HEDN601-18S1 (C) Semester One 2018

Introduction to Tertiary Teaching

15 points

Details:
Start Date: Monday, 19 February 2018
End Date: Sunday, 24 June 2018
Withdrawal Dates
Last Day to withdraw from this course:
  • Without financial penalty (full fee refund): Friday, 2 March 2018
  • Without academic penalty (including no fee refund): Friday, 18 May 2018

Description

A critical examination of personal theories of tertiary teaching within a comparative framework of contemporary literature and practice.

In this course we grapple with contemporary literature and practice around what it means to be a tertiary teacher generally and in the 21st century. We draw on the varied disciplinary contexts of students to reflect on classroom learning experiences. The course covers frameworks or models of learning that have been influential on and
underpin current approaches to tertiary and/or vocational education as well as exploring our assumptions about the role of our learning and teaching practices, our context and our challenges. We also explore new models of learning and the role of technology enhanced learning.

Drawing on experiential learning theories and critical reflection models, participants are encouraged to reflect on their classroom learning experiences in their particular disciplinary contexts in relation to scholarly literature introduced through the course. In the first term, we focus on building a learning community before we branch out in the second term to explore some different learning strategies as we seek to reflect on the role of the
learner. Some of these may involve opening up our classroom to a wider group, bringing the student voice into the classroom or engaging with colleagues outside of our context to find out how our approaches and practices of learning and teaching resonate globally.

The course is co-taught by Dr Veronica O’Toole and Associate Professor Cheryl Brown. Ronnie brings to the program a foundational knowledge of learning and teaching and strong understanding of the UC academic context. Her particular research and teaching interests focuses on emotions and emotional intelligence, and enhancing the emotional well-being of teachers and students. Cheryl is new to UC from the University of Cape Town, South Africa where she taught in postgraduate programs in higher education studies and educational technology. Her interests centre around e-learning, and the opportunities and challenges this brings to tertiary teachers and students.

Learning Outcomes

1.   Develop a critical rationale for their teaching which shows connections among student  learning and teaching beliefs, practices and values;
2.   Demonstrate an understanding of key teaching and learning literature in tertiary education generally and within their specific discipline area;
3.   Reflect upon and critique evidence gathered about their own teaching and their own students’ learning in the light of key teaching and learning theories, practices and perspectives;
4.   Articulate a philosophy of teaching and learning that demonstrates their capacity to reflect on their practice and to make plans for their ongoing professional development.

Prerequisites

Subject to approval of the Programme Coordinator

Restrictions

HEDN501, HEDN502

Course Coordinator / Lecturer

Veronica O'Toole

Lecturer

Cheryl Brown

Assessment

Assessment Due Date Percentage 
Assignment 1: Critical Reflection on Teaching 09 Apr 2018 50%
Assignment 2: Philosophy of Teaching 11 Jun 2018 50%

Notes

Enrolment is subject to the approval of the Programme Coordinator, Dr David Small. Please contact david.small@canterbury.ac.nz if you are interested in this course as UC staff may be eligible for Staff Tertiary Study Assistance and Lincoln and ARA staff may be eligible for a Canterbury Tertiary Alliance discount.

Academic Staff employed outside UC will need to make contact with their home University HR department to complete the required paperwork.

UC Staff need to progress through the following process:

• Apply through the Learning & Development, Staff Tertiary Study Assistance to undertake the study and to have the fees paid by UC. You can view the whole process for application at Staff Tertiary Study Assistance process or just link to the Application for Staff Tertiary Assistance Form.

• Please note, as part of this process you will need to provide evidence of your Qualification to HR.

• You may also wish to review the Request a Teaching Constraint for Timetabling process and discuss this with your Head to ensure you are available at the time the study is scheduled. If there are timetable issues please contact Dr David Small as flexibility may be available.

• Enrol as a student, you need to apply to enrol for your course(s), following the same process as all students.

• Go to www.canterbury.ac.nz/enrol and follow the steps.

• You will receive an enrolment offer (this offer will show the normal tuition fees).

• On the enrolment offer, under Other Payment Method you must type in “Staff Tertiary Study Assistance” in order for your funding to be applied and your enrolment completed.

• Accept the enrolment offer.

• As part of the enrolment process you will need to provide passports/visas and other academic documents as required.  These documents may have already been provided to HR as part of your employment process but need to be resubmitted to Admissions.

• The University will then pay the agreed amount for your course/s of study.

Additional Course Outline Information

Topics

• student engagement
• educational psychology
• course design
• assessment
• blended learning
• observations, evaluation, feedback, and reflection
• integrating the UC Graduate Attributes (Work-Integrated Learning, Community Engagement, Cultural Competence, Global Awareness)

Indicative Fees

Domestic fee $905.00

* All fees are inclusive of NZ GST or any equivalent overseas tax, and do not include any programme level discount or additional course-related expenses.

For further information see School of Educational Studies and Leadership .

All HEDN601 Occurrences

  • HEDN601-18S1 (C) Semester One 2018