AUTHOR TEAM
“The University and College Teaching programme
Lead
Professor Graham Gibbs
pools the experience and knowledge of leading
advisor
 Retired Director of the Oxford Learning Institute, University of Oxford
educationalists with decades of experience of training
 Honorary Fellow of Oxford Brookes University
college teachers, from both the US and the UK, and
make that expertise available to all.”
 Awarded Honorary Doctorates by Sheffield Hallam University and the University of Utrecht
(Lead Advisor Graham Gibbs)
 Awarded a National Teaching Fellowship by the Higher Education Academy
Version Professor Vicky Lewis
editors
 Emeritus Professor of Education, The Open University, UK
 Co-author of 53 Interesting Ways to Supervise Student Projects, Dissertations and Theses
Professor Marilla Svinicki
 Professor of Educational Psychology and Area Chair of Learning, Cognition and Instruction, University of Texas at Austin, USA
 Editor-in-Chief of New Directions for Teaching and Learning and co-editor of 13th edition of McKeachie’s Teaching Tips
Author
Course title
Author
Reviewer
and
UCT001: Lecturing 1
Professor Graham Gibbs
Professor John Cowan
reviewer
Retired Director of Oxford Learning Institute
Institute for Interactive Media and Learning,
team
University of Oxford, UK
Edinburgh Napier University, UK
UCT002: Lecturing 2
Professor Graham Gibbs
Professor John Cowan
Retired Director of Oxford Learning Institute
Institute for Interactive Media and Learning,
University of Oxford, UK
Edinburgh Napier University, UK
UCT003: Resources to enhance student
Professor Sally Kuhlenschmidt
Professor Jo McKenzie
learning
Director, Faculty Center for Excellence in Teaching
Director, Institute for Interactive Media and Learning
Western Kentucky University, USA
University of Technology, Sydney
UCT004: Making the most of discussion
Dr. Barbara Gross Davis
Dr. David Jacques
Vice-President of the Western Association of Schools and Colleges, USA
Formerly Head of the Educational Methods Unit,
Oxford Brookes University, UK
UCT005: Supervising projects and
Professor Vicky Lewis
Professor David Boud
dissertations
Emeritus Professor of Education
Professor of Adult Education
Open University, UK
University of Technology, Sydney, Australia
UCT006: Marking and giving feedback
Professor Marilla Svinicki
Professor Sergio Piccinin
Professor of Educational Psychology
Visiting Professor and former Director of Centre for
University of Texas at Austin, USA
University Teaching, University of Ottawa, Canada
UCT007: Understanding the principles of Professor Chris Rust
Dr. Karron Lewis
course design
Head of the Oxford Centre for Staff and Learning Development
Associate Director of Instructional Development,
Oxford Brookes University, UK
University of Texas at Austin, USA
UCT008: Developing your teaching
Professor Nancy Van Note Chism
Emeritus Professor Christopher Knapper
Professor of Higher Education and Student Affairs
Emeritus Professor and Director of the Centre for
Indiana University School of Education, USA
Teaching and Learning, Queen’s University, UK
Professor Mike Theall, Professor of Education, Youngstown State University
UCT009: Teaching with patients
Professor Ed Peile
Professor LuAnn Wilkerson
Emeritus Professor of Medical Education,
Professor of Education and Senior Associate Dean for
University of Warwick, UK
Medical Education, David Geffen School of
Medicine, UCLA, USA
Contributor: Dr. Rhona Sharpe, Oxford Centre for Staff and Leaning Development, Oxford Brookes University, UK
Accessibility advisor: Wilma Alexander, University of Edinburgh, UK
KEY PRODUCT INFORMATION
Approximate
Title
duration
Programme
overview
Learning
outcomes
Versions
Online
duration*
Optional activity CTL/CP2P
duration**
duration
Title
Online
duration*
CTL/CP2P
duration
3.25 hrs
Optional
activity
duration**
21.5 hrs
UCT001: Lecturing 1
2 hrs
12 hrs
9 hrs
UCT002: Lecturing 2
3 hrs
17 hrs
9 hrs
ULM006: Marking and giving
feedback
ULM007: Understanding the
principles of course design
ULM008: Developing your
teaching
UCT009: Teaching with patients
1.75 hrs
12.5
18 hrs
UCT 003: Resources to enhance
4 hrs
9.5 hrs
4.5 hrs
16.5 hrs
17 hrs
student learning
UCT004: Making the most of
4 hrs
17 hrs
13 hrs
2.5 hrs
14.5 hrs
discussion
UCT005: Supervising projects and
2.5 hrs
17.5hrs
9 hrs
dissertations
 What are the strengths and weaknesses of the lecture format and how can you make it more interactive, even if you have a huge class?
 How do you go about gathering and developing resources for your new course?
 Are you consistent and efficient in your marking/grading? Do your assessment criteria even test the things you want them to?
 How can you deliver feedback to students in the most effective way? And how can you get – and act upon – feedback on your own teaching?
 What should you do if one of your PhD students comes over all emotional?
10 hrs
16 hrs
17.5 hrs
This programme is designed to help those new to teaching in an academic environment answer these and many other questions that will arise as they approach the task for
the first time. It gives them the key skills they need to plan and deliver engaging and innovative courses for their students.
By the end of the course, you should be able to:
 Implement new strategies for planning and delivering your teaching through lectures, discussions and supervisions
 Understand how to reflect critically on and improve your own teaching practices
Each of the courses is available in two subject versions:
 US
 UK/international
DETAILED COURSE INFORMATION
Content
UCT001: Lecturing 1
 Introduction to lecturing (definitions, rationales)
 Evidence about lecturing (effectiveness, student
attention, information overload)
 Structuring lecture content (different options,
signposting transitions, summarising/closing)
 Lecturing using questions and technology
UCT002: Lecturing 2
UCT 003: Resources to enhance student learning
 Presentation skills (What not to do; useful tips)
 Planning your learning resources (your context,
making choices, physical, emotional and intellectual
 Increasing student engagement (gaining/holding
access)
attention, using discussion and activities)
 Supporting student note-taking (why? how? using  Locating and selecting learning resources
(textbooks, digital resources, web-based resources)
technology)
 Designing effective learning resources (reading lists,
 Supporting students with special needs
study guides, workbooks, multimedia, interactive)
 Handling problems during lecture (tackling
 Using and improving learning resources (guiding
incidents, avoiding problems, large classes)
student use, troubleshooting, improving)
 Evaluating and improving lectures (observing,
getting feedback from colleagues and students,
using video)
UCT004: Making the most of discussion
 Preparing yourself/your students for discussion
(planning, clarifying expectations, assessment)
 Creating a comfortable environment
(introductions, communication, respect)
 Starting a discussion (question strategies,
structured discussion techniques)
 Guiding a discussion (fielding questions, stepping
in when needed, closing a discussion)
 Managing online discussions (using technology,
creating a social presence online, moderating)
 Evaluating and improving (gathering feedback
from students and colleagues, using video)
ULM007: Understanding the principles of course
design
 Contextualising the course
(course/institutional/student/personal context)
 Designing a course that promotes learning (key
principles, high-impact activities)
 Ensuring your course is aligned (Bloom’s
taxonomy, writing learning outcomes)
 Building your course (structure, feedback,
blended learning)
 Evaluating your course (value, sources of
feedback)
UCT005: Supervising projects and dissertations
ULM006: Marking and giving feedback
 Preparing for supervision (purpose, record Introduction (your context, relation to learning
keeping, collaborative tools, part-time students)
outcomes, marking criteria/rubrics, consistency,
volume of work, using technology)
 Getting students started (building a good
relationship, setting guidelines/expectations,
 Dealing with plagiarism (what to do, how to deter)
identifying suitable topics/questions, giving
 Giving students feedback (qualities of good
feedback)
feedback, phrasing, peer-to-peer and technology Keeping students going (reviewing progress,
enhanced feedback, encouraging a positive response)
handling students’ emotions, the writing process,
presentations skills, troubleshooting)
 The final stages (the final push, assessment, vivas)
ULM008: Developing your teaching
UCT009: Teaching with patients
 Developing your teaching identity (how and why,
teaching styles/approaches)
 Getting and using feedback (formative,
summative, from students, from colleagues)
 Strategies for development (teaching and
learning centres, portfolios, research, networking)
 Continuous teaching development (becoming a
teacher–scholar, maintaining vitality, expanding
your teaching roles, goal-setting)
 Before teaching with patients (preparation, settings,
active learning, developing clinical reasoning)
 Whilst teaching with patients (sequencing,
encouraging student independence, peer-facilitation,
interprofessional teaching, assessment)
 After teaching with patients (debriefing/feedback,
quality improvement)
 Developing further your teaching with patients
(avoiding problems, special patient situations)