Effective University Teaching

This subject has the following teaching availabilities in 2013:

Full-day forum, followed by four 2-hour seminars throughout semester and one 3-hour group presentation session. The subject is supported by online resources.

20 contact hours and approximately 100 non-contact hours.

Attendance at all classes (tutorial/seminars/practical classes/lectures/labs) is obligatory. Failure to attend 80% of classes will normally result in failure in the subject.

Involvement in university teaching

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Subject Overview, Objectives, Assessment and Generic Skills sections of this entry.

It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and the Disability Liaison Unit: http://www.services.unimelb.edu.au/disability/

This subject introduces students to the fundamental principles of effective teaching for learning in higher education. In a series of seminar/workshops it will provide an introduction to theories of teaching and learning and guidance on effective procedures for large and small group teaching, assessment and evaluation, e-learning, peer learning and other topics relevant to the contexts in which participants teach. It will draw on participants’ experiences, research on effective approaches and practical guides.

At the completion of the subject, participants should have developed:

• a critical understanding of the principles of effective teaching, learning and assessment in higher education;
• knowledge of some of the key research relating to teaching and learning at this level, and the central debates in this field;
• familiarity with the resources available to support teaching in higher education, and an understanding of how these can be used most effectively;
• a student-centred perspective on the nature of teaching and learning;
• an understanding of learning environments at the University of Melbourne, and of teaching approaches appropriate to those environments, as articulated in the Nine Principles;
• an analytical and reflective approach to their teaching activities and a recognition of their professional responsibilities in this area.

There are two pieces of assessment:

• A written assignment in the form of an issues or discussion paper as it relates to the participant’s particular teaching and learning context (2000 words). Due week 7.
• A group assignment in which each group develops a paper and recommendations to support a particular aspect of teaching and learning. Includes a group oral presentation and written submission outlining the key recommendations. and a written submission, and an individual critical reflection on the group process (2000 words). Oral presentations week 11/12, Written submission end of semester.

A pass in this subject requires the satisfactory completion of both assessment components. Please note this subject is assessed on a pass/fail basis only.

None

This subject is not available as a breadth subject.

On completing this subject, participants should be able to:

• critically analyse teaching and learning theories and principles and apply them appropriately to a range of contexts;
• identify and analyse contemporary issues in higher education;
• reflect upon and analyse their practice in light of discussions with peers and;
• prepare written briefing papers for effective communication with colleagues.