SCHOLARSHIP IN ACADEMIC PRACTICE

SHE Level 5
SCQF Credit Points 15.00
ECTS Credit Points 7.50
Module Code MMN925017
Module Leader Fiona Kennedy
School Academic Development & Student Learning
Subject Academic Development
Trimesters
  • B (January start)
  • C (May start)

Pre-Requisite Knowledge

Working in a teaching role (normally a minimum of 9 hours student contact per week). Undergraduate degree or equivalent.

Summary of Content

This work-based learning module is designed to support participants to develop a scholarly approach to their teaching in HE. Participants will gain knowledge and skills in data analysis for the purpose of enhancing teaching. Participants will gain a theoretical grounding in reflective practice and impact evaluation. Accessing both current literature and practice, students will cover a range of issues influencing effective practice including learning environments, teaching and assessment strategies, curriculum design, and quality enhancement and assurance requirements. The module will be assessed via a cycle of peer observation and a discipline-based capstone project.

Syllabus

Brookfield's four lenses of reflective teaching Data collection and analysis in the context of teaching Impact evaluation CPD planning Critical thinking and writing

Learning Outcomes

On successful completion of this module the student should be able to:1. Critically evaluate and reflect on effectiveness of own action taken in context of peer observation of teaching2. Apply an appropriate range of evidence informed approaches to learning, teaching and assessment in higher education3. Critically evaluate impact of own action on student learning and develop an appropriate plan for enhancement of own academic practice4. Critically explore the need and scope for further professional development in relation to learning, teaching and assessment

Teaching / Learning Strategy

A range of teaching and learning methods and environments will be used including workshops, participant-led research, reflective practice, work-based learning, evidence-informed practice and online learning. Students will attend workshops and will be encouraged to engage in social and collaborative learning. The module will be organised around the execution of a change project and the development of an informed and creative response to this. This will require substantial independent learning to identify appropriate sources of reading and research, and applying this within an authentic work setting. The experience will culminate in reflection on current CPD requirements and opportunities highlighted as a result of undertaking the project. The module will be supported by online electronic resources. This module will require substantial independent learning to identify appropriate sources of reading and research and apply this within an authentic work setting. The module will be offered to students in two complementary modes of delivery (dependent on location within the university). For students at the Glasgow campus a face-to-face mode of delivery (with blended elements) will be employed; for students at branch campuses the module will be delivered online.

Indicative Reading

Beard, C. and Wilson, J. (2013), Experimental learning: a handbook for teaching, learning and coaching, 3rd ed., London: Kogan-Page. Biggs, J. and Tang, C. (2007), Teaching for quality learning at university, Maidenhead: Open University Press. Brookfield, S. (1995), Becoming a critically reflective teacher, San-Francisco: Jossey-Bass. Dewey, J. (1938), Experience and education, New York: Pocket Books. Fox, M., Martin, P. and Green, G. (2007), Doing practitioner research, Thousand Oaks: Sage Publications. Jarvis, P. (2012), Adult education and lifelong learning: theory and practice, 4th ed., London: Taylor and Francis. Jisc (2017). Building Digital Capabilities . [online] Available at: <https://www.jisc.ac.uk/rd/projects/building-digital-capability> . [Accessed 14 November 2017]. Rhem, J. et al. (2013), Using reflection and metacognition to improve student learning: across the disciplines, across the academy, Sterling: Stylus Publishing.

Transferrable Skills

Critical thinking and problem solving Critical analysis Communication skills (written, oral and listening) Effective information retrieval and research skills Self-confidence, self-discipline and self-reliance Creativity, innovation and independent thinking Appreciating the need for continuing professional development Lifelong learning skills Digital learning Digital literacy skills Ability to apply knowledge

Module Structure

Activity Total Hours
Assessment (PT) 50.00
Tutorials (PT) 5.00
Independent Learning (PT) 80.00
Seminars (PT) 15.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 02 0.00 80.00 45% Discipline-based capstone project
Course Work 01 0.00 20.00 45% Peer observation of teaching