University of the West of England

MODULE SPECIFICATION

(Revised October 2005)

Code:

UTLGN6-10-3

Title:

Higher Education Teaching and Learning in the Learning and Skills Sector

Version:

2

Level:

3

UWE Credit Rating:

10

ECTS Credit Rating:

5

Module Type:

Standard

Owning Faculty

Social Sciences and Humanities

Field:

Secondary Education and Life Long Learning

Field Leader (see guidance notes):

 

Valid From:

1st September 2008

Discontinued From:

 

Contributes Towards (see guidance notes):

Certificate in Education (Learning & Skills);

MA Lifelong Learning

PG Diploma Lifelong Learning

PG Certificate Lifelong Learning

Pre-requisites:

None

Co-requisites:

None

Excluded Combinations:

None

This module is available only to graduates (or equivalent) and to trainees currently in the final year of a degree programme.

It is a condition of study for this module that the trainee has been observed formally by their University Tutor, and received feedback, in one or other of the preceding practical teaching modules (UTLGMV-10-1 and/or UTLGMY-20-2) teaching higher education students on two occasions or been subject to an equivalent process.

Learning outcomes: The module aims are that participants should have achieved the following learning outcomes:

Policy awareness (assessed in Component B)

1. Described and analysed the experiences and needs of two or more learners studying in a higher education context.

2. Demonstrated a critical awareness of current and proposed national policy relating to higher education and the learning and skills sector

3. Demonstrated critical awareness of practical and theoretical educational issues involved in partnerships across higher education providers, work based learning providers and school and college learning providers

Personal professional development as a teacher (assessed in Component A)

4. Identified and reflected successfully upon the implications for their professional development and their institution or potential employer of the ‘areas of activity, core knowledge and professional values’ in Standards identified by the Higher Education Academy (2003).

5. Able to plan for career development including the possibility of work as a teacher and/or manager in higher education programmes

6. Able to identify and usefully discuss research and knowledge exchange opportunities and issues for teachers in the Learning & Skills sector and develop further critical awareness of relevant published research

Syllabus outline:

It is a condition of study for this module that the trainee has been observed formally by their University Tutor, and received feedback, in one or other of the preceding practical teaching modules (P2 and/or P5) teaching students in a higher education programme on two occasions. Teachers taking this module as a CPD module or in conjunction with other programmes should be able to demonstrate equivalent experience and feedback.

Main content:

    • Higher education origins and history.

    • National framework for professional standards in teaching and supporting learning - professional recognition schemes for higher education teachers

    • Higher Education research and knowledge exchange in the learning and skills sector

    • The higher education student: growing diversity of learner, method, programme and provision

    • Current and proposed national education policy as it relates to higher education

    • Progression to higher education programmes and pastoral provision in higher education

    • Educational issues in partnerships extending across university, school, college and work based learning provision

    • Reviewing personal teaching experience with the higher education learner

    • Identification of personal professional development requirements for work at a higher education level

    • Career development in higher education teaching

Teaching and learning methods:

Sessions will be based upon a variety of methods, e.g. exposition, workshop activity, and role-play. Participants will be expected to draw upon their own experience and bring this to bear upon module content and in the assignment.

Reading Strategy:

Essential reading will be provided electronically or as printed study packs or recommended book purchases. Students will be encouraged to read widely using the library catalogue, a variety of bibliographic and full text databases, and Internet resources. Guidance to some key authors and journal titles available through the Library will be given in the handbook or made available on UWEonline. It is expected that assignment bibliographies and reference lists will reflect the range of reading carried out. It is important that students can identify and retrieve appropriate reading. This module offers an opportunity to further develop information skills. Students will receive guidance and attend a library workshop on selection of appropriate databases and search skills. There are some excellent books published in this subject area. Students will be encouraged to buy a personal core library of relevant books.

Indicative Reading List:

The following list is offered to provide validation panels/accrediting bodies with an indication of the type and level of information students may be expected to consult. As such, its currency may wane during the life span of the module specification and other books recommended in the handbook in their place. However, as indicated above, current advice on readings will be available via other more frequently updated mechanisms.

ANDREWS, R. et al (2006) Improving argumentative skills in first year undergraduates Higher Education Academy

DfES (2006) 'Prosperity for all in the global economy – World class skills.' (The Leitch Review)

DfES White Paper (2003) The Future of Higher Education

GANOBCSIK-WILLIAMS, L. (Ed) (2006) Teaching academic writing in UK higher education: theories, practices and models (Universities into the 21st Century) Palgrave Macmillan
JACKSON, N. (2006) Developing creativity in higher education: the imaginative curriculum Routledge

JENKINS, A. and HEALEY, M. (2005) Institutional strategies to link teaching and research Higher Education Academy

MCCAFFERY, P. (2004) The higher education manager's handbook: effective leadership and management in colleges and universities RoutledgeFalmer

    NIXON, I. et al (2006) Work-based learning; illuminating the higher education landscape Higher Education Academy

    PROSSER, M. (2005) Interpreting the results of student evaluation Higher Education Academy

Quality Assurance Agency (2005) Learning from reviews of foundation degrees in England carried out in 2004-05

    RAMSDEN, P. (2003) Learning to teach in higher education RoutledgeFalmer

    STREUMER, J. (ed) (2006) Work-related learning, Springer;

    The Higher Education Academy, Universities UK, HEFCE et al (2006) The UK professional standards for teaching & supporting learning in higher education

Assessment

Weightings between components A and B (standard modules only) A: 25% B: 75%

ATTEMPT 1

First Assessment Opportunity

Component A

The demand of Component A should be equivalent to that of a 500 word written assignment.

A 5 minute presentation in which a comparison of two or more higher education level students is offered by the trainee describing and evaluating the trainees’ experiences at this level and drawing conclusions for the trainee’s future practice and for the providing institution.

ASSESSMENT CRITERION

Students will also be required to meet the following academic criterion:

A L3: Conceptual Domain (Core)

The assignment demonstrates that the student can use and organise coherently relevant ideas, perspectives or theories to interpret and/or explore issues under study and in addition can critically analyse and/or evaluate those ideas, perspectives or theories.

Component B

A 1500 word essay briefly describing and evaluating the trainee’s own teaching experience with higher education students and critically exploring the implications of current legislation and proposals for higher education. These may, for example, include proposals aiming to expand higher education programmes in college provision.

ASSESSMENT CRITERIA

Students will also be required to meet the following academic criteria:

A L3: Conceptual Domain (Core)

The assignment demonstrates that the student can use and organise coherently relevant ideas, perspectives or theories to interpret and/or explore issues under study and in addition can critically analyse and/or evaluate those ideas, perspectives or theories.

CL3: Contextual Domain

The assignment demonstrates that the student has an awareness of the significance of relevant contextual factors (e.g. personal, locational, historical, political etc) influencing the area of study.

Second Assessment Opportunity (further attendance at taught classes is not required)

Component A

The demand of Component A should be equivalent to that of a 500 word written assignment.

A 5 minute presentation in which a comparison of two or more higher education level students is offered by the trainee describing and evaluating the trainees’ experiences at this level and drawing conclusions for the trainee’s future practice and for the providing institution.

ASSESSMENT CRITERION

Students will also be required to meet the following academic criterion:

A L3: Conceptual Domain (Core)

The assignment demonstrates that the student can use and organise coherently relevant ideas, perspectives or theories to interpret and/or explore issues under study and in addition can critically analyse and/or evaluate those ideas, perspectives or theories.

Component B

A 1500 word essay briefly describing and evaluating the trainee’s own teaching experience with higher education students and critically exploring the implications of current legislation and proposals for higher education. These may, for example, include proposals aiming to expand higher education programmes in college provision.

ASSESSMENT CRITERIA

Students will also be required to meet the following academic criteria:

A L3: Conceptual Domain (Core)

The assignment demonstrates that the student can use and organise coherently relevant ideas, perspectives or theories to interpret and/or explore issues under study and in addition can critically analyse and/or evaluate those ideas, perspectives or theories.

CL3: Contextual Domain

The assignment demonstrates that the student has an awareness of the significance of relevant contextual factors (e.g. personal, locational, historical, political etc) influencing the area of study.

Specification confirmed by ……………………………………………Date……………

(Associate Dean/Programme Director)

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