EDUC 5401 - University Teaching for Effective Student Learning

North Terrace Campus - Semester 1 - 2015

Using your current experiences in learning and teaching in higher education, this course will provide you with the opportunity to develop your understanding of student learning and its relationship with good teaching. The concept of the scholarship of teaching will be explored and practical aspects of such teaching will be presented. Participants will undertake a limited project within their area of interest in teaching. Capabilities in large and small group teaching, and in the use of Information and Communication Technology in teaching will be developed.

  • General Course Information
    Course Details
    Course Code EDUC 5401
    Course University Teaching for Effective Student Learning
    Coordinating Unit School of Education
    Term Semester 1
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 3
    Contact Taught in intensive mode, and online requirements
    Available for Study Abroad and Exchange Y
    Restrictions Available to Grad Cert Higher Educ students only
    Assessment Peer observation of teaching, learning reflection, 15 minute oral presentation, project report.
    Course Staff

    Course Coordinator: Dr John Willison

    Dr Cally Guerin
    Discipline of Higher Education
    School of Education
    Ph: 83133043

    Dr John Willison,
    Discipline of Higher Education
    School of Education
    Ph: 83133219
    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

    Pre-course activities commence approximately 1 month prior to course dates

    Semester 1, 2014
    14, 15 & 16 April, 9.30- 3.30 pm
    9 June, 9.30-1.00 pm

    Semester 2, 2014
    24, 25 & 26 September, 9.30- 3.30 pm
    3 November, 9.30-1.00 pm
  • Learning Outcomes
    Course Learning Outcomes
    To provide participants with an opportunity to:
    1. interact with colleagues from other discipline areas in a collegial and supportive learning environment
    2. become familiar with University policies, guidelines, structures, processes, sharing individual/school resources and teaching practices
    3. experience a range of teaching/learning strategies
    4. develop understanding of how students learn, related to various teaching strategies and styles
    5. explore and engage with relevant learning and teaching research and scholarship
    6. reflect on own learning and teaching experiences, practices and beliefs
    7. plan and implement a variety of methods to monitor and evaluate own teaching to inform ongoing cycles of improved practice
    8. receive peer feedback on your teaching
    9. develop a teaching portfolio, documenting personal learning reflections and professional development
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
  • Learning Resources
    Required Resources
    A handbook for the course will be available before session 1, and other materials available through MyUni.
    Recommended Resources
    Recommended textbook: Cannon, R and Newble, D (2003) A Handbook for Teachers in Universities and Colleges: A Guide to Improving Teaching Methods. London: Kogan Page. Fourth Edition.

    Additional materials will be provided within MyUni.
    Online Learning
    The Teaching @ Adelaide guide for new teaching staff helps to contextualise your teaching function and provides a quick and easy overview and access to The University of Adelaide.
    For a copy of Teaching @ Adelaide:

    Information on the Graduate Certificate is available from
    Assessment examples from the UTESL course are also available through MyUni.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    The UTESL course is offered as 3 days face-to-face, complemented by online community engagement and support enabling staff to meet the course and assessment requirements. There is a final ½ day to consolidate the course and review participants’ learning and presentation of project progress reports and certificates.

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
    All participants taking the UTESL course are expected to complete the pre-course activities prior to Session 1 (UTESL) or the 3-day course. Pre-course activities commence approximately 1 month prior to course dates.
    This 3 unit course requires over 140 hours for successful completion, including:
    · 24 hours face to face + virtual classroom
    · 16 hours pre-reading
    · 8 hours online personal preparation
    · 80 + hours on the 3 independent assessment tasks
    Learning Activities Summary
    The 3-day face-to-face sessions will cover the following topics.

    Session 1: Who are your students?
    Identifying student expectations – diversity & internationalisation
    UTESL course overview
    Session 2: How do your students learn?
    Learning practice and theory
    Small and large group teaching
    Session 3: Learning outcomes
    Graduate Attributes
    Session 4: Curriculum Design
    Learning frameworks
    Session 5: Learning Technologies
    The flipped classroom
    Technology for engagement in the classroom
    Session 6: Student Engagement
    Small and large group teaching
    Session 7: Assessment
    Constructive alignment with objectives
    Session 8: Feedback and Evaluation
    Providing useful feedback
    Evaluating your teaching
    Session 9: Projects and Assignments
    Project Presentations
    Specific Course Requirements
    The UTESL course focuses on learning and teaching at the University of Adelaide. The course is designed for staff teaching, or intending to teach, at the University of Adelaide. The course offers University of Adelaide contract staff (fixed term and ongoing, Lecturer Level A and above) a convenient way to meet one of the requirements for tenure and ongoing employment. Participants taking the course should be teaching a course or arrange to be able to teach to be able to fulfil the assessment requirements
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment: Submission date: 30 July 2014
    UTESL: The (Formative and Summative) assessment is designed to promote understanding of student learning.

    Part A: Presentation of proposed research project
    Learning objective/s addressed: (See Section 2.1: 1, 3, 4, 8)

    Part A: Report on progress on a discipline-specific project
    Learning objective/s addressed: (See Section 2.1:4, 5, 9)

    Part B: Peer observation report of teaching
    Learning objective/s addressed: (See Section 2.1: 1, 3, 4, 8)

    Part C: Learning Reflections
    Learning objective/s addressed: (See Section 2.1: 1, 2, 3, 4, 5, 6, 7, 9)

    Part D: Teaching Portfolio: A draft or completed teaching portfolio (optional)
    Learning objective/s addressed: (See Section 2.1: 3, 4, 5, 6, 7, 9)
    Assessment Related Requirements
    Full attendance of 3-day course, pre-course activities, post-course participation (missed sessions can be made up online).
    Participation in online discussions.
    Assessment Detail

    Part A: Present a proposal for a discipline-specific project
    Present a proposal for an Education project in your discipline. You will receive comments and suggestions for improvement to be addressed in carrying out the project. Your project may be one of three types. Whichever type you choose, your project should have direct relevance to your teaching and your students’ learning. Participants can opt to work collaboratively with a colleague. Progress on this proposal is then presented at the follow-up session at the end of term, and a written version of the proposal and project progress is subsequently submitted for formative assessment.

    The three project types are:

    1. Change in Practice
    There may be some aspect of your learning and teaching environment where you would like to try something different. You may be dissatisfied with the way students engage with some learning or assessment task or you may have a vision of how things could be better. To undertake a project of this kind you will need to document the current situation, what you would like to change and why, the change you implement, and the resultant situation.

    An example of an aim of change in practice could be:
    To enhance student participation in tutorial discussions

    A possible way to evaluate the extent to which your objectives have been met:
    The extent to which students take an active part in tutorials, as measured by the number and nature of contributions students make.

    2. Investigation
    Another possibility is to find out more about some aspect of your learning and teaching context by carrying out some kind of investigation. You might want to investigate student and/or staff attitudes, values, beliefs or practices in relation to that aspect. You could do that by using methods such as direct observation, surveys, interviews or focus groups.

    An example of an aim of investigation could be:
    To determine staff attitudes towards problem based learning (PBL)
    A possible way to evaluate the extent to which your objectives have been met:
    The number of staff supporting or not supporting the use of PBL will be specified

    3. Exploration
    The third possibility is for you to explore some aspect of the scholarship of learning and teaching: literature of theory, research and documented practice relevant to your learning/teaching context.

    An example of an aim of exploration could be:
    To determine the place of student research in undergraduate Chemistry courses in Australia

    A possible way to evaluate the extent to which your objectives have been met:
    The extent of student research in undergraduate Chemistry courses in Australia will be identified

    A few suggestions for possible topics:
    · preparation of a problem-based learning module
    · preparation of a topic for online learning
    · feedback on, or evaluation of aspects of your students' learning
    · team-teaching and observation of others’ teaching, and reflection on and reading about that
    · online learning and teaching strategies
    · investigation of aspects of postgraduate education
    · alternative teaching or assessment modes

    Part A: Written report on progress achieved in discipline-specific project
    Progress on the proposed project will be presented at the follow-up session at the end of term. This is then written up and submitted for formal assessment.

    Part B: Peer observation report of teaching

    The objectives for this assignment are to:
    (i) provide you with structured formative feedback on your teaching, and
    (ii) familiarise you with the formal Peer Review process that may be used in promotion procedures.

    (1) Invite a peer to observe your teaching
    (2) choose approximately 6 items from the “Dimensions” (more if you wish) for your observer to comment on
    (3) before the lesson to discuss these Dimensions with your observer in the light of your learning objectives for that lesson
    (4) ask your observer to tick boxes and make notes / comments against the nominated Dimensions
    (5) make time after the observation to discuss their comments with your observer
    (6) write your own reflections on the observer’s comments and submit the completed report to UTESL staff.
    Part C: Learning Reflections
    Reflecting on your learning, your interaction with peers, and on ethical, social and cultural issues is a way of promoting your learning and the development of your project during the course. Your recorded reflections need only be about two A4 pages in length. It should encompass the following aspects:

    1. Discuss what you have thought/practised/believed previously in relation to university learning and teaching, and how this may have changed or been consolidated during the course. Cite evidence your discussion board entries, class discussions and your reading. Reflect on this evidence of your learning and make a statement about what this means to you as an educator and a person. How do you feel after this course? Is there a sense of new knowledge and empowerment? What do you still need to do?
    2. Recount briefly and evaluate the nature of interaction with your peers about learning and teaching in the context of your Discipline/School or higher education generally.
    b Comment on any ethical, social and/or cultural issues that have arisen for you or your students in the context of your learning and teaching.

    Part D: Teaching Portfolio: A draft or completed teaching portfolio 
    The following is suggested for inclusion in your completed Teaching Portfolio:

    1. A statement of your philosophy of learning and teaching
    2. A statement of your teaching responsibilities and approaches to curriculum development, teaching and assessment - aligned with your philosophy
    3. Examples of teaching practice: aligned with your objectives, curriculum and assessment practices
    4. Evaluation methods used: SELT (Teacher and Program) results and reflective commentary
    5. Peer evaluation of your teaching and your reflection
    6. Research and scholarship: Description of efforts to improve your teaching to improve student learning, seminars and workshops, conference participation, committees and meetings
    7. Appendices: Evidence, abridged curriculum vitae (highlighting learning and teaching scholarship)

    Ensure the examples you choose from your teaching practice and reflections are aligned with your goals stated in your Teaching Portfolio. Examples of past students’ assessments are available through MyUni.

    Assessment rubrics are provided for all assessments in advance. The course coordinator uses the rubric to provide feedback. Participants can use the feedback to improve their teaching practice and scholarship.
    Digital drop-box through MyUni is preferred. Electronic versions emailed to the coordinator are also acceptable.
    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    GS8 (Coursework Grade Scheme)
    Grade Description
    CN Continuing
    FNS Fail No Submission
    NFE No Formal Examination
    F Fail
    NGP Non Graded Pass
    P Pass
    C Credit
    D Distinction
    HD High Distinction
    RP Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy ( course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.