Postgraduate Course: Teaching Practice and Reflection (BIME11206)
Course Outline
| School | Deanery of Biomedical Sciences |
College | College of Medicine and Veterinary Medicine |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
| Course type | Student-Led Individually Created Course |
Availability | Not available to visiting students |
| SCQF Credits | 10 |
ECTS Credits | 5 |
| Summary | This is a 10 credit, experiential learning course designed specifically for students enrolled on a PhD with Integrated Study in MVM i.e. students who are required to complete 180 credits of taught courses as part of their degree.
The course will involve students engaging in teaching experience (e.g. assisting in supervision of dissertation students, laboratory demonstrating, tutoring, marking) in one year. The teaching experience includes attending training for teaching/dissertation supervision, preparation, together with assessment and delivery of teaching.
The assessment will be in the form of a detailed summary of the elements of teaching in which they have been involved together with reflective blogs, in which students demonstrate their learning about teaching. |
| Course description |
This course is specifically for students enrolled on a PhD with Integrated Study in MVM and provides students with an opportunity to integrate teaching practice into their post-graduate degree through a credit-bearing, experiential learning course with a reflective element for assessment.
The course will involve students engaging in teaching experience throughout an academic year (this includes attending training for teaching/dissertation supervision, preparation, assessment and delivery of teaching). The students will plan, propose, deliver, reflect upon and evaluate their teaching.
The students will prepare an initial document outlining the proposed elements of teaching in which they will be involved which will be discussed with the course organiser.
The students will produce a document detailing the elements of teaching in which they have been involved including training, preparation and the teaching and assessment experiences.
The students will prepare formative reflective blogs (2 blogs of up to 500 words each) related to their experiences, as evidence of their learning. Students will receive formative feedback midway through the course a) on their interim summary document of activity and b) on their blogs (which are in the same format as the final reflective blogs).
The students will complete their summary document of activity, prepare final reflective blogs (2 blogs of up to 500 words each) and a self- evaluation report 500 words (not assessed).
The structure of the course uses the Student-Led Individually Created Course (SLICC) idea and utilises the generic learning outcomes of a SSLIC to enable the students to articulate their learning in their own teaching practice, reflect in formative assessments, and evidence their learning and development.
The SSLIC format encourages the critical appraisal by students of their own practice and allow them to reflect on their learning about teaching in Higher Education.
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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 2024/25, Not available to visiting students (SS1)
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Quota: None |
| Course Start |
Full Year |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
100
(
Programme Level Learning and Teaching Hours 2,
Directed Learning and Independent Learning Hours
98 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
|
| Additional Information (Assessment) |
Summary document (20%) - a detailed summary of the elements of teaching in which the student has been involved e.g. training, preparatory reading, teaching, assessment.
Reflective blog 1 (40%)
Reflective blog 2 (40%)
The blogs should
- demonstrate an in-depth, critical understanding and analysis of the factors involved in the teaching activities
- demonstrate the application of relevant skills and approaches gained during training courses in order to develop your teaching practice
- demonstrate how the student has used their experiences to critically develop personal and intellectual autonomy.
It is not necessary for each blog to cover all three learning outcomes, however the combination of blogs should cover all three learning outcomes. |
| Feedback |
Students will receive formative feedback on their initial proposal, their interim summary document, their interim blogs. The feedback will be provided as a dialogue with Course Organiser, the student will note the key points of the dialogue and capture them in an e-mail to the Course Organiser to ensure a shared understanding of the discussion.
Students will receive written, summative feedback on their summary document and their blogs followed by a dialogue to ensure shared understanding of the feedback. The self-evaluation will be discussed at this point. |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Demonstrate an in-depth, critical understanding and analysis of the factors involved in your chosen Higher Education teaching activities.
- Apply relevant skills and approaches gained during training courses to effectively and critically develop your teaching practice
- Demonstrate how you have used your experiences to critically develop personal and intellectual autonomy
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Reading List
Exley, K., Dennick, R., Fisher, A., (2019) Small Group Teaching: tutorials, seminars and workshops. 2nd ed. London: Routledge.
Wiliam, D., (2011) What is assessment for learning? Studies in Educational Evaluation. 37 (1), pp.3-14.
Scottish Credit and Qualifications Framework (2012) SCQF Level Descriptors. Glasgow. Available from: https://www.sqa.org.uk/files_ccc/SCQF-LevelDescriptors.pdf
University of Edinburgh (2022) Assessment and feedback principles and priorities. Edinburgh. Available from: https://www.ed.ac.uk/sites/default/files/atoms/files/assessmentfeedbackprinciplespriorities.pdf
Institute for Academic Development (2023) Teaching roles and assessment. Available from https://www.ed.ac.uk/institute-academic-development/learning-teaching/staff/tutors-demonstrators
[Accessed 23/1/24]. |
Additional Information
| Graduate Attributes and Skills |
The students will develop curiosity for learning (about teaching) that makes a positive difference.
They will engage with other students, course staff in teaching practice which will expand and develop their potential.
Teaching practice requires students to be creative problem solvers and critical thinkers. The design of the course will encourage them to be critical and reflective thinkers, effective contributors to teaching and skilled communicators. |
| Keywords | Experiential learning,teaching practice,reflective practice |
Contacts
| Course organiser | Dr Elizabeth Stevenson
Tel: (0131 6)50 3258
Email: |
Course secretary | Miss Katherine Shaw
Tel: (0131 6)50 8349
Email: |
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