MDCS41410 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. Participants must be in an active teaching role or about to take up a 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 (student, peer) and demonstrate willingness to change 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

5
Small Group

20
Practical

15
Specified Learning Activities

50
Autonomous Student Learning

20
Total

110
Approaches to Teaching and Learning:
Interactive discussion
In class exercises
Peer review
Self directed learning 
Requirements, Exclusions and Recommendations

Not applicable to this module.


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 (thinking about) my teaching sessions? including an implementation/application plan and rationale for plan (based on the literature) - anticipated challenges/problems. Must be passed. Week 3 n/a Graded Yes

50
Portfolio: Improving my performance? based on feedback (peer, self, tutor and/or staff as appropriate) and the literature (to include changes made in the light of the feedback). Each portfolio must be passed. Week 12 n/a Pass/Fail Grade Scale Yes

50

Carry forward of passed components
Yes
 
Resit In Terminal Exam
Spring No
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

How will my Feedback be Delivered?

Students will be given individual feedback from the module co-ordinator following assignment one "Planning my teaching". Assignment two involves peer review of teaching by one of your peers and you will be given feedback on your teaching prior to completion of assignment two "Improving my Teaching".

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) - 0 Fri 10:00 - 11:50
Lecture Offering 1 Week(s) - 0 Thurs 10:00 - 11:50
Lecture Offering 1 Week(s) - 0 Wed 10:00 - 11:50
Lecture Offering 1 Week(s) - 0 Wed 10:00 - 15:50
Autumn