The University's Teaching and Learning in Higher Education (TLHE) programme aims to ensure that all involved with teaching students become established and confident in their teaching. Evidence of growing competence and understanding of key issues forms the basis of self-assessment and appraisal of progress in the areas of teaching, learning and assessment.
In line with the University's career grade pathway, it seeks to develop a continuing professional development ethos and is mapped onto the UK Professional Standards Framework for teaching and supporting learning in higher education (UKPSF). A document mapping the units onto the UKPSF can be found for the provision for new academics, and also for the provision for postgraduate teaching assistants and research staff. For further information please see the relevant course information.
The programme acknowledges the different starting points of individuals and recognises that many postgraduate teaching assistants go on to become research staff and/or full academic staff members, either here or elsewhere. The programme allows for progression between strands as the status of individuals changes.
The teaching and learning programme offers various provision for supporting all:
All academic staff who follow the programme will achieve an educational qualification (PG Cert. in TLHE) and automatic eligibility for the Higher Education Academy Fellowship.
For postgraduates and research staff who teach it is possible to follow an accredited pathway (20 credit points from the PG Cert.) that leads to automatic eligibility for HEA Associate Fellowship.
The TLHE programme recognises the wider and changing context in which higher education operates today and how this impacts on the staff and student experience. During your engagement with the programme we will touch upon many of these issues, including the economic implications of HE and student fees; the qualities required of our students to contribute to society; the skills to equip students for the world of work and particularly professional programmes; new technology and how this impacts on our teaching as well as student expectations; social, cultural and environmental changes; the implications of Europe/Bologna and the wider international context. Linked to much of this we will consider the UK consequence of various Government/HEFCE/QAA approaches, including the Key Information Set (KIS), National Student Survey (NSS) and the quality enhancement and assurance agenda.The University appreciates the diversity of the student experience and the various ways in which we engage with our students and how our teaching is research informed (QAA Institutional Audit report 20091). The programme aims to support staff in delivering research-led teaching, in developing pedagogy, the scholarship of their discipline and an understanding how to engage students to learn effectively.
Follow a new Lecturer's personal account of life, lecturing, research and his departmental duties. See Richard's blog.
1. Features of good practice: "the University's model of research-informed education, under which the design of taught degree programmes places significant weight on student engagement with research methods and staff research activities."