1. Online Postgraduate Certificate in Teaching and Learning in Higher Education 2016/2017 Briefing Sessions The Council Room Friday, May 20 & 27, 2016 Council Room 1.30pm

2. CIRTL at The West Lodge mmccarthy@ucc.ie @MarianSoTL_UCC 2

3. UCC Context Logo of The Teaching and Learning Centre “Where Finbarr Taught Let Munster learn”. mmccarthy@ucc.ie @MarianSoTL_UCC 3

4. 4 Centre for the Integration of Research, Teaching and Learning (CIRTL)

5. mmccarthy@ucc.ie @MarianSoTL_UCC 5 Scholarship and Teaching For an activity to be designated as scholarship, the American Association for Higher Education suggests that three characteristics are needed: It should be public It should be susceptible to critical review and evaluation It should be accessible for exchange and use by other members of one’s community (Lee Shulman, in P. Hutchings The Course Portfolio 1998)

6. Programme Learning Outcomes (Postgraduate Certificate) Recognise teaching as a valid form of research Participate in discussions on teaching, learning and assessment as a community of scholars Design modules based on principles of student learning Critique planning and teaching practice in the light of student learning/feedback Engage with a diverse, multi-cultural population Hold a professional commitment to teaching and student learning mmccarthy@ucc.ie @MarianSoTL_UCC 6

7. The Postgraduate Certificate Course Modules The Postgraduate Certificate in Teaching and Learning in Higher Education : part –time TL 6003: Theories of Teaching, Learning and Assessment TL 6004: Practice Approaches to Teaching, Learning and Assessment Each course is worth 30 ECTS credits, that is 15 ECTS credits per module. NQF Level 9, Minor Award NUI Accredited Programme mmccarthy@ucc.ie @MarianSoTL_UCC 7 http://www.ucc.ie/en/ckb02/

8. The Online Programme The module is delivered through a variety of media including: Module Handbook Blackboard Website (+ discussion boards) Webinars/workshops Required Readings (articles, case studies, links, sites…) The module is given a pass/fail grading. Throughout participants will be assessed through participating in the following: Online Discussion Boards 3 written assignments Teaching Portfolio S1 3 written assignments Teaching Portfolio S2

9. Online : Teaching Methods: Indicative 100 hours: self directed learning 23 hours + : online moderated activities 12 hours : Webinars (indicative) 100 hours : Reflective Practice (own teaching)

10. Scholarship of Teaching and Learning (SoTL) Course Assessment Introducing SotL: S 1  Portfolio assessment :  Entry 1 : “A teacher affects eternity, he/she can never know where his/her influence stops”  Entry 2: A CAT scan of your students’ learning– for example, the muddiest point /the minute paper  Entry 3: A reader-response approach to key articles on SoTL The Teaching Portfolio as a method of inquiry and of documentation S 2  Entry 4: Curriculum Design  Entry 5: Exploring a new entry point/strategy  Entry 6 : Documentation and Reflection on Blackboard Discussions  Introduction and Conclusion will contextualise the portfolio and show your progress and development in researching your teaching /learning mmccarthy@ucc.ie @MarianSoTL_UCC 10

11. TL 6003 Module Learning Outcomes Examine some key theories of teaching, learning and assessment in higher education Discuss these theories in the light of their own practice Demonstrate how a chosen aspect of theory works in practice Appreciate the complexities of teaching, learning and assessment Participate in discussions (real and virtual) re teaching and learning Support each other through listening and peer review Hold a professional commitment to teaching and student learning mmccarthy@ucc.ie @MarianSoTL_UCC 11

12. TL 6004: Module Learning Outcomes Analyse how a chosen aspect of pedagogical theory impacts student learning Design a module based on principles of active learning, student understanding and on-going assessment Critique practice in the light of a chosen theoretical framework Relate well to students of all abilities in the classroom Value the contribution of their students in developing their learning mmccarthy@ucc.ie @MarianSoTL_UCC 12

13. Common denominators across the programme  Developing a community of learning  Supporting colleagues to develop a language of teaching and learning as ongoing investigation (Bass, 1999)  The grammar of research – teaching linkages is inclusive and unfolds as a continuum/ spectrum  Constructivist underpinnings:important to take staff & disciplines on board mmccarthy@ucc.ie @MarianSoTL_UCC 13

14. Course Team  Dr. Marian McCarthy (Course Director )  CIRTL Fellows:  Mr. Daniel Blackshields (Economics)  Dr Brian Butler (DSS)  Dr. Tracey Connolly (Education)  Dr. Ciaran Dawson (Ionad na Gaeilge Labhartha)  Dr. Declan Kennedy (Education)  Dr. Eleanor O’ Sullivan (Dental School)  Dr. Anna Ridgway (Education)  New CIRTL Staff :  Mr James Cronin  Dr Briony Supple  Ms. Mary Clohessy (Executive Assistant)  Ms Claire Fennell (Instructional Designer) mmccarthy@ucc.ie @MarianSoTL_UCC 14