Developing Academic Practice

Description

Introduction to academic practice, Abertay’s pedagogic philosophy and its Teaching and Learning-, and Research communities of practice.

Aims

The overarching aim is to support early career staff to become confident, critically reflective practitioners by developing practical teaching and research skills and knowledge, and by engaging with the literature and scholarship on evidence-based, effective academic practice.

Learning Outcomes

By the end of this module the student should be able to:

1.  Reflect critically on a range of CPD and learning activities.

2.  Engage critically with the evidence-base, scholarship on academic practice and theories of curriculum development;

3.  Locate your professional practice within the local and national contexts;

4.  Apply learning to your practice within disciplinary and/or professional contexts through alignment with both the Abertay Attributes and the UKPSF;

5.  Demonstrate an understanding of the Professional Values of the UKPSF and reflectively evidence these in your professional practice;

Indicative Content

1 Teaching and Learning Enhancement Seminars

Participation in-, and online reflection on monthly TLE seminars.

2 Graduate School Seminars

Participation in-, and online reflection on Graduate School seminars: (i) Teaching/Research Nexus: Researcher Responsibilities and the Research Integrity Concordat; (ii) Research Data Management & the Concordat on Open Research Data.

3 Academic Briefings

Engagement with, and reflection on online briefings: (i) Learning: Students as Partners/Consumers/Researchers, Student Association, Student Services. (ii) Teaching: Professionalism, Disciplinary Identity, Reflective Practice, Quality Assurance and Enhancement. (iii) Technology-enhanced teaching: facilitating learning with the VLE (iv) Technology-enhanced teaching: lecture capture & recording lectures

4 Skills Development in Academic Practice

Engagement with, and reflection on teaching skills workshops: (i) How to keep lectures interesting; (ii) How to develop presentation skills; (iii) How to teach small groups; (iv) How to supervise undergraduate and postgraduate student projects; (v) How to teach inclusively; (vi) How to enhance assessment & feedback; (vii) How to teach in DBS/SDI/SHS/SET/SS: Discipline-specific pedagogies

5 Literature / Case Studies on Academic Practice

Online discussions, debates and critical examination of Scholarship of Teaching and Learning and case studies.

Statement on Teaching, Learning and Assessment

This bi-annual module employs a blended approach combining face-to-face, online and independent learning. Creation of an Academic Practice E-Portfolio (in Pebble) will be an important vehicle for the curation and collation of evidence of how learning outcomes have been met, for example, a blog, discussion board and reflection on the application of learning from module activities to professional practice focussing on Descriptor 1of the United Kingdom Professional Standards Framework (UKPSF).

Teaching and Learning Work Loads

Total 200
Lecture 0
Tutorial/Seminar 30
Supervised Practical Activity 60
Unsupervised Practical Activity 0
Assessment 60
Independent 50



Guidance notes

Credit Value – The total value of SCQF credits for the module. 20 credits are the equivalent of 10 ECTS credits. A full-time student should normally register for 60 SCQF credits per semester.


Disclaimer

We make every effort to ensure that the information on our website is accurate but it is possible that some changes may occur prior to the academic year of entry. The modules listed in this catalogue are offered subject to availability during academic year 2019/10 , and may be subject to change for future years.