The purpose of this course is to broaden participants' awareness of the range of approaches to university teaching and learning, and varying views of the nature of teaching and learning that underlie different approaches. This focus is designed to help participants clarify their own framework for good teaching and learning in their disciplinary area, their own goals for student learning in their courses, and to better align their goals with their teaching practices.

Literature sources, practical case studies and consideration of one-another's experiences as teachers and learners will be used to help consider participants' goals. In this way, participants will be encouraged to consider the varying nature of teaching and learning in different settings.

During the course, participants will consider the potential benefits of an approach to teaching that is directed at the facilitation and support of others' learning, based on informed reflection and inquiry. In addition, the interactive nature of the teaching-learning process will be highlighted.

Participants will gain most benefit from this course if they are currently teaching. However, those not currently teaching are also welcome. 

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Participants will be able to review and discuss issues in their teaching practice and their students' learning; participants will experience a range and diversity of experiences and approaches to both learning and teaching in higher education; participants' will be able to examine their own experiences and practices as teachers, as well as their students' experiences and practices as learners; participants will be able to clarify their goals, in terms of their teaching and their students' learning, in one or more courses that they teach.

Assessment will be through a teaching portfolio. Discussion and review throughout the semester of draft material for inclusion in participants' portfolios is encouraged.

Participants' teaching portfolio should comprise:

• a description of their goals for teaching and students' learning in one or more courses that they teach, and why they think these goals are important;
• case study illustrations of how their teaching practice reflects these goals; 
• examples of anticipated changes to their practice to better align their teaching practices with their teaching goals; and 
• a reflective narrative on different approaches to teaching and learning based on interviews that they conduct with three of their students and three of their teaching colleagues.
  

Assessment will be determined as Satisfactory/Unsatisfactory. The teaching portfolio can be resubmitted if required, subject to time constraints.

24 contact hours, and between 4-8 hours per week outside contact hours

Paul Ramsden (2003), Learning to Teach in Higher Education, 2nd Ed., London and New York: Routledge and Falmer 

Staff Development Scholarship Scheme

The Vice Chancellor is encouraging eligible staff to undertake the Graduate Certificate in Higher Education or the Master of Higher Education, by making this course (and the total program) available at no cost to eligible applicants through the Staff Development Scholarship Scheme (i.e. HECS/tuition fees are waived) http://www.anu.edu.au/sas/admission/sds/index.php