BMOL40080 Teaching in Higher Education

Academic Year 2023/2024

In this module, the participants, who are in the role of graduate teaching assistant, will engage in a scholarly critique of their teaching performance in supporting student learning in their disciplinary context. Participants will apply some of the basic generic and discipline specific skills in their teaching. They will be expected to engage in a scholarly discussion with their peers on best practices in teaching and learning in their context. They will be encouraged to self-assess based on feedback from their peers and/or their students, i.e. encouraged to take responsibility for judging the quality of their teaching. The module will be delivered in face-to-face workshops with the support of online resources and participants must be in an active teaching role.

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Curricular information is subject to change

Learning Outcomes:

- Demonstrate knowledge and critique of the principles of teaching and learning in relation to your own practice and subject area
- Critically evaluate your own teaching and learning approaches and their impact on learners and how they learn
- Select and apply the most appropriate techniques and skills for the specific learning context (based on student needs, subject area, format, setting)
- Take responsibility for planning teaching and learning activities to encourage student engagement in learning and the achievement of specified learning outcomes for each session
- Take responsibility for evaluating your own performance based on feedback from a variety of sources (peer, academic staff) and demonstrate willingness to change your practices in light of this feedback
- Demonstrate an awareness of UCD, College and School policies and procedures that impact on your roles as a Teaching Assistant and discuss their implications for your practice

Student Effort Hours: 
Student Effort Type Hours
Lectures

6
Small Group

14
Practical

30
Specified Learning Activities

40
Autonomous Student Learning

20
Total

110
Approaches to Teaching and Learning:
Active/task-based learning; peer and group work; lectures; reflective learning; lab/studio work; student presentations, 
Requirements, Exclusions and Recommendations
Learning Requirements:

Participants must:
(a) Be, or about to be, registered for PhD/Masters in UCD
(c) Have, or about to have, an active teaching role within UCD


Module Requisites and Incompatibles
Incompatibles:
UTL40230 - Intro to Univ T&L for Tutors


 
Assessment Strategy  
Description Timing Open Book Exam Component Scale Must Pass Component % of Final Grade
Portfolio: 'Planning my teaching session': Report to include a sample pre-practical presentation with anticipated challenges, explanations, dealing with potential student problems and novel teaching methods Week 4 n/a Pass/Fail Grade Scale Yes

45
Portfolio: `Improving my performance': Review based on feedback (peer, self, and/or staff as appropriate) and the literature with references (to include changes made in the light of the feedback) Week 12 n/a Pass/Fail Grade Scale Yes

55

Carry forward of passed components
No
 
Remediation Type Remediation Timing
In-Module Resit Prior to relevant Programme Exam Board
Please see Student Jargon Buster for more information about remediation types and timing. 
Feedback Strategy/Strategies

• Feedback individually to students, post-assessment
• Peer review activities
• Self-assessment activities

How will my Feedback be Delivered?

Not yet recorded.

Name Role
Dr Hilary Cassidy Lecturer / Co-Lecturer
Assoc Professor Tara McMorrow Lecturer / Co-Lecturer
Dr Craig Slattery Lecturer / Co-Lecturer
Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
 
Autumn
      
Lecture Offering 1 Week(s) - 1 Tues 10:00 - 12:50
Lecture Offering 1 Week(s) - 1 Tues 14:00 - 15:50
Lecture Offering 1 Week(s) - 1 Wed 10:00 - 12:50
Lecture Offering 1 Week(s) - 1 Wed 14:00 - 15:50
Autumn