Postgraduate Course: Teaching Practice Attachment (NUST11094)
|School||School of Health in Social Science
||College||College of Arts, Humanities and Social Sciences
|Credit level (Normal year taken)||SCQF Level 11 (Postgraduate)
||Availability||Available to all students
|Summary||The Teaching Practice Attachment offers an opportunity for experiential, practice based learning within an established teaching and learning focused team. The course allows students to be introduced to teaching and learning theories, techniques and processes while developing an appreciation of staff roles and wider educational issues. This course will be an option course for MSc and MScR students and will provide a unique opportunity for those who have an interest in education provision, development and interdisciplinary learning across NHS, education and third sectors.
Learning on this course is largely experiential and is intended to allow students to become familiar with the education environment, roles within a teaching team, processes and principles of course design, delivery and assessment. Students will be supported in their learning by a mentor from the teaching team who will work with the student to offer learning opportunities which address both generic and individual objectives. Students will undertake a total of 150 hours of experiential learning within a teaching team (usually over 2 days per week).
Students will be supported by five two hour tutorial sessions which will provide structured opportunities for students to reflect on their learning and focus on a specific aspect of teaching practice, e.g. course design, assessment strategies, learning environments, effective feedback, interdisciplinary education. Each student will have a set of objectives to meet the course aims and will also develop individually shaped objectives which allow the attachment to address individual learning needs and interests. Students are expected to read the required material for these sessions and engage in wider reading to enhance their independent learning.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
Information for Visiting Students
|High Demand Course?
Course Delivery Information
|Academic year 2022/23, Available to all students (SV1)
|Learning and Teaching activities (Further Info)
Seminar/Tutorial Hours 10,
Supervised Practical/Workshop/Studio Hours 150,
Feedback/Feedforward Hours 2,
Formative Assessment Hours 2,
Summative Assessment Hours 3,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|Additional Information (Assessment)
||The summative assessment will take place in three parts:
Students are given a piece of written work (approx 1000 words long) and are asked to give feedback on the text as if it were a piece of submitted work. The feedback, including any in text annotations, must not exceed 500 words.
Course Design (60%)
Design a course or education package which addresses a specific learning need (agreed with Course Organiser), 2000-2500 words.
||Formative assessment will take place within the five tutorial sessions with opportunity to prepare and discuss specific aspects of the reading outlined. Exercises will be available to students within these sessions to enhance their understanding of the tutorial topic and its relationship with the wider course aims.
|No Exam Information
On completion of this course, the student will be able to:
- Demonstrate a full appreciation of the key roles and competencies for teaching in an academic setting.
- Demonstrate the application of a range of pedagogical approaches in the development of education opportunities.
- Appreciate the importance of effective, constructive feedback and critique in a range of educational interactions.
- Explore and consider opportunities and challenges in interdisciplinary learning.
- Present a reflective appreciation of course design, learning styles, learning environment, teaching and assessment techniques and processes.
|Becker, W & Andrews, M. L. (2004) The scholarship of teaching and learning in higher education. Bloomington: Indiana UP.|
Bridger, K. and Shaw, J. (2011) Mainstreaming: Equality at the heart of higher education. Equality Challenge Unit.
Jisc (2016) Supporting an inclusive learning experience in higher education. https://www.jisc.ac.uk/guides/supporting-an-inclusive-learner-experience-in-higher-education
Prosser, M and Trigwell, K. (2014) Qualitative variation in approaches to university teaching and learning in large first-year classes. Higher Education Volume 67, Issue 6, pp 783-795
Quinlan, K. (2011). Developing the whole student: leading higher education initiatives that integrate mind and heart. Stimulus Paper, Leadership Foundation for Higher Education.
Selwyn, N. (2011). Education and technology: key issues and debates. London, Continuum.
|Graduate Attributes and Skills
||Experiential learning experience, personal reflection on practice, educational theory, student-centred teaching, appreciation of curriculum design, principles of course design, appreciation of assessment, presentation skills, applying theory to practice.
|Additional Class Delivery Information
||The course will run over 10 weeks in semester two with students undertaking a total of 150 hours of experiential learning within a teaching team (usually over 2 days per week). Each student will be supported by a mentor from the teaching staff group. Five tutorials will support the students¿ learning. Each student will have a set of objectives to meet the course aims and will also develop individually shaped objectives which allow the attachment to address individual learning needs and interests.
|Keywords||Teaching & Learning,Nurse education,Student-centred teaching,Reflection,Practice development
|Course organiser||Dr Elaine Haycock-Stuart
Tel: (0131 6)50 8442
|Course secretary||Mr David Morris
Tel: (0131 6)51 3969