Unit information: Teaching and Learning Portfolio in 2009/10

Unit name	Teaching and Learning Portfolio
Unit code	EDUCM5705
Credit points	10
Level of study	M/7
Teaching block(s)	Academic Year (weeks 1 - 52)
Unit director	Dr. Gall
Open unit status	Not open
Pre-requisites	The Teaching and Learning Programme requires mandatory completion of the following other units, but (except in the case of the portfolio, which must be the final unit) does not specify the order of completion: EDUCM5701, EDUCM5702, EDUCM5703 & EDUCM5704
Co-requisites	None
School/department	School of Education
Faculty	Faculty of Social Sciences and Law

Description including Unit Aims

This mandatory unit is an independent study module with an optional taught session and extensive tutor support and mentoring. Course participants reflect on, document and evaluate their own professional development in the area of teaching and learning. The unit is designed to promote reflection on and evaluation of the effectiveness of teaching, the learning of students, assessment of progress (own and students') and the effectiveness of units taught and/or managed. It does this by requiring participants to document experience, collate and refer to relevant evidence that illustrates effectiveness and identifies areas for future development, and reflect on the experience and plan further professional development.

Aims:

The overall aim of the programme is to enable participants to become more effective as university teachers. This unit aims to enable participants to demonstrate this and assess their own competence, strengths and areas for further professional development. It aims to foster a continuing professional development ethos in the area of teaching and learning.

Intended Learning Outcomes

Successful course participants will be able to demonstrate:

• identification of achievements in teaching, learning, support of learning, assessment, evaluation and course design through a process of self-assessment and reflection upon appropriate evidence;

• planning for further professional development and the identification of key targets for further development, together with appropriate strategies for achieving these;

• a mapping of their evidence and activities onto the Professional Standards in Higher Education framework, and thus show how they are eligible for registered Practitioner status with the Higher Education Academy;

Teaching Information

An initial optional small group teaching session followed by independent study with tutorial support from tutors and a mentor.

Assessment Information

The portfolio itself constitutes the assessment product.

It will consist of two parts:

• a file of evidence of practice in all aspects of teaching (which will include all the individual assignments stemming from core and optional modules followed)

• a reflective commentary of approximately 2000 words on the evidence presented.

The latter will reflect on teaching and associated work addressed over the period of study/probation.

Reading and References

Atkinson, T. & Claxton, G. (2000) The Intuitive Practitioner: on the value of not always knowing what one is doing. Buckingham: Open university Press.

Biggs, J. B. (2003) Teaching for Quality Learning at University, Buckingham: Open university Press.

Brown, S.. (1995) Assess Your Own Teaching Quality, London, Kogan Page.

Marshall, S., Fry, H. & Ketteridge, S. (Eds) (1999) A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice, London: Kogan Page

Seldin, P. The Teaching Portfolio (1997) , Boston, Mass. Anker Publishing.