attending lectures, seminars, independent and private study, preparation of projects, examinations, and so forth. •
Credits are allocated to all educational components of a study programme (such as modules, courses, placements, dissertation work, etc.) and reflect the quantity of work each component requires to achieve its specific objectives or learning outcomes in relation to the total quantity of work necessary to complete a full year of study successfully.” 9 7
“European Credit Transfer and Accumulation System (Key Features)”, European Commission, 2004. Also available
online at: http://ec.europa.eu/dgs/education_culture/publ/pdf/ects/en.pdf , where the credits/hours are derived on the basis
of the’ academic year’.
8
ibid
9
“The performance of the student is documented by a local/national grade. It is good practice to add an ECTS grade, in
particular in the case of credit transfer the ECTS grading scale ranks the students on a statistical basis.”
Based on the length of the academic year in Irish universities, modules in NUI Galway are designed on the basis that one credit corresponds to around 20-­‐25 hours of student effort.10 Diploma Supplement The Diploma Supplement (DS) is a document attached to a degree certificate/award which aims to improve international ‘transparency’ and at facilitating the academic and professional recognition of qualifications (diplomas, degrees, certificates etc.). It is designed to provide a description of the nature, level, context, content and status of the studies that were successfully completed by the individual named on the original qualification to which this supplement is appended. It is intended as a flexible non-­‐prescriptive tool which is designed to save time, money and workload and which is adaptable to local/national requirements. The DS contains details of the specific modules undertaken by students and therefore offers a richer description than the simple award certificate/diploma.11 All students graduating from programmes in NUI Galway will be provided with a Diploma Supplement that provides a more detailed description of modules taken and other relevant information. Revised University regulations, course structures, module descriptors and Marks & Standards are being developed as part of a simplification process. All programmes should be compliant with these new regulations and structures once they are formally approved and in place. Actions (A2.1) Each programme will be subject to the oversight of the appropriate Programme Board of the College in which it is taught. All programmes and awards in the university are required to comply with the Bologna Framework, the NFQ and the University Marks & Standards. (A2.2) All programmes and modules should be described in terms of Learning Outcomes, ECTS, and, where an award is issued (i.e. a degree, diploma, certificate, etc) it should be located on the NFQ. (A2.3) All students and staff should be clear as to the workload associated with ECTS weightings and this should be communicated through all available appropriate channels. It is particularly important to clarify to students the expectations required of them in terms of individual effort beyond simple class contact time or assessment requirements. (A2.4) It is the responsibility of the Programme Board to ensure that appropriate programme specifications and module descriptors are readily available. (A2.5) The standard minimum size of modules on offer should be 5 ECTS, with integer multiples thereof permitted. (A2.6) Colleges and Schools will ensure that there is consistency and comparability in total workload across all modules that have the same ECTS weightings. 10
Some Colleges may make a specific stipulation within this range.
This is adapted from the official European Commission site for the Diploma Supplement.
http://ec.europa.eu./education/policies/rec_qual/recognition/diploma_en.html
11
40
Learning, Teaching and Assessment Strategy (A2.7) All students taking modules that have the same learning outcomes and assessment requirements should be treated as a single cohort in terms of the award of ECTS. (A2.8) Colleges and Schools will be responsible for localised policy decisions regarding practical aspects of module and course delivery regarding contact time, resource allocations, assessment regulations, standards and grading, etc. However, such decisions must be compatible with the strategy outlined in this document and University regulations. (A2.9) The University has a formal policy and set of procedures regarding Recognition of Prior Learning (RPL)12 which enable applicants for programmes to seek recognition of previous study or professional experience. Programmes may permit RPL credit to be considered provided that the procedures followed are compliant with this policy and Marks & Standards. 12
http://www.nuigalway.ie/adulteducation/RPL/welcometorpl.html
3. Learning Outcomes “Learning outcomes are sets of competences, expressing what the student will know, understand or be able to do after completion of a process of learning, long or short.”13 “An intended learning outcome is a concise description of what a student will have learnt at the end of some learning process. One of the main advantages to stating the intended learning outcomes … from a course of study is the way in which this allows one explicitly to consider the ways in which the goals for student learning are constructively aligned with both the methods used for teaching and supporting learning and the assessment on the programme.”14 “Learning outcomes focus on what the student has achieved rather than merely focussing on the content of what has been taught. Learning outcomes focus on what the student can demonstrate at the end of a learning activity.”15 Learning outcomes are now the de facto standard (and Bologna-­‐compliant) means of describing courses and modules at many levels of education; a reflection of the shift from a content centred approach to one which overtly recognises that the student is responsible for his/her own learning and has to be able to demonstrate attainment of key competencies and knowledge before being judged to have successfully completed a programme of learning. There has, however, been some considerable debate16 about learning outcomes and, in particular, their traditional association with behaviourist learning models and training programmes. This concern is recognised and it is important that their educational value and underlying principles of clarity, transparency and comparability are not lost in overly detailed and mechanistic implementations, or indeed in the use of vague and over-­‐general descriptions. Learning outcomes, used appropriately, provide a powerful approach to course design, helping to identify the most effective teaching and assessment methods. Learning outcomes, teaching & learning approaches and assessment methods should be “constructively aligned” 17 in order to achieve maximum benefit. Increasingly, the match between specified outcomes and assessment is subject to scrutiny through quality review and professional accreditation bodies and is also an aspect of the Bologna framework. Programme Outcomes are more general statements used to refer to the overall attributes, skills and knowledge of graduates of a given programme. In essence they provide a means of demonstrating the integration of the various modules, components, ethos and personal development that will arise from successful participation in the programme. Many professional accreditation schemes require clearly defined Programme Outcomes, often pre-­‐specified by that 13
“European Credit Transfer and Accumulation System (Key Features)”, European Commission, 2004. Also available
online at: http://ec.europa.eu/dgs/education_culture/publ/pdf/ects/en.pdf
14
University of Manchester, “Guide to Writing Aims and Intended Learning Outcomes”, 2004. Available online at
http://www.campus.manchester.ac.uk/medialibrary/tlao/MAP/writing-aims-and-intended-learning-outcomes.pdf
15
“Writing and Using Learning Outcomes: A Practical Guide”, D. Kennedy, UCC & NAIRTL, 2007
16
“Update on the Issues and Applications of Learning Outcomes Associated with the Bologna Process.” S. Adams,
Bologna Seminar, Edinburgh, 2008. Available online at
http://www.ond.vlaanderen.be/hogeronderwijs/bologna/BolognaSeminars/documents/Edinburgh/Edinburgh_Feb08_Adams.pdf
17
Biggs, John (1999) 'What the Student Does: teaching for enhanced learning', Higher Education Research &
Development, 18:1, 57 - 75
42
Learning, Teaching and Assessment Strategy body. It is also often useful to consider intermediate outcomes describing the capabilities of successful students at key stages in a degree programme, such as, for example, at the end of first year (see Section 6), providing clear indicators as to what skills and knowledge such students should now be capable of demonstrating.18 Actions (A3.1) All programmes offered by NUI Galway require to have an associated set of Programme Learning Outcomes. (A3.2) All modules are required to have a specified set of Learning Outcomes, which fulfil the purposes outlined above (i.e. that they provide a means of describing what the student will have learnt by the successful completion of the module). (A3.3) Staff will be provided with guidance and advice on writing effective Learning Outcomes and Programme Outcomes via CELT and other sources. (A3.4) Programme Boards will consider the extent and effectiveness to which learning outcomes are being employed in curricular development and course provision and also ensure that over-­‐
assessment of students is avoided. (A3.5) Schools and Course Directors will examine the extent to which the Learning Outcomes are being achieved when reviewing courses, assessment and student performance (A3.6) Learning Outcomes at both the programme and module level should be used as the basis on which decisions are made regarding: (a) approaches to teaching & learning, and (b) the selection of assessment methods. 18
For example, amongst the key skills students should develop is the ability to write in the language and according to the
norms of the particular discipline which they are studying.
4. Approaches to Teaching & Learning “…teaching for understanding…..helping students become aware of their current conceptions…; highlighting inconsistencies in learners’ conceptions and their consequences in real situations; focusing on central issues that are most problematic for students; finding ways of integrating ‘knowing how’ with ‘knowing what’…”19 “It is how lecturing is used – the underlying approach adopted – that determines its effectiveness. Lectures can be a particularly useful way to introduce a new topic and provide an overview of the relation between topics. Moreover, a university teacher should be capable of using lectures to inspire his or her students through linking personal insights from research and the excitement of scholarship to the process of learning.”20 “What is the difference between a curriculum that teaches what is known and one that teaches how to come to know? Knowledge, even academic knowledge, is not adequately represented as propositional statements but has a historicity that incorporates individuals’ previous experiences, their perceptions of the immediate situation, their intentions, and their experiences of discovery, of recognized tensions, of uncertainties, of ambiguities still unresolved. ….It comes closer to scholarship as learning…..university teachers have to renew and develop their model of the learning process well beyond the traditional transmission model.”21 One of the major advantages of having clearly-­‐articulated Learning Outcomes is that they provide an opportunity to re-­‐examine the selection of teaching methods used in any given module or programme. There has been, in recent times, considerable growth in the diversity of teaching and learning methods to which students are exposed. However, traditional expository lectures still dominate much of higher education. Whilst such can, in some cases, be effective learning experiences22 and a cost-­‐effective means of addressing large enrolment classes, over-­‐reliance on traditional ‘delivery of content’ can militate against student engagement and motivation. Further, the impact of a large lecture load within a tight timescale is often also problematic for lecturing staff. There is merit in ensuring that students are exposed to a range of teaching and learning methods across their programme of study. A defining characteristic of a ‘higher education’ should be one in which learner autonomy and responsibility are encouraged and rewarded.23 Many examples exist of teaching and learning methods that are particularly well suited for third and fourth level programmes. Such, for example, may include: Problem (or enquiry) Based Learning, Project Work (both group and individual); ‘Conference courses’, e-­‐Learning; Laboratory and Field Work; Clinical and Practical Skills workshops; work placement and internships; participative large class meetings (i.e. lectures with opportunities for discussion and activity); learning communities and study teams; service learning and civic engagement. Staff training and development, as well as collegial sharing of experience are vital catalysts for curricular design and reform, providing opportunities to explore alternative approaches to teaching and raise the quality of traditional approaches. 19
“Learning to Teach in Higher Education”, P. Ramsden, 2nd Edn, Routledge Falmer, London, 2003, p 146.
ibid, p 148.
21
“Rethinking Teaching for the Knowledge Society”, D. Laurillard, Educause Review, Jan/Feb, 2002, pp 16-25
22
“The Lecturer’s Toolkit”, P. Race, 2002, Kogan Page, London, pp 104-139.
23
Indeed, it has been argued that the ambiguous phrase “student-centred” would be more aptly phrased as “learning
centred”.
20
44
Learning, Teaching and Assessment Strategy The increasing range of technologies available to support learning will not, by itself, necessarily tackle the problem if they are merely used as an additional means of content delivery, but will be effective if systematically integrated within a blended learning experience or used, perhaps, to free up time within lectures and classes to allow for a more communicative and participative approach; to provide opportunities for extended online communication and collaboration; or to facilitate creativity and foster critical research and exploration. Actions (A4.1) Schools, Course Directors and module coordinators24 will select appropriate methods of teaching and promoting student learning based on the specified Learning Outcomes and link these also with approaches to assessment. While pragmatic considerations and resource constraints will influence the final choice of methods, it will be stated at programme or module level what the methods are that should best be used in addressing the intended learning outcomes and in promoting greater student engagement and responsibility for learning. (A4.2) The Programme Board of each College, chaired by its Vice-­‐Dean for Teaching & Learning (or equivalent), will undertake general surveys/audits of the range of teaching methods in use across the College’s programmes with a view to identifying potential areas for development and, where necessary, training and resource requirements. Heads of School will ensure that such information is appropriately collated and discussed within each school. (A4.3) Quality Review teams will consider the effectiveness of the range of teaching and learning methods deployed in programmes. (A4.4) Curriculum design and review should consider the totality of the student learning experience on the module or programme under consideration and identify how the different blend of teaching methods and technologies serves the overall aims and intended outcomes. (A4.5) All subject disciplines can benefit from the use of a range of new technologies to support student learning. Furthermore, many technologies have the potential of ‘freeing up’ class contact time for more interactive and participative encounters. Training and advice on the range of available technologies will be provided by CELT and consultations with individual Schools or Colleges will be possible. (A4.6) The Blackboard e-­‐Learning system will be provided and supported via a partnership between CELT, ISS and Academic Administration. This system will be available for all modules and courses and to all registered students. (A4.7) New and emerging technologies will be explored by CELT and suggestions from academic staff, Colleges and Schools will be welcomed and can be discussed at the Learning, Teaching & Assessment Committee. (A4.8) Increasing numbers of programmes are now available from the University in ‘blended learning’ online/distance learning modes. Course Directors and teams should take care to ensure that the mix of teaching and assessment methods on such programmes are well suited to these modes, teaching staff are appropriately trained and that students are sufficiently supported to succeed in such a context. 24
ie the staff member responsible for the design and implementation of a given module.
(A4.9) The University will continuously improve the physical teaching and learning environment in terms of upgrading of campus accommodation, including new building and refurbishment of existing venues. It will ensure that the design of new buildings takes cognisance of good practice in the design (and equipping) of teaching and learning spaces. (A4.10) The wider ‘learning infrastructure’ which includes library facilities, teaching venues, and computing & network access will be resourced appropriately in order to ensure that NUI Galway provides a level of support that is at least commensurate with the standards of other Irish universities but which aspires beyond this. 46
Learning, Teaching and Assessment Strategy 5. Assessment “..assessment has three purposes. Firstly, assessment is designed to support and thus enhance learning. Secondly, it provides certification for progress or transfer, and thirdly, it is a form of accountability (quality assurance) for stakeholders.”25 “Over the last decade many of us have seen our assessment workload grow dramatically, as we work with increasing numbers of students who are ever more diverse. Consequently, the time we have available to devote to assessing each student has fallen. Even those methods and approaches which used to work satisfactorily with relatively small numbers of students are now labouring as we try to extend them to a mass higher education context. It is therefore more important than ever to review the way we design and implement our assessment.”26 Assessment should be valid, reliable, fair, transparent and authentic. In the context of Learning Outcomes, assessment tasks (and marking criteria) should enable students to demonstrate their achievement of these outcomes and facilitate robust decisions. Within each programme, therefore, a range of assessment instruments should be used without over-­‐reliance on a single approach (such as the traditional unseen written examination papers). Further, programmes need to avoid ‘over-­‐
assessment’ of students and maximise the opportunity for students to learn from previous assessments (as is agreed to be one of the educational purposes of assessment).27 Research shows that formative assessment is educationally powerful.28 Schools and Programme Boards will work to ensure that each programme provides students with sufficient opportunity for such formative feedback. Each programme will measure the degree to which students do engage with such support when it is available. Integrative assessment29 strategies can be developed which attempt to tackle this issue within the context of a range of academic disciplines and modular programmes. Actions (A5.1) Assessment tasks will be based upon the intended learning outcomes of modules and programmes, and will provide students with an opportunity to demonstrate their level of achievement of these outcomes30. (A5.2) Students will acquire (over the course of their particular programme of study) experience of a range of assessment methods, and not exclusively traditional unseen written examinations for all their modules on any particular programme. 25
“Developing a variety of assessment methods, including self and peer assessment – an overview” D. Lines, Assessment
Workshop 4, Enhancement Themes., 2004.
http://www.enhancementthemes.ac.uk/documents/assessment/Assessment_Workshop_4FINAL.pdf
26
“The Lecturer’s Toolkit” P. Race, 2nd Edn, Kogan Page, London, 2002.
27
Adapted from University of Manchester, Assessment Principles
http://www.campus.manchester.ac.uk/tlso/map/teachinglearningassessment/assessment/sectiona-principles/
28
Nicol D 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, pp 199-218
29
Enhancement Themes: Integrative Assessment
http://www.enhancementthemes.ac.uk/themes/IntegrativeAssessment/themes.asp Approaches include using ‘feedforward’,
cumulative and progressive assessments, for example.
30
Practical approaches to achieving such ‘constructive alignment’ can include, for example, the use of a grid to identify the
relationship between outcomes, teaching & learning methods and assessment.
(A5.3) The amount, type and timing of assessment will be designed to facilitate student learning and intellectual engagement. Over-­‐assessment and similar coursework deadlines for multiple modules are counter-­‐productive in this regard. Coordination of assessment tasks should be carried out at the programme (or year) level to facilitate this requirement. (A5.4) Programme Boards will ensure that there is an appropriate (and coherent) mix of assessment tasks undertaken by students on each programme and that the overall amount of assessment is not excessive. Excluding the exceptions referred to in (A2.5), a formal written examination may only be used for modules of not less than 5 ECTS. (A5.5) Programme Boards will monitor grading of assessments and the level of consistency or variation of performance across modules and may make recommendations to address any such issues as may arise. (A5.6) Students will be provided (where possible and appropriate) with opportunities for formative assessment, and with a strategy for balancing formative and summative assessment may be built around a process of integrative assessment. (A5.7) Marking and feedback to students will be timely and when used formatively should include pointers for future improvement. (A5.8) Assignments submitted for credit should be designed to ensure that the principles of academic integrity (e.g. proper referencing of source materials, the avoidance of plagiarism) are maintained and that students are fully aware of appropriate practice in this regard.31 (A5.9) Opportunities for peer-­‐assessment and self-­‐assessment (to enable students to make judgements about their own level of progress) will be made available where possible and appropriate. (A5.10) Programme Boards and module coordinators should take care to ensure that any forms of online assessment are sufficiently secure, robust and reliable to maintain confidence in the grading of individual students and the integrity of the module/programme. (A5.11) Students will be notified in good time of the nature, format and grading criteria of assessment tasks. (A5.12) The workload associated with grading and assessing students will also be addressed by managing alternative, efficient approaches (in some cases, for example, through the use of technology, or increased use of self and peer assessment). Workload models for academic staff planning will take account of marking and grading of student assignments and examinations, and seek to ensure that there is a realistic and sustainable distribution of activity and responsibility. (A5.13) Suspected breaches of the disciplinary code, examination security, plagiarism or other aspects related to academic honesty will be formally pursued following the relevant regulatory framework. (A5.14) Programme Boards (through Course Directors) will periodically review the extent to which the
assessment methods used are effective at demonstrating achievement of the learning outcomes and to
ensure their level of validity and reliability.
31
Good practice which Schools may consider applying to their programmes, includes signed statements of originality or
similar formal agreements
48
Learning, Teaching and Assessment Strategy 6. Student Engagement & the First Year Experience “Much of the research carried out on transition to the first year has been driven by issues of student retention and withdrawal. This, in turn, is linked to the impact on the teaching and learning experience of a mass Higher Education system and the growing diversity of the student population. … Approaches to supporting transition are linked to improving preparedness for Higher Education; easing integration into the university environment, both academically and socially; and encouraging the development of the autonomous learner. By shifting the focus of transition from the issue of student retention and withdrawal to one of supporting the engagement and empowerment of all learners, successful transition will be measured not simply in terms of whether students continue on their programmes but, in doing so, are provided with the opportunity to achieve their full potential.”32 “A positive first-­‐year student experience is crucial to achieving the goals of higher education… …While the first-­‐year curriculum should continue to provide foundational subject material to be built on in later years, it must do more than that. It should serve as ‘a foundation of learning activities entailing more inquiry-­‐based formats and engendering employability and lifelong learning outcomes.’ [ B. Johnston (2010): The First Year at University: Teaching Students in Transition (Open University Press), p31.] “33 There is considerable current attention at a national level in reforming the first-­‐year experience of undergraduate students in order to ensure a smoother transition to higher education and that such students are put on a sure footing with regards to their approaches to study and ability to monitor and improve their own individual performance as active learners. A number of academic skills services (e.g. Academic Writing Centre, SUMS, ComputerDisc), online resources, special initiatives and formal courses will make up a broad ecosystem of supports for students throughout their programmes of study. The primary goal of these is to encourage active learning, build student confidence and, in association with their core discipline based modules, encourage optimum levels of intellectual engagement so that each student has the potential to flourish academically. Successful transition to university also encompasses the social dimension, and students are encouraged to participate in clubs and societies, take part in volunteering or other aspects of civic and social engagement. The Vice President for the Student Experience plays a key role in this broad area and will instigate and support a number of initiatives and collaborative endeavours across academic, support and administrative units to collectively ensure the best possible ‘holistic’ learning experience34. 32
“ First Year Experience Quality Enhancement Theme – Practice-Focused Development Project”, Interim Report, 2007,
R. Whittaker, QAA Scotland
33
“National Strategy for Higher Education to 2030”, Report of the Strategy Group, Department of Education & Skills,
January 2011.
34 Particular initiatives, such as the ‘Explore’ scheme also encourage partnership projects between students and staff
Actions (A6.1) Colleges and Schools should prioritise actions that seek to improve the first-­‐year experience for undergraduate students in terms of learning, adaptation to the university environment and academic supports. (A6.2) Colleges and Schools will develop realistic procedures for the monitoring of student attendance at classes which (i) facilitate the identification of students failing to engage with the programme and (ii) allow the estimation of overall student attendance as one measure of student participation. (A6.3) Colleges and Schools will make explicit to students the expectations required of them in order to successfully engage with their programmes of study, including preparation for, attendance and participation in class. (A6.4) Programme Boards, Course Directors and individual staff will endeavour to implement teaching and assessment methods that promote active learning, self-­‐directed study and peer-­‐
assisted learning (as described in other sections of this strategy). The broader conception of a module as spanning all student effort including that beyond scheduled classes should be reiterated. (A6.5) All Colleges shall have in place policies and actions to maximise student retention on programmes and to facilitate the transition to higher education in the first year35. Coordination of such policies and the sharing of experience is important, and collaboration across the Colleges, the Office of the Registrar, the Vice President for the Student Experience, the LTA Committee and the Students’ Union will be encouraged. (A6.6) The University will ensure that Colleges have the resources to provide adequate levels of student learning support, for traditional and non-­‐traditional students alike (including those with particular needs), and facilitate the development of coherent, well-­‐managed induction programmes. 35
The College of Arts, Social Sciences & Celtic Studies, for example, has appointed a Vice Dean for the First
Year Experience. Similar posts may be identified in other Colleges.
50
Learning, Teaching and Assessment Strategy 7. Feedback, Evaluation & Review “Evaluation is an analytical process that is intrinsic to good teaching.”36 “Evaluation is better if it is a cooperative but rigorous activity that permits teachers to learn from each other in a spirit of peer review and continuous enquiry.”37 “In contemporary higher education, the regular evaluation of courses and teaching is widely seen both as a necessary component of quality assurance and quality enhancement (QAA 2003), and as an integral part of good professional practice (Hounsell 2003). It provides an indispensable feedback loop (Hounsell et al 2006b), alerting course teams and individual lecturers and tutors to those aspects of teaching, learning and assessment which are functioning well, and those where expectations of students and of staff have not yet been adequately met. For teaching staff in particular, it can also provide a second pair of eyes and ears, throwing light on how a course is perceived and experienced by the students at whom it is aimed. This is especially necessary given research evidence on the disparities between staff and student perceptions of what is ostensibly a common experience (see, for example, Stefani et al 1997; MacLellan 2001; Williams 2005; Carless 2006; Crook et al 2006).”38 “…it is recommended that systematic evaluations of all courses be introduced immediately. However, these evaluations must be kept confidential and not made public. The deans and department heads should assume the responsibility for the follow-­‐up of course evaluations. Students should be informed of actions taken as a result of the evaluations...”39 Evaluation based on feedback and other evidence is an essential component of professional reflection practice and provides benefit to students, teaching staff, course teams and the institution. A variety of methods can be used to obtain feedback and assist evaluation of teaching student learning. Amongst these are: • Student feedback questionnaires • The Grouped Student Evaluation scheme • Peer observation and review • The compilation of individual Teaching Portfolios • Analysis of student performance and levels of engagement • Online tracking and activity monitoring • Class Representatives, Staff-­‐student liaison groups and Course Committees • Focus groups All of these are in use to varying extents within NUI Galway. However, it is important to ensure that evaluation processes are coherent and that “the methods we use should be formally linked to the central idea of improving student learning.”40 36
“Learning to Teach in Higher Education”, P. Ramsden, 2nd Edn, Routledge Falmer, London, 2003, p 209
ibid, p 226
38
“Integrative Assessment Guide #1: Monitoring Students’ Experiences of Assessment”, QAA Scotland, 2007,
http://www.enhancementthemes.ac.uk/documents/IntegrativeAssessment/IAMonitoring.pdf
39
“Quality Review of the National University of Ireland, Galway” European University Association, 2004.
40
Ramsden, p225
37
Actions (A7.1) Schools will implement a framework for the systematic evaluation of all courses that they offer. This framework will utilise a range of methods and will facilitate the rapid identification of critical issues with regard to student progress and course delivery. This will include feedback questionnaires on modules and courses at an appropriate and practicable frequency. (A7.2) All programmes in the University are subject to the institutional Policy on Feedback, as approved by Academic Council and Schools should ensure that the appropriate procedures are in place. (A7.3) Individual academic staff will avail routinely of opportunities to obtain feedback on their teaching and monitoring student progress, exploiting, for example, technologies such as Blackboard. (A7.4) Students are expected to cooperate fully in evaluations of courses and teaching by completing feedback forms, participating in Staff-­‐Student Liaison meetings, nominating student representatives, etc. (A7.5) Students should be informed of actions taken as a result of evaluation of courses and modules. Where possible, and appropriate, feedback and response will be undertaken quickly and in time to address any critical issues. (A7.6) Evaluation of courses will include periodic reviews of approaches to assessment, range of teaching methods and the extent to which Learning Outcomes at the programme and module level are being achieved. (A7.7) Grouped Student Evaluation, Peer Review (based on the Partnerships for Learning & Teaching protocol) and other related approaches should be used by academic staff to obtain a wider range of types of feedback than that afforded simply by standardised student questionnaires. (A7.8) Commitment to high quality teaching (and the design, delivery and management of courses) will form part of the University’s criteria for promotion (Lecturer to Senior Lecturer, and for Personal Professorship), on a par with research and other contributions. (A7.9) Evaluation of teaching, course management and the support of student learning and engagement will be considered in applications for promotion and to this effect, academic staff should consider the development of individual Teaching Portfolios. Such portfolios also support individual reflective practice. (A7.10) The President will provide an Excellence in Teaching Award scheme on an annual basis, open to all academic staff. 52
Learning, Teaching and Assessment Strategy 8. Research-­‐Teaching Linkages “Research and teaching are essential and intertwined characteristics of a university which can be advanced from two perspectives: •
•
that of the students acquiring a ‘higher education’, and that of the work of academic staff employed in higher education… International experience suggests that there are various ways in which the students’ learning experience can be effectively enhanced – ranging from vicarious exposure to the current research of their teachers through to the immediate impact of being researchers (broadly defined) in their own right…. It is becoming clearer that those students who are not learning in an HE environment that is informed by research, and in which it is not possible to access research-­‐related resources, are at a disadvantage compared to those that are.”41 “We are convinced that ‘re-­‐shaping’ or ‘re-­‐inventing’ our disciplines and departments in a way that focuses more on the teaching-­‐research nexus can aid students’ learning, their pride in their discipline and department, staff morale, and the overall effectiveness of the department and the institution. ….we are convinced from the research evidence and our own experience that these links have to be created. The nexus does not necessarily occur naturally……In creating the link, or rather links, departments and the disciplinary groups within them have key roles to play.”42 The contemporary definition of a university is an organisation which engages both in teaching and research. However, much research has demonstrated that in practice there is often a separation between these two roles both structurally at the level of institutional policy and in the nature of individual academic practice. Developing stronger linkages between teaching and research needs to be done proactively, but such endeavour offers an opportunity to re-­‐examine issues of student engagement, academic creativity, the fostering of a spirit of enquiry and the sense of intellectual achievement. Jenkins, Healy and Zetter (2007) make a number of recommendations for linking teaching and research, as well as providing numerous examples of such initiatives in other universities. Specific suggestions include: (1) Develop students’ understanding of the role of research in their disciplines; (2) Develop students’ abilities to carry out research; (3) Progressively develop students’ understanding; (4) Manage students’ experience of research. The National Strategy for Higher Education, building on the work of NAIRTL (National Academy for the Integration of Research, Teaching & Learning), emphasises the importance of ensuring adequate student opportunities for engaging with research during their undergraduate years and 41
UK Research Forum (2004) “The relationship between research and teaching in institutions of higher education.”
Available online at
http://www.dfes.gov.uk/hegateway/uploads/forum’s_advice_to_ministers_on_teaching_and_research[1].pdf
42
“Linking teaching and research in disciplines and departments”, A. Jenkins, M. Healey, R. Zetter, Higher Education
Academy (2007). http://www.heacademy.ac.uk/assets/York/documents/LinkingTeachingAndResearch_April07.pdf
clarifies the distinctions between teaching and learning which is: (1) Research-­‐led; (2) Research-­‐
oriented; (3) Research-­‐based; and (4) Research-­‐informed.43 Actions (A8.1) All undergraduate and postgraduate programmes offered by the university will provide students with opportunities to be made aware of and explore current research issues in the discipline. (A8.2) Schools, colleges and course teams will adopt, and appropriately adapt, the recommendations of Jenkins, Healy & Zetter (listed above) to link teaching and research within their academic discipline area. (A8.3) Research groups, centres and units will collaborate with appropriate academic units to identify ways in which their work can be better communicated within undergraduate and postgraduate programmes and to explore potential projects and initiatives that will provide students with opportunities to experience research activity and skills. (A8.4) Academic staff should consider opportunities within their teaching and research to develop student learning experiences that fit a number of the 4 categories of research-­‐teaching link and also be encouraged to consider opportunities in which they can undertake scholarship of teaching & learning within (or beyond) their disciplinary context. 43
“National Strategy for Higher Education to 2030”, Report of the Strategy Group, Department of Education & Skills,
January 2011, pp 53-54
54
Learning, Teaching and Assessment Strategy 9. Civic Engagement 44
“Democracy has to be born anew in every generation and education is its midwife” “Service learning is… an academic strategy that seeks to engage students in activities that enhance academic learning, civic responsibility and the skills of citizenship, while also enhancing community capacity through service.”45 A core aspect of NUI Galway’s Strategic Plan and institutional ethos is that of ‘civic engagement’ by which is meant a range of activities, attitudes and aspirations designed to reinvigorate the relationship between academe and the wider social and civic context. In practical terms this has come to include student volunteering (largely through the popular ALIVE programme) and ‘service learning.’ Participation in either of these domains (ie within or beyond the curriculum) is highly beneficial to students in terms of their own personal and intellectual development. Service learning, however ,is also a valuable means of teaching subject discipline specific content, skills and attitudes and its strength lies in its rootedness in the particularities of the subject domain as well as in the opportunity to develop partnerships with community and other appropriate organisations. The work of NUI Galway’s Community Knowledge Initiative (CKI) in this field has been widely recognised, as has the commitment of staff and students to this broader mission. The University is in a strong position to be able to build new opportunities and projects, including new curricula or degree structures, innovative approaches to community outreach and participative research initiatives. Actions (A9.1) All Colleges and Schools will examine the opportunity for greater civic engagement in the programmes that they offer, identifying specific courses and/or modules which may benefit from this approach. Guidance and support will be available from specialist staff in CKI and CELT. (A9.2) Each College will nominate a member of academic staff with responsibility for Civic Engagement & Service Learning. Their responsibilities will include ‘championing’ the civic engagement agenda within their broad cognate areas, supporting colleagues (in constituent Schools) in the implementation of relevant programmes and activities and act as a point of contact for the College on these issues. (A9.3) Course directors and module coordinators who wish to integrate aspects of service learning into their teaching will be provided with training, support materials and access to a practitioners’ network. (A9.4) Students will be strongly encouraged to consider active participation in voluntary activity through the ALIVE programme (or other means) and to participate in clubs and societies and to see such experiences as being part of the wider learning experience. 44
J. Dewey (1907), in “Understanding John Dewey: Nature and Cooperative Intelligence,” J. Campbell, 1995, Open Court
Publishing, Il.
45
“Institutionalising Service-Learning in Higher Education: Issues and Strategies for Chief Academic Officers”, A. Furco
& B. Holland, in Public Work and the Academy, M. Langseth & W. M. Plater (eds), 2004, Anker Publishing, Boston
11. Postgraduate Research Programmes Whilst this strategy applies to both undergraduate and postgraduate courses, there are distinctive aspects of postgraduate research programmes that are more fully addressed in the University’s “Guidelines for Research Degree Programmes” and other regulations and policies regarding supervisory arrangements, the structure and standards of dissertations and theses, ethical considerations in the design and implementation of research projects, etc. The Dean of Graduate Studies has overall responsibility for many such matters, including the development and coordination of training programmes for research students. The Dean also liaises with the Research Office, Colleges, CELT, graduate schools, individual research groups and centres on aspects of training for both students and supervisors. Structured PhD programmes incorporate professional development opportunities aimed at equipping graduates with a wide repertoire of generic and specialist skills. The overall purpose is to augment the research experience and provide PhD graduates with high levels of employability both within and beyond academia. Many postgraduate students are engaged in teaching or in other forms of support for undergraduate programmes. It is essential that the University provides training opportunities and recognises the valuable contribution such tutors and demonstrators make to the student learning experience. Actions (A10.1) The Dean of Graduate Studies will collate information regarding the provision of training programmes and workshops for postgraduate research students and ensure that such information is widely circulated in order to encourage students (and supervisors) to avail of these opportunities. (A10.2) All postgraduate research students will be offered a range of training and professional development opportunities during their period of registration in the University. Considerable use will be made of online, self-­‐study and other flexible techniques to facilitate uptake and participation. Blackboard will be used to provide hosting for such materials (where appropriate) and to provide information and documentation. (A10.3) Training, mentoring and support for research student supervisors will be available as a key aspect of the University Research Strategy to meet its aim to substantially increase the number of successful PhD graduates in the coming years. (A10.4) The current University Guidelines for Research Degree Programmes will be subject to ongoing review by the Dean of Graduate Studies and amendments made as required. (A10.5) Research students will be encouraged to participate as fully as possible in evaluation, consultations and in committees on which they are represented. (A10.6) Postgraduate students working in a teaching or learning support capacity will be offered training and support via courses offered by CELT, the Dean of Graduate Studies, the individual Schools and Colleges and other providers as appropriate.
56
Learning, Teaching and Assessment Strategy 10. Institutional Partnerships, Sectoral Initiatives and Internationalisation The Irish higher education landscape is currently in a period of significant change, with policy being built largely on the basis of the recent National Strategy for Higher Education and other government priorities such as strategies for innovation and economic recovery. It is clear then that rapid change may require to be implemented at institutional and sectoral levels and this may impact aspects of learning, teaching and assessment covered by this document or in associated areas. The Learning, Teaching & Assessment Committee, which informs the Council of Deans, is an appropriate forum for the discussion of many such issues at the level of implementation in programmes, since its role also incorporates monitoring the progress of the LTA Strategy and liaising between Schools and Colleges. Amongst recent and ongoing developments with implications for learning, teaching and assessment are: •
•
•
•
•
•
The Academic Simplification Process and its revision of University Regulations and Marks & Standards; The provision of a new ‘Module Manager’ information system; The development of a new strategy for Internationalisation; NUIG – UL Strategic Alliance; NUIG-­‐GMIT Partnership; The proposed new National Academy for the Enhancement of Teaching & Learning. It will be appropriate to incorporate the relevant outcomes from these initiatives into future versions of this Strategy document, but in the interim period it may also be necessary to introduce new policies and practices which complement and build upon this document. The underlying principles described in Section 1, will still represent the core values and ethos of the institution and new programmes, structures or policy arising from these recent initiatives should align with this core philosophy of learning in higher education.