Teaching
Module 1
Developing as an enquiring university teacher, includes three workshops which open and close of the programme. The first and second workshop days are held just before the start of the academic year and the third, concluding workshop, is held in July. The unit introduces participants to the programme as a whole, to debates concerning the nature of ‘teaching expertise’ in higher education, to scholarly approaches to evaluating practice in higher education, to engaging critically with educational research, and an introduction to the ethical dimensions of educational research and scholarly evaluations of practice. The assignment for this module is submitted shortly before the start of Lent Term. The assignment (4,000 words in total) is in two parts: (1) a proposal for a research-informed evaluation of practice (2,000 words) and (2) a critical commentary on two articles in peer-reviewed education journals which are relevant to the proposed evaluation of practice (2,000 words). Selection of articles and the proposed evaluation design must be confirmed as appropriate by a tutor.
Participants are supported in preparing this assignment through guided activities on the VLE, during the day schools, in self-organised discussion with their peer learning group and through a tutorial. Guidance is provided by the course team to support participants’ independent preparations and their discussions with their peer learning group.
The assignment and engagement with peer feedback are formatively assessed by the participant’s tutor. The end-of-course portfolio includes either a developed version of this assignment (4,000 words) or a report on the completed research-informed evaluation of practice (8,000 words).
Module 2
Teaching and learning strategies and techniques, enables participants to explore theoretical perspectives on teaching and learning formats, including large- and small-group teaching, guiding independent learning and debates concerning online and blended learning. The module provides participants with an opportunity to explore a range of strategies and techniques and to consider their implications for what and how students learn. Recognising that individual educators’ choices over teaching and learning formats are often limited by institutional norms and cultures, we consider means of shaping techniques and strategies to improve outcomes for students and teachers. We also investigate students’ and educators’ conceptions of feedback and evaluation and explore approaches to making both more effective.
This unit also provides an introduction to debates concerning peer observation of teaching and developmental peer observation models. During this unit, participants design and undertake a reciprocal peer observation or teaching development exercise.
Participants intending to include an assignment on this module as part of their portfolio prepare a draft (4,000 words); participants who do not intend to include an assignment on this module in their portfolio prepare a research-informed report on their evaluation of practice practice. In either instance, preparation and submission are as outlined above. The particular focus of the assignment is determined by the participant, with support from the tutor and peers.
Module 3
Investigates theoretical perspectives on curriculum and course design. The module invites participants to develop a critical awareness of debates concerning the nature and purpose of higher education study and to consider what these mean for the design and practices of teaching, learning and assessment. We return to consider theories of learning which we encountered in the first module in connection with debates concerning learning outcomes, the relationships between assessment and learning, and conceptions of feedback and its contribution to learning. We explore principles and practices of assessment, including conceptions of standards, reliability and validity. Participants intending to include an assignment on this module as part of their portfolio prepare a draft (4,000 words); participants who do not intend to include an assignment on this module in their portfolio prepare a research-informed report on their evaluation of practice. In either instance, preparation and submission are as outlined above. The particular focus of the assignment is determined by the participant, with support from the tutor and peers.
The plenary elements of the programme conclude with the further workshop on ‘Developing as an enquiring university teacher’. This provides structured opportunities for participants to review what they have learnt during the programme and their progress in preparing the portfolio. The portfolio represents an opportunity for participants to demonstrate their grasp of the field of study; understanding and evaluating research and methodologies; and structure communication and presentation. The portfolio is a flexible assessment format which enables participants to pursue their own enquiries into aspects of theory and practice which are particularly important to them and to reflect both on their own development during the course of the programme and to identify directions and methods to support continuing professional learning after completing the programme.
| One to one supervision |
1 hour per module |
|---|---|
| Seminars & classes |
The course is structured around three modules, providing a core contact time of approximately 60 hours (including structured activities on the programme’s Moodle site, workshops and individual tutorials). A significant amount of independent study in preparation for modules and between modules is assumed, including via supported self-study units on Moodle. Rates of independent self-study vary, however, on average it requires around 35 days of your time preparing for and attending the five face-to-face sessions, and engaging with the assignments and development exercises Module 1 Core: 20 hours online (non-moderated) prior to and subsequent to workshops (12 hours) – signposts to further individualised self-study. Module 2 Core: 12 hours online (non-moderated) prior to and subsequent to workshop (6 hours) – signposts to further individualised self-study. Module 3 Core: 12 hours online (non-moderated) prior to and subsequent to workshops (6 hours) – signposts to further individualised self-study. |
| Small group teaching |
The programme aims to enable participants to develop as enquiring university educators. Teaching and learning methods include guided reading and structured activities and online seminars on the course VLE, interactive workshops, large- and small-group work, individual tutorials, self-directed study and reading in preparation for and between face-to-face sessions. All participants design a proposal for a research informed evaluation of practice, which provides an opportunity to integrate learning and practice during the course of the programme. Students are supported in developing a robust approach to reflecting on their experience as learners and on teaching and learning processes as well as content. |
| Journal clubs |
Not applicable |
| Taught/Research Balance |
Equal Taught/Research
|
Placements
The programme is designed for University of Cambridge staff who teach / support the learning of University of Cambridge students. Please note that we are not able to offer places to external applicants.
The programme outcomes should enhance the quality of its participants’ practice in ways that are advantageous for career progression within and beyond the University. Many UK universities require newly appointed lecturers to undertake postgraduate certificate-level programmes as part of academic probation and the Higher Education Statistics Agency publishes data concerning the numbers of teaching staff who hold such qualifications at each UK university; graduates of this programme will have the requisite qualification, should they pursue careers involving teaching in other universities. The transferable skills provide a sound preparation for a wide range of other careers. Participation in this programme does not guarantee employment at the University of Cambridge.
Feedback
The programme is characterised by continuing formative feedback throughout. Participants work in small groups ('peer learning groups') in preparation for and during day schools; activities include peer feedback (using developmental frameworks). Participants prepare three draft written assignments during the programme and submit these for formative assessment. Submissions include a constructive self-assessment, indicating aspects of the work on which they would particularly welcome feedback (a pro forma is provided). Tutors prepare formative comment, addressing aspects as indicated by participants and including additional feedback as appropriate. Participants are encouraged to reflect on feedback throughout the programme and to develop their written assignments further, for inclusion in the summatively assessed portfolio.
Assessment
Thesis / Dissertation
Not applicable.
Essays
Students are awarded a pass on the basis of assessed summative assignments totalling 13,000 words (+ / - 10%)
Written examination
Not applicable.
Practical assessment
Not applicable.
Other
Not applicable.