In response to the COVID-19 (Coronavirus) outbreak we have not changed the delivery method of this event but the date of the event has moved from 18 May to 3 June 2020. Revised joining instructions will be sent to delegates as part of the booking process. See our COVID-19 updates page for the latest information on our services.
Recognising that the early days of a teaching career can be challenging. That’s why we've designed a bespoke set of Online New to Teaching in HE training events, aimed at nurturing and developing professional learning skills right from the very beginning.
Our Online New to Teaching is a course aimed specifically at those who are new to teaching in HE, or have received no formal training in HE teaching. The programme’s online format means that participants can engage at a time that works for them.
Who is Online New to Teaching for?
The programme is designed for Lecturers, Post-Doctoral Researchers or Research Students who are new to teaching in HE.
How is the programme delivered
The programme is divided into four online modules, with two hours of self directed study taking place each week over four weeks. New to Teaching focuses on four key areas:
- Designing and planning learning activities.
- Reviewing contemporary approaches to teaching and learning.
- Identifying effective and efficient forms of assessment and feedback.
- Reflecting on how continuous professional development can enhance not only teaching but also students’ learning.
What are the programme outcomes
New to Teaching will improve participant understanding and knowledge of critical areas of teaching practice. It makes use of key pedagogical approaches, while also engaging with tools, frameworks and resources which provide expertise to take away and put into practice in the classroom. As well as benefiting students through enhancing participant teaching skills, the programme also aims to enhance confidence in practice.
The quality of these sessions has been outstanding; the content and examples provided will be immensly useful to new lecturers.”
Professor John Mason, Honorary Research Fellow, Department of Education, University of Oxford