The Teaching Development Programme (TDP)
Programme 2013
Academic Coordinator : Dr. Lorraine Hassan (Academic Staff Development, Fundani CHED), Tel: 021-460 3536 ().
Blog http://tdpatcput.blogspot.com
What is the TDP?
The TDP is intended for new lecturers. It is a CPUT course intended to assist new lecturers to develop their practice in higher education teaching, learning and assessment. The TDP is offered in two modules that are roughly equivalent to one term of study each. The TDP includes a practical component in which the candidate works with a mentor.
Who is the TDP for?
All new lecturers are invited to enrol for the TDP during their first year of tenure or contract. Preference will be given to full-time academic staff who are contractually required to do the TDP. Only then will applications from other academic staff be considered.
TDP aims
The TDP has the following course aims:
§ Enhancement of candidates’ teaching, learning and assessment practices.
§ Provision of support for innovative teaching, learning, curriculum and assessment .
§ Learning through reflection on teaching practice.
Assessment
Candidates who enrol for the TDP are expected to build a basic teaching and learning portfolio and a basic assessment portfolio (see programme below). Candidates would generally work on these portfolios during the TDP semester programme, receive feedback on them, and complete them before the end of the year. Upon successful completion of their portfolios, candidates will receive a CPUT certificate.
Venues and Times
TDP and HDHET workshops/meetings are on Wednesday afternoons from 14h00 – 16h00 (first term on CT campus, and second term on Bellville campus). The Wednesday afternoons comprise lectures, seminars, workshops, and e-learning activities. Mentoring visits and individual consultations are offered in addition to the Wednesday sessions. The Cape Town campus venue is Rm 4.28, Engineering Building and the Bellville campus venue is the Fundani Preview Room (top floor, Library building).
Programme for TDP
Module 1: Teaching and LearningVenue: Room 4.28, Engineering Building, Cape Town campus
Date / Time / Venue / Topic / Facilitators
06/02 / 14h00 – 16h00 / Rm 4.28 / Welcome and general orientation / LH
13/02 / 14h00 – 16h00 / Rm 4.28 / Planning and preparation for teaching and learning / LH
20/02 / 14h00 – 16h00 / e-learning centre lab / Technology-enhanced teaching and learning / DG
27/02 / 14h00 – 16h00 / Rm 4.28 / Interactive lectures; case-based learning / LH
06/03 / 14h00 – 16h00 / Rm 4.28 / Problem-based learning / LH
13/03 / 14h00 – 16h00 / Rm 4.28 / Academic literacy / MK
20/03 / 14h00 – 16h00 / Rm 4.28 / Community engagement / HD
27/03 / 14h00 – 16h00 / Rm 4.28 / Discussion of portfolio and evaluation of module / LH, JG
Assessment task: Develop a set of teaching and learning materials within a specific subject area, elective or specialised programme; the materials should contain the following: 2 consecutive lesson plans (aligned with outcomes, and that promote deep level learning), 2 examples of media for large group teaching on a significant topic, 1 small group learning task to promote ‘deep level’ learning, 1 task to accommodate for diversity, 1 task to support students’ language development within subject, 1 case study, 1 task to show application of research-based learning, 1 task to show application of technology enhanced teaching and learning and a reflection on your practice.
Deadline for formative feedback is:10/04/ 2013
Module 2: Assessor training
Venue: Preview Room, Library Building, Bellville Campus.
Date / Group / Venue / Topic / Facilitators
17/04 / 14h00 – 16h00 / Introduction to and general overview of module; assessment criteria for portfolios. / LH
24/04 / 14h00 – 16h00 / Problem-based learning assessment methods / LH
08/05 / 14h00 – 16h00 / Formative and continuous assessment / CW, LH
15/05 / 14h00 – 16h00 / Summative assessment / JG, LH
22/05 / 14h00 – 16h00 / IT centre Belville / Online assessment: Innovative and integrative methods / DG
29/05 / 14h00 – 16h00 / Use of language in assessment / MR
05/06 / 14h00 – 16h00 / Brief overview of HEQF curriculum requirements;
Descriptors of level performance / MB
JG
12/06 / 14h00 – 16h00 / Discussion of portfolio; evaluation of module / LH, NN-F
Assessment task (TDP): Develop a set of assessment tasks (formative, summative, integrative, etc) within a specific subject area, elective or specialised programme (assessment criteria to be developed).
Deadline for formative feedback is: 24/07/2013
DEADLINE FOR HANDING IN PORTFOLIO FOR SUMMATIVE ASSESSMENT: 02/10/2013
Resources:
There are electronic, paper-based, and a range of higher education teaching and learning websites which are available to all TDP candidates.
Study guides
There are a number of paper based resources (in the form of study guides and handouts). The study guides are available in electronic form from http://active.cput.ac.za/fundani/
Reading and web-based resources
Where websites are not supplied, candidates are invited to send an e-mail to the relevant convener, who will e-mail the reading to you (or post you the hard copy).
General
Åkerlind G S 1999. Growing and developing as an academic: what does it mean? HERDSA Annual International Conference, Melbourne, 12-15 July 1999
Boyer E 1990. Scholarship reconsidered: priorities of the professoriate. Princeton NJ: Carnegie Foundation for the Advancement of Teaching.
Cooper T 1996. Portfolio assessment in higher education. Proceedings Western Australian Institute for Educational Research Forum 1996.
http://education.curtin.edu.au/waier/forums/1996/cooper.html
Engel B 1994. Portfolio assessment and the new paradigm: New instruments and new places. The Educational Forum, 59 (Fall): 22-27.
Schönwetter D J, Sokal L, Friesen M & Taylor K L 2002. Teaching philosophies reconsidered: A conceptual model for the development and evaluation of teaching philosophy statements, The International Journal for Academic Development, 7 (1): 84 – 97.
Webb G 1996. Understanding Staff Development. SRHE and Open University Press: Buckingham.
Teaching
Biggs J B (1999) Teaching for quality learning at university. OUP:Buckingham .
Higher Education Quality Committee (2004). Improving Teaching & Learning Resource No. 6: 6a) Staff Development & 6b) The Self-evaluation of Teaching. Available at: http://www.che.ac.za/documents/d000087/ITL_Resource_no6.doc
Jacobs C, Winberg C, Wright C & Wyrley-Birch B 2002. The ABC of Language and Content Integration: A manual for tertiary educators. Bellville: Peninsula Technikon.
Ramsden P 1992. Learning to Teach in Higher Education. London: Routeledge.
Smith K, Shepard S, Johnson D, & Johnson R 2005. Pedagogies of engagement. Journal of Engineering Education January 2005. 87-101.
Trowler P R & Cooper A 2002. Teaching and Learning Regimes: Implicit theories and recurrent practices in the enhancement of teaching and learning through educational development programs. Higher Education Research and Development, 21 (3): 221-240.
Learning
Brown S & Smith B 1996. Introducing Resources for Learning. In Brown S & Smith B, (Eds) Resource-Based Learning. Kogan Page Ltd: London. pp. 1 - 9.
Breslow L, Garraway J, Winberg C, Wright J & Wyrley Birch B 2005. Learning gains in integrated tasks. Journal of Engineering, Design, and Technology. 3 (3).
Breier, M. & Mabizela, M. (2008) Higher education. In Human resources development review 2008: education, employment and skills in South Africa. Kraak, A. & Press, K. (eds). Cape Town: HSRC Press. 278-299.
Ballard, B & Clanchy, J 1997, Teaching international students: a brief guide for lecturers and supervisors, IDP Education Australia, Deakin, ACT.
Dunn, L/Oxford Brookes University 2000. Theories of Learning. Available at: http://www.brookes.ac.uk/services/ocsd/2_learntch/theories.html
McMaster University 2005. Inquiry-based learning. Available at: http://www.mcmaster.ca/cll/inquiry/index.htm
Assessment
Brown, G. 2001. Assessment: A guide for lectures. Assessment Series 3. Higher Education Academy.
Brown, S., Race, P. and rust, C. 1995. Using and Experiencing Assessment. In Assessment for Learning in Higher Education, pp. 75-86. London: Kogan Page.
Brown S 1999. Institutional Strategies for Assessment. In Brown S & Glasner A (Eds) Assessment Matters in Higher Education: Choosing and Using Diverse Approaches. Buckingham: SRHE & Open University Press. 3 – 13 .
CHE/HEQC (2004) ITL Resource No 5 The Assessment of Student Learning. Available at: http://www.che.ac.za/d000087/ITL_Resource_No5.pdf
Gibbs G 1999. Using assessment strategically to change the way students learn. In Brown S & Glasner A (eds) Assessment Matters in Higher Education: Choosing and Using Diverse Approaches. Buckingham: SRHE & Open University Press. 41 – 53.
Inman, P. and Vernon, S. 1997. Assessing workplace learning: new trends and possibilities. New Directions for Adult and Continuing Education, No. 75, pp. 75-85.
Knight, P. 2002. Summative Assessment in Higher Education: practices in disarray. Studies in Higher Education, Volume 27, No. 3, pp. 275-286.
Luckett K & Sutherland L 2000. Assessment Practices the Improve Teaching and Learning. In Makoni S (ed) Teaching and Learning in Higher Education: A Handbook for Southern Africa. 98 – 130.
Price, M. 2005. Assessment standards: the role of communities of practice and the scholarship of assessment. Assessment and Evaluation in Higher Education, Vol. 30, No. 3, June 2005, pp. 215-230.
Race P 2001. A briefing on peer and self assessment. Assessment Series 9. Higher Education Academy.
SAQA 2001. Criteria and Guidelines for Assessment of NQF Registered Unit Standards and Qualifications. SAQA. Pretoria.
Woolf H 2004. Assessment criteria: reflections on current practices. Assessment and Evaluation in Higher Education, Vol. 29, No. 4, pp. 480-493.
Moderation
Falchikov N 1996. Improving learning through critical peer feedback and reflection. Different Approaches: Theory and Practice in Higher Education. Proceedings HERDSA Conference 1996. Perth, Western Australia, 8-12 July. http://www.herdsa.org.au/confs/1996/falchikov.html
Holschier J 2005. Identifying and developing resources to support validation and moderation of assessment - Small Grant Report [Online, Text], Teaching & Learning Portfolio, Melbourne, Vic, Available at: http://www.rmit.edu.au//browse;ID=sjbc7xwxgszl1.doc
Massachusetts Institute of Technology 2005. Procedure on Moderation and Validation of Assessment. Available at: http://www.mit.edu
Rudner L M 1994. Questions to ask when evaluating tests. Practical Assessment, Research & Evaluation, 4(2). Available at: http://PAREonline.net/getvn.asp?v=4&n=2
SAQA 2003. Chapter 7: Moderation. In ‘Criteria and Guidelines for the Assessment of NQF registered Unit Standards and Qualifications’. Available at: http://www.saqa.org.za/docs/critguide/assessment/ch07.pdf
Swinburne University of Technology 2004. Guidelines for moderation. Available at: http://www.tafe.swin.edu/au/sps/
Evaluation
HEQC 2004. The self-evaluation of teaching. Available at: http://www.che.ac.za/documents/d000087/ITL_Resource_no6.pdf
University of Sydney (n/d). What is Evaluation? Available at: http://www2.fhs.usyd.edu.au/arow/o/m06/whatis.htm
Developing web-based learning
Gros, B. 2002. Knowledge construction and technology, Journal of Educational Multimedia and Hypermedia, 11(4): 323-343.
Deubel, P. 2003. An investigation of behaviorist and cognitive approaches to instructional multimedia design, Journal of Educational Multimedia and Hypermedia, 12(1): 63-91.
Educational Management
Baume D 2004. Managing Classroom Difficulties. Available at: http://www.heacademy.ac.uk/resources.asp?process=full_record§ion=generic&id=472
Research
Babbie E. & Mouton J 2001. The practice of social research. Cape Town: Oxford University Press.
Bradbeer J 1999. Evaluation of Curriculum Development in Higher Education. Technical Report # 8, University of Portsmouth.
Carr W and Kemmis S 1986. Becoming critical: education knowledge and action research. London: Falmer Press.
Cohen L. & Manion, L 1989. Research methods in education, 3rd edition. London: Croom Helm.
Kemmis S and McTaggart R (eds) 1988. The action research planner, third edition. Victoria: Deakin University.
Lincoln Y and Guba E 1985. Naturalistic Enquiry. Beverley Hills, CA: Sage.
Srauss A & Corbin J 1998. Basics of qualitative research: Techniques and Procedures for developing grounded theory. New York: Sage.
Stierer B & Antioniou M 2004. Are there distinctive methodologies for pedagogic research is higher education? Teaching in Higher Education, 9 (3): 275 – 285.
Vithal R & Janson J 1997/2005. Designing your first research proposal: A manual for researchers in education and the social sciences. Cape Town: Juta & Co.
Curriculum review and development
Barnett, R. & Coate, K. 2004. Engaging the curriculum in higher education. Buckingham: SRHE and Open University Press.
Biggs, J. 1999. What the student does: Teaching for enhanced learning. Higher Education Research & Development, 18(1): 57-75.
Biggs, J. 2002. Aligning the curriculum to promote good learning. LTSN Generic Centre.
The Higher Education Academy.
http://www.palatine.ac.uk/files/1023.pdf
Accessed: 23 May 2009
Council on Higher Education (CHE): Higher Education Quality Committee (HEQC) 2004. Improving Teaching and Learning (ITL) Resource no. 1: Programme planning, design and management. http://www.che.ac.za/documents/d000087/
South Africa. Department of Education. 2007. The Higher Education Qualifications Framework. Government Gazette no. 30353 of 5 October 2007. Pretoria: Department of Education.
South African Qualifications Authority. 2000. The National Qualifications Framework and Curriculum development. Pretoria: SAQA.
http://www.saqa.org.za/structure/nqf/docs/curriculum_dev.pdf
Problem-based learning
Barrows, H.S. & Tamblyn, L.M. 1980. Problem-based learning-an approach to medical education, Volume 1. New York: Springer.
Barrows, H.S. 1985. How to design a problem-based curriculum for the pre-clinical years. New York: Springer.
Bligh, J. 1995. Problem-based learning in medicine: An introduction. Postgraduate Medical Journal, 71:323-326.
Boshuizen, H.P.A., Van de Vleuten, C.P.M., Schmidt, H.G. & Machiels-Bongaerts, M. 1997. Measuring knowledge and clinical reasoning skills in a problem-based curriculum. Medical Education, 31:115-121.
Dolmans, D.H.J.M., Wolfhagen, I.H.A.P., Scherpbier, A.J.J.A. & Van de Vleuten, C.P.M. 2001. Relationship of tutor's group-dynamic skills to their performance ratings in problem-based learning. Academic Medicine, 76 (5):473-476.
Hattingh, A. & Killen, R. 2003. The promise of problem-based learning for training pre-service technology teachers. South African Journal of Higher Education,17(1):39-46.
Hay, P.J. & Katsikitis, M. 2001. The "expert" in problem-based and case-based learning: Necessary or not. Medical Education, 35:22-26.
Mennin, S.P. & Martinez-Burrola, N. 1986. The cost of problem-based versus traditional medical education. Medical Education, 20:187-194.
Schmidt, H.G., Dauphinee, W.D. & Patel, W.L. 1987. Comparing the effects of problem-based and conventional curricula in an international sample. Journal of Medical Education, 62:305-315.
Schmidt, H.G., Cohen-Schotanus J.& Arends L.R. 2009. Impact of problem-based, active learning on graduation rates for 10 generations of Dutch medical students. Medical Education, 43: 211–218.
Papinczak, T, Tunny, T. & Young, L. 2009. Conducting the symphony: a qualitative study of facilitation in problem-based learning tutorials. Medical Education, 43:377-383.