Postgraduate Course: Foundations of Academic Practice (EDUA11388)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
Availability | Not available to visiting students |
| SCQF Credits | 40 |
ECTS Credits | 20 |
| Summary | FAP will begin from two premises: first that we should start from, and build on, colleagues¿ own academic practice; and secondly that this developing practice should build on the areas of activities, core knowledge and professional values set out in the UK PSF. Indeed, the External Examiner has given us a very strong steer in this direction. By drawing on the scholarly literature, including both qualitative and quantitative research, reflective accounts of practice and other diverse forms of enquiry, it will provide colleagues with some foundations that could be used as the basis for their further development of, and learning about, their academic practice. The course will address theory and practice in promoting active learning and student engagement in higher education, with a view to enabling our participants to work constructively with diverse groups of students and with varying capabilities. It will look at the importance of learning journeys and student diversity in designing and teaching in range of learning environments, as well as at questions about learning design and delivery, including the use of technology. It will also look at the development of a research portfolio and an important theme is to support participants with career planning and to give them the tools they need to develop their academic practice, including both leadership and pedagogic practice, over a number of years. It will emphasise the use of digital technology as a core element of teaching practice by adopting a blended approach to the delivery of this course. |
| Course description |
FAP will provide an opportunity for colleagues from across the University to develop a critical understanding of core aspects of their academic practice including teaching, assessment and feedback, management, research and external engagement.
There are three rationales for the course. First, the course will meet the need for professional development of colleagues as accredited by the Higher Education Academy, and as set out in the UK Professional Standards Framework (PSF). The emphasis of this Framework, and of this proposed course, is on supporting colleagues to enhance their scholarly understanding of learning and teaching. The proposed course is designed to build on our colleagues¿ own practice and to encourage them to reflect on this in a critical manner with a view to improving on it.
Secondly, the course will enable colleagues to contribute to designing and delivering the high quality learning environments and learning experiences set out in the University¿s Learning and teaching Enhancement Strategy. The chief aims are:
¿ to strengthen and enhance the quality of students' experiences of university study wherever necessary, appropriate and practicable
¿ to sustain an environment in which excellence in learning and teaching can thrive and where refinements and innovations in practices are prized and promulgated
¿ to encourage everyone involved in teaching and supporting learning to play their part in enhancing as well as ensuring quality
The remit of this course is to prepare colleagues to deliver this vision through critically reflecting on, and developing, their own academic practice within the University.
Thirdly, it provides the opportunity to support colleagues in the development of their research careers, and in this way to make an active contribution to the research strategies of their Schools.
This course will provide our colleagues with an opportunity to engage with, and critically examine, different pedagogies and practices with a view to enhancing their academic practice. Furthermore, participants are encouraged to experiment and discuss with peers in order to widen their understanding and share practice between different disciplines and Schools, as well as to build on the wealth of expertise they bring with them.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Course Delivery Information
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| Academic year 2017/18, Not available to visiting students (SS1)
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Quota: None |
| Course Start |
Full Year |
| Course Start Date |
18/09/2017 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
400
(
Lecture Hours 21,
Online Activities 14,
Feedback/Feedforward Hours 1,
Formative Assessment Hours 1,
Summative Assessment Hours 1,
Programme Level Learning and Teaching Hours 8,
Directed Learning and Independent Learning Hours
354 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
Coursework 100% |
| Feedback |
Participants will receive feedback from tutors and peers in each of the four blocks.
Two posts from the blog portfolio will be used as the basis for formative feedback. Both tutors and peers will be involved in providing this feedback |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- demonstrate a critical understanding of the key concepts and theories relating to core areas of academic practice in higher education.
- apply concepts and theories from relevant research to enhance your own academic practice in ways appropriate to your discipline and working context.
- critically evaluate the practical constraints and affordances in your work settings and identify practical solutions to problems you identify
- take account of student diversity through ensuring that your academic practice is inclusive of varying student perspectives and needs.
- understand how their practice will be informed by critical reflection on their work and their own development as academic practitioners. They will be able to work with others to bring about change and development
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Reading List
Baran, E., Correia, A. and Thompson, A. (2011) Transforming online teaching practice: critical analysis of the literature on the roles and competences of online teachers. Distance Education, 32(3), pp.421-439.
http://www.tandfonline.com.ezproxy.is.ed.ac.uk/doi/pdf/10.1080/01587919.2011.610293
Carless, D. (2007) Learning-oriented assessment: conceptual bases and practical implications. Innovations in Education and Teaching International, 44(1), pp.57-66. http://www.tandfonline.com.ezproxy.is.ed.ac.uk/doi/pdf/10.1080/14703290601081332
Lea, J. (2015 ed) Enhancing Learning and Teaching in Higher Education: engaging with the dimensions of practice (Open University Press)
Pokorny, H. and Warren, D. (2016 ed) Enhancing Teaching Practice in Higher Education (Sage)
Weller, S. (2015) Academic Practice: developing as a professional in higher education (Sage)
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Additional Information
| Graduate Attributes and Skills |
Developing the analytical skills required for professional development and reflective practice
Critical appraisal of the practice of teaching and supporting learning
Building a range of professional and personal development experience |
| Keywords | Academic Practice |
Contacts
| Course organiser | Dr Hazel Christie
Tel: (0131 6)51 6669
Email: |
Course secretary | Miss Emily Salvesen
Tel: (0131 6)51 6661
Email: |
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