010058 Advancing Academic Practice
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Credit points: 3 cp
Subject level:
Postgraduate
Result type: Pass fail, no marksRequisite(s): 010060c Teaching for Learning
The lower case 'c' after the subject code indicates that the subject is a corequisite. See definitions for details.
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.
Description
In this subject, participants reflect on their role as a reflexive, scholarly and networked educator in the changing higher education landscape and their faculty and disciplinary context. Participants critically investigate their teaching context, reflect on their professional networks, expand their understanding of the demands of the ever-changing higher education sector, and explore their identity as academic educators. Participants develop a strategic learning plan that establishes goals for their intended learning in the Graduate Certificate and set up a portfolio for curating evidence of learning and impact of practice.
Subject learning objectives (SLOs)
| a). | Interpret the various discourses and drivers impacting on the changing disciplinary and higher education landscape and critically examine their alignment to relevant and appropriate professional learning goals |
|---|---|
| b). | Critically appraise the role of an agentic, reflexive and networked educator as a leader of change in a dynamic academic work environment |
| c). | Propose strategies for evidencing agency and impact in teaching and learning practice |
Course intended learning outcomes (CILOs)
This subject engages with the following Course Intended Learning Outcomes (CILOs), which are tailored to the Graduate Attributes set for all graduates of the Faculty of Arts and Social Sciences.
- Apply relevant knowledge to make theory-informed judgements about curriculum, learning, assessment and evaluation in the higher education context (1.1)
- Reflexively assess complex issues related to curriculum, assessment and pedagogy, and generate effective scholarly and creative solutions (2.1)
- Articulate one’s contribution to the culture and climate of the University, and to the sector/discipline more broadly on matters of concern for higher education teaching and learning. (5.1)
Contribution to the development of graduate attributes
This subject addresses the following Course Intended Learning Outcomes:
1. Professional Readiness
1.1 Apply relevant knowledge to make theory-informed judgements about curriculum, learning, assessment and evaluation in the higher education context
2. Critical and Creative Inquiry
2.1 Reflexively assess complex issues related to curriculum, assessment and pedagogy, and generate effective scholarly and creative solutions
5. Active Citizenship
5.1 Articulate one's contribution to the culture and climate of the University, and to the sector/discipline more broadly on matters of concern for higher education teaching and learning.
Teaching and learning strategies
This subject runs in an online learning mode. All modules include self-paced, interactive asynchronous engagement with core concepts. The content of the modules is delivered through short videos, texts summarising core concepts, and key readings. Asynchronous engagement with the content material is fostered through reflection and discussion activities. Synchronous online classes involve active and collaborative sense-making and productive activities scaffolding participants’ learning towards the assessment tasks. Feedback is provided verbally in class and online, both informally and formally through assessment. Peer observation and feedback is also embedded into the learning activities and the assessment process.
Content (topics)
Extending participants’ engagement with the relational frame introduced in the Teaching for Learning (first core) subject, this second core subject engages participants in a critically reflexive exploration of their professional practices, values and goals through the various lenses of the ‘deliberate professional’, the ‘research-inspired educator’, and the ‘networked practitioner’. The subject invites the participants to locate themselves within a changing higher education landscape, critique the discourses and drivers impacting on their work, and develop professional learning goals related to their values as an educator. The subject also introduces strategies for evidencing agency and impact in relation to teaching and learning.
Assessment
Assessment task 1: Portfolium: Reflective account as a deliberate professional and learning goals
| Objective(s): | a), b) and c) | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Type: | Portfolio | ||||||||||||||||||||
| Groupwork: | Individual | ||||||||||||||||||||
| Weight: | 100% | ||||||||||||||||||||
| Length: | 1500 words | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Required texts
There are no required texts for this subject. Recommended readings are available via UTS Library and through the subject site.
References
Anders, A. (2018). Networked learning with professionals boosts students' self-efficacy for social networking and professional development, Computers and Education. 127, 13-29.
https://doi.org/10.1016/j.compedu.2018.08.009
Brew, A. (2010) Imperatives and challenges in integrating teaching and research, Higher Education Research & Development, 29(2), 139-150.
https://doi-org.ezproxy.lib.uts.edu.au/10.1080/07294360903552451
Brew, A. (2013). Understanding the scope of undergraduate research: A framework for curricular and pedagogical decision-making. Higher Education, 66(5), 603–618. https://doi.org/10.1007/s10734-013-9624-x
Brookfield, S. D. (2017). Becoming a Critically Reflective Teacher (2nd Ed). San Francisco, CA: Jossey-Bass.
Huang, J., Matthews, K. E., & Lodge, J. M. (2021). ‘The university doesn’t care about the impact it is having on us’: academic experiences of the institutionalisation of blended learning. Higher Education Research & Development, 1-15.
Molla, T. & Nolan, A. (2020). Teacher agency and professional practice, Teachers and Teaching, 26(1), 67-87. https://doi.org/10.1080/13540602.2020.1740196
Norton, L. & Sliep, Y. (2018). A critical reflexive model: Working with life stories in health promotion education, South African Journal of Higher Education, 32(3), 45-63. https://doi.org/10.20853/32-3-2523
OLT & CADAD (2014). Australian University Teaching and Criteria and Standards, http://uniteachingcriteria.edu.au/framework/about/
Pleschová, G., Roxå, T., Thomson, K.E. & Felten, P. (2021). Conversations that make meaningful change in teaching, teachers, and academic development, International Journal for Academic Development, 26:3, 201-209. https://doi.org/10.1080/1360144X.2021.195844
Readman, K. & Rowe, J. (2016). Developing emerging leaders using professional learning conversations, Higher Education Research & Development, 35(5), 1011-1024.
http://dx.doi.org/10.1080/07294360.2016.1139554
Rienties, B. & Kinchin, I. (2014). Understanding (in)formal learning in an academic development programme: A social network perspective. Teaching and Teacher Education, 39, 123–135.
https://doi.org/10.1016/j.tate.2014.01.004
Roxå, T. & Mårtensson, K. (2009). Significant conversations and significant networks – exploring the backstage of the teaching arena, Studies in Higher Education, 34(5), 547-559.
https://doi.org/110.1080/03075070802597200
Roxå, T. & Mårtensson, K. (2015). Microcultures and informal learning: a heuristic guiding analysis of conditions for informal learning in local higher education workplaces, International Journal for Academic Development, 20(2), 193-205. https://doi.org/10.1080/1360144X.2015.1029929
Thomson, K.E. & Trigwell, K. (2018). The role of informal conversations in developing university teaching?, Studies in Higher Education, 43(9), 1536-1547.
https://doi.org/10.1080/03075079.2016.1265498
Trede, F., & McEwen, C. (2016). Educating the Deliberate Professional: Preparing for future practices (1st ed. 2016.). Springer International Publishing. https://doi.org/10.1007/978-3-319-32958-1
Van Waes, S., Moolenaar, N., Daly, A., Heldens, H., Donche, V. Van Petegem, P., & Van den Bossche, P. (2016). The networked instructor: The quality of networks in different stages of professional development, Teaching and Teacher Education. 59, 295-308.
https://doi.org/10.1016/j.tate.2016.05.022
Van Waes, S., De Maeyer, S., Moolenaar, N. M., Van Petegem, P., & Van den Bossche, P. (2018). Strengthening networks: A social network intervention among higher education teachers. Learning and Instruction, 53, 34-49. https://doi.org/10.1016/j.learninstruc.2017.07.005