About this program

This program pools the experience and knowledge of leading educationalists and will equip all levels of faculty with the skills needed to effectively plan and deliver compelling courses that will ensure student success. The program includes assignments that can contribute towards a Teaching Portfolio and potential accreditation.

University and College Teaching was developed under the guidance of Lead Advisor Professor Graham Gibbs (University of Oxford) and US-Version Editor Professor Marilla Svinicki (Texas-Austin).

Higher Education View

Epigeum's University and College Teaching product gave us access to high-quality teaching enhancement courses delivered totally online. This dramatically extended our in-house resources while opening more professional development portals for instructors.

Bill Patterson

Senior Director, eLearning Innovations and Entrepreneurial Partnerships, USF University College

For

Full-time and part-time faculty and graduate teaching assistants

Lead Advisor

Professor Graham Gibbs

Retired Director of the Oxford Learning Institute, University of Oxford

Free Trial:

Free one-week trial to any university wishing to review our courses and assess their suitability for students and staff.

Contact:

Andrew Mahaffy

  • +1 (315) 657 4562

University And College Teaching

Course Module ID Online Duration Offline Duration Released Status
Lecturing 1 UCT 001 2.0 hours 21.0 hours Nov 2011

Overview

Lecturing 1 is designed to help new instructors understand the purpose of large-class teaching and its role within the teaching process. It focuses on how best to use the lecture-hall format to facilitate student learning and includes practical advice on structuring lectures, asking and answering questions and making best use of technology.

Syllabus

  • Module 1: Introduction to lecturing
  • Module 2: Evidence about lecturing
  • Module 3: Structuring lecture content
  • Module 4: Lecturing using questions and technology

Lecturing 1 contains 12 hours of optional activity content and 9 hours of associated peer-to-peer and tutor-led activities.

Contributors

Author

Professor Graham Gibbs

Retired Director of the Oxford Learning Institute, University of Oxford

Reviewer

Professor John Cowan

Emeritus Professor of Learning Development of the Open University. Honorary DEduc at Edinburgh Napier University

Lecturing 2 UCT 002 3.0 hours 26.0 hours Nov 2011

Overview

Lecturing 2 looks at a range of ways to deliver lectures more effectively and ensure that students are fully supported and engaged. It gives practical advice on topics including holding student attention, active learning and discussion, and dealing with incidents during lectures.

Syllabus

  • Module 1: Presentation skills
  • Module 2: Increasing student engagement during lectures
  • Module 3: Supporting student note taking
  • Module 4: Supporting students with special needs in lectures
  • Module 5: Handling problems during lectures
  • Module 6: Evaluating and improving lectures

Lecturing 2 contains 17 hours of optional activity content and 9 hours of associated peer-to-peer and tutor-led activities.

Contributors

Author

Professor Graham Gibbs

Retired Director of the Oxford Learning Institute, University of Oxford

Reviewer

Professor John Cowan

Emeritus Professor of Learning Development of the Open University. Honorary DEduc at Edinburgh Napier University

Resources to enhance student learning UCT 003 3.0 hours 26.5 hours Nov 2011

Overview

Resources to enhance student learning takes a step-by-step approach to the process of finding, choosing, creating and using resources – and then evaluating their effectiveness. It covers the full range of resource types – from textbooks to podcasts.

Syllabus

  • Module 1: Planning student learning resources
  • Module 2: Locating and selecting learning resources
  • Module 3: Designing effective learning resources
  • Module 4: Using and improving learning resources

Resources to enhance student learning contains 17 hours of optional activity content and 9.5 hours of associated peer-to-peer and tutor-led activities.

Contributors

Author

Professor Sally Kuhlenschmidt

Professor of Psychology and Director of the Faculty Center for Excellence in Teaching at Western Kentucky University

Reviewer

Professor Jo McKenzie

Director, Institute for Interactive Media and Learning, University of Technology, Sydney

Making the most of discussion UCT 004 4.0 hours 30.0 hours Nov 2011

Overview

Making the most of discussion offers tips and strategies which will help faculty to prepare, lead, evaluate and improve discussion experiences, whatever the size and nature of the course being delivered. It includes areas such as building a good rapport with students, whether/how to grade discussion, using technology, keeping discussions going and fielding questions.

Syllabus

  • Module 1: Preparing yourself and your students for discussion
  • Module 2: Creating a comfortable environment
  • Module 3: Starting a discussion
  • Module 4: Guiding a discussion
  • Module 5: Managing online discussions
  • Module 6: Evaluating and improving discussion

Making the most of discussion contains 17 hours of optional activity content and 13 hours of associated peer-to-peer and tutor-led activities.

Contributors

Author

Professor Barbara Gross Davis

Vice President fo the Western Association of Schools and Colleges

Reviewer

Dr David Jacques

Former Head of the Educational Methods Unit, Oxford Brooked University

Supervising projects and dissertations UCT 005 2.5 hours 26.5 hours Nov 2011

Overview

Supervising projects and dissertations focuses on how supervisors can structure and organise the time available to maximize the likelihood that their students will produce a project report, dissertation or research thesis that meets the standards required. It covers areas such as identifying projects, keeping students motivated, record-keeping and supporting students through the final push.

Syllabus

  • Module 1: Preparing for supervision
  • Module 2: Getting students started
  • Module 3: Keeping students going
  • Module 4: The final stages of supervision

Supervising projects and dissertations contains 17.5 hours of optional activity content and 9 hours of associated peer-to-peer and tutor-led activities.

Contributors

Author

Professor Vicky Lewis

Emeritus Professor at the Open University

Reviewer

Professor David Boud

Professor of Adult Education, University of Technology, Sydney

Marking and giving feedback UCT 006 3.0 hours 31.5 hours Nov 2011

Overview

Marking and giving feedback is designed to give practical advice on grading students' work consistently, reliably and efficiently, and giving them effective feedback. It covers areas such as creating rubrics in line with learning outcomes, dealing with problems including plagiarism, delivering feedback (including use of new technologies) and peer-to-peer feedback.

Syllabus

  • Module 1: Introduction to marking
  • Module 2: Dealing with plagiarism
  • Module 3: Giving students feedback

Marking and giving feedback contains 21.5 hours of optional activity content and 10 hours of associated peer-to-peer and tutor-led activities.

 

Contributors

Author

Professor Marilla Svinicki

Professor of Educational Psychology at the University of Texas at Austin

Reviewer

Professor Sergio Piccinin

Visiting Professor and former Director of the Centre for University Teaching, University of Ottawa

Understanding the principles of course design UCT 007 1.5 hours 30.5 hours Nov 2011

Overview

Understanding the principles of course design gives guidance on creating a course which will maximize the chance that students will have a positive learning experience. It looks at the importance of context, the connection between course design and student learning, course alignment, course structure, and how to evaluate and improve your course.

Syllabus

  • Module 1: Contextualising the course
  • Module 2: Designing a course that promotes learning
  • Module 3: Ensuring your course is aligned
  • Module 4: Building your course
  • Module 5: Evaluating your course

Understanding the principles of course design contains 12.5 hours of optional activity content and 18 hours of associated peer-to-peer and tutor-led activities.

Contributors

Author

Professor Chris Rust

Associate Dean (Academic Policy) and Professor of Higher Education at Oxford Brookes University

Reviewer

Dr Karron Lewis

Associate Director of Instructional Development, University of Texas at Austin

Developing your teaching UCT 008 4.5 hours 32.5 hours Nov 2011

Overview

Developing your teaching focuses on professional growth in teaching, based on the premise that teachers can stay vital by continuously reflecting on their practice and, through this process, developing new teaching skills and approaches. It explores areas including teaching identity, student learning, feedback, teaching portfolios and the value of carrying out research into teaching and learning.

Syllabus

  • Module 1: Developing your teaching identity
  • Module 2: Getting and using feedback
  • Module 3: Strategies for development
  • Module 4: Continuous teaching development

Developing your teaching contains 16.5 hours of optional activity content and 16 hours of associated peer-to-peer and tutor-led activities.

Contributors

Author

Professor Nancy Van Note Chism

Professor of Higher Education at the Indiana University School of Education

Author

Professor Mike Theall

Professor of Education at Youngstown State University

Reviewer

Professor Christopher Knapper

Emeritus Professor and Director of the Centre for Teaching and Learning, Queen's University, Canada

Clinical teaching UCT 009 2.5 hours 32.0 hours Nov 2011

Overview

Teaching with patients investigates how clinical teachers can involve patients in the teaching process in order to enhance learning and inspire students. It looks at the value of patients in the learning process, how to prepare students and patients for the encounter, how best to facilitate learning, team teaching, record-keeping, assessment and evaluation/feedback.

Syllabus

  • Module 1: Before teaching with patients (preparation, settings, active learning, developing clinical reasoning)
  • Module 2: While teaching with patients (sequencing, encouraging student independence, peer-facilitation, interprofessional teaching, assessment)
  • Module 3: After teaching with patients (debriefing/feedback, quality improvement)
  • Module 4: Developing further your teaching with patients (avoiding problems, special patient situations)

Teaching with patients contains 14.5 hours of optional activity content and 17.5 hours of associated peer-to-peer and tutor-led activities.

Contributors

Author

Professor Ed Peile

Professor Emeritus in Medical Education at the University of Warwick

Reviewer

Professor LuAnn Wilkerson

Professor of Education and Senior Associate Dean for Medical Education, David Geffin School of Medicine, UCLA

The contributors to this program include

  • Professor Marilla Svinicki

    Professor of Educational Psychology at the University of Texas at Austin

  • Professor Nancy Van Note Chism

    Professor of Higher Education at the Indiana University School of Education

  • Professor Mike Theall

    Professor of Education at Youngstown State University

  • Professor Sally Kuhlenschmidt

    Professor of Psychology and Director of the Faculty Center for Excellence in Teaching at Western Kentucky University

  • Professor Barbara Gross Davis

    Vice President fo the Western Association of Schools and Colleges

  • Professor Ed Peile

    Professor Emeritus in Medical Education at the University of Warwick

  • Professor Chris Rust

    Associate Dean (Academic Policy) and Professor of Higher Education at Oxford Brookes University

  • Professor Vicky Lewis

    Emeritus Professor at the Open University

Developed in conjunction with

  • Brunel University
  • City University London
  • Cranfield University
  • Durham University
  • Forman Christian College University
  • Indiana University
  • Institute of Education, University of London
  • Minnesota State Colleges & Universities
  • New York Institute of Technology
  • Nottingham Trent University
  • NUI Galway
  • NUI Maynooth
  • University College London (UCL)
  • University of Birmingham
  • University of South Florida
  • Western Kentucky University