ULTA-2 - Staff and Departmental Development Unit - University of ...

Staff and DepartmentalDevelopment UnitULTA-2University of Leeds Teaching Awardprofessional standard 2Course handbook2009 / 10ULTA-2 has been accredited by the Higher Education Academyand is aligned to the UK Professional Standards Framework© SDDU2009

Contents1 Professional Development in Learning and Teaching 12 ULTA-2 handbook: 2009/10 23 The philosophy of the ULTA-2 course 34 What will ULTA-2 do for you ? 4Aims 4Outcomes 4Values 45 Your commitment to ULTA-2 56 Restrictions to the ways in which you can complete ULTA-2 57 Attendance 58 Programme 2009/10 6COHORT 1 6COHORT 2 8COHORT 3 109 How will the course be taught ? 1210 How you will be assessed 13Submission of assignments 14Assignment surgeries 14Flexibility 14Extensions 1411 The support you will get 15Contacts 1612 Mentors 17The Role of the Mentor 17Competencies of a Mentor 17The Tasks of a Mentor 1813 Quality Management & Enhancement Procedures 19Participant feedback 19External examiner 19Participant- Staff Forum 19Learning & Teaching Committee (SDDULTC) 2014 Reading lists 21Annex: The National Framework for Professional Standards in Teaching and Supporting Learning 22

ULTA-2 Course Handbook 2009/101 Professional Development in Learning and TeachingIn response to the National Framework for Professional Standards in Teaching and Supporting Learning 1 (seeAnnex) the Staff and Departmental Development Unit (SDDU) as designed a multi-stage programme ofprogressive and continuing professional development in learning and teaching and other aspects of academicpractice (which have credit value or result in a qualification) which is available to staff at the University ofLeeds.University of Leeds Teaching Award (professional standard 1)ULTA-1 (20 M-level credits)Provides an introduction to teaching methods for postgraduates, research staff, clinical staff and other parttimeteachers whose teaching role is limited.University of Leeds Teaching Award (professional standard 2)ULTA-2 (40 M-level credits)Provides a systematic induction into the processes of teaching and managing student learning and is designedfor staff on the Teaching & Research and Teaching & Scholarship Career Pathways 2 with a full range ofteaching responsibilities. It is compulsory for all staff newly appointed to Leeds with a contract of 0.5 fte andabove who have a teaching role and are deemed new to teaching in HE 3 .Postgraduate Certificate inLearning & Teaching(taught)Postgraduate Certificate inAcademic Practice (taught)PGCLTHE / PGCAP(60 M-level credits)Are qualifications that can begained by building on thefoundation of ULTA-2.Postgraduate Certificate inLearning & Teaching(portfolio)PGCLTHE (portfolio)(60 M-level credits)Designed for staff withappropriate experience ofteaching in higher educationwho do not have formalteaching-relatedqualifications or credits butwish to gain a Universityqualification that recognisestheir quality and competenceas teachers in highereducation.Postgraduate Certificate inLearning & Teaching (APL)PGCLTHE (APL)(60 M-level credits)Designed for staff withappropriate experience ofteaching in higher educationwho wish to gain a Universityqualification that recognisestheir quality and competencyas teachers in highereducation but who also wantto claim advanced standingfor existing, appropriatequalifications/credits.Postgraduate Diploma in Learning & TeachingPGDLTHE (120 M-level credits)Designed for more experienced staff who wish to develop and research their practice.Master of EducationMA (180 M-level credits)In addition, a range of non-credit bearing courses are available 4 . It is planned to gain accreditation at allthree standards of the national framework by offering a range of combinations of the credit and non-creditbearing courses.1http://www.heacademy.ac.uk/ourwork/policy/framework2www.leeds.ac.uk/hr/roleanalysis/roleprofiles.doc3http://www.leeds.ac.uk/sddu/lt/ulta/ulta2_hos.html4www.leeds.ac.uk/sddu/lt/lt_home.phpStaff and Departmental Development Unit page 1 University of Leeds

ULTA-2 Course Handbook 2009/102 ULTA-2 handbook: 2009/10This handbook gives you general information that relates to the two modules that comprise the University ofLeeds Teaching Award - professional standard 2 (ULTA-2).ULTA-2 is taught and assessed by the SDDU. To gain the Award, you have to complete a 40-credit, M-levelcourse in learning and teaching in higher education that satisfies standard 2 of the National Framework forProfessional Standards in Teaching and Supporting Learning (see Annex) and takes account of University ofLeeds priorities in learning and teaching. The course has been accredited by the Higher Education Academyat Fellow grade.The University of Leeds Senate decided, in October 2006, that successful completion of all requirements ofthe ULTA-2, or an appropriate alternative, should be compulsory for all newly appointed staff with a contractequivalent to 0.5 of full-time (0.5 fte) and above who have a teaching role and are deemed new to teaching inHigher Education. This includes:Teaching & Research Profile Grades 7 & 8Teaching & Scholarship Profile Grades 6 – 8University Research FellowsResearch Council and Royal Society Research FellowsAcademic Fellows during the second stage of probation.In addition, it was agreed thatregistration, or not, for ULTA-2 will, normally, be decided by the panel appointing new staff membersall modules should be passed in a maximum of two years (pro-rata for part-time staff)a minimum of 165 hours will be built into workload models, over two years, for full-time staff who arerequired to complete the award (pro-rata for part-time staff).Staff will be deemed new to teaching in HE if they cannot evidence one of the followinga Successful completion of a similar programme in another HEI that satisfies the UK ProfessionalStandards Framework for Learning and Teaching in Higher Education, standard 2bcRegistered Practitioner/Fellow status with the HE AcademyThree or more years’ experience in the last five of teaching in HE which includes all of the following:iiiiiidesign and delivery (i.e. teaching) of individual classes appropriate to the discipline (e.g.lectures, tutorials, seminars, labs, workshops, e-learning etc.)assessment of student work including the setting of assessments, marking and givingfeedback to studentsdesign of a coherent sequence of teaching / student learning events (e.g. module, firm orequivalent) delivered by themselves and/or othersiv provision of academic and pastoral support to students at different stages of their degree.A teaching reference from a previous institution attesting to the quality of teaching & management ofstudent learning should form part of the evidence for (c) above.ULTA-2 builds on the University of Leeds Teaching Award - professional standard 1 (ULTA-1), which satisfiesthe requirements of standard 1 of the UK National Framework for Professional Standards in Teaching andSupporting LearningULTA-1 provides an opportunity for part-time teachers within the University to validate their training andteaching experience through completing a module appropriate to their role, and is suitable for:research staff, teaching assistants and postgraduate research students who wish to pursue anacademic career and/or to enhance their employabilitystaff who teach part-time or as a secondary part of their role and who wish to enhance their practice.Staff and Departmental Development Unit page 2 University of Leeds

ULTA-2 Course Handbook 2009/103 The philosophy of the ULTA-2 courseULTA-2 has been tailored to the needs of new lecturers as identified through discussions with new andexperienced lecturers, evaluation of its predecessor the Postgraduate Certificate in Learning & Teaching inHigher Education (1993/94 – 2006/07), the previous two cycles of ULTA-2 (2007/09) and from analyses of theUniversity’s own development needs. It focuses upon the responsibilities of new lecturers as teachers and asassessors of student learning. The course responds to the changing demands of the profession and reflectscurrent issues and concerns both at Leeds and nationally.Start where participants areMost newly appointed lecturers are likely to have more experience of research than of teaching. Therefore themodules of the course focus sharply upon what are likely to be your immediate concerns: lecturing andteaching by other methods; assessing and giving feedback on achievement by students; managing studentlearning; and designing and evaluating teaching. The opportunities provided for discussing, sharing ideas andreflecting on application to particular contexts and disciplines means that the course has value to all staff withteaching responsibilities.Be learner centredThe course is related to your work and experiences and to the needs of the students whom you are teaching:it focuses upon problems and issues that newly appointed lecturers have identified. There are opportunities toshare practice and problems. The tasks and assignments are rooted firmly in your work so that, in carryingout the tasks and assignments, you deepen your personal understanding of the processes of teaching,learning and assessment in your own subject.Also, since people learn in different ways and have different learning preferences, the course incorporates anumber of teaching and learning methods. Acknowledging individual differences also demands recognition ofequal opportunities and cultural diversity. Equal opportunities policies and best practice should informeverything that a lecturer does. This requires an understanding of equal opportunities in the curriculum and inthe institution. The programme will encourage participants to consider issues of cultural and educationaldiversity as appropriate to their teaching contexts.Be colleague centredYou and other participants on the course are not undergraduates but colleagues with your own professionalexpertise to develop. It is therefore important that the tutors involved are sensitive to the needs and status ofthe group. The programme will demonstrate the value of working with, and learning from, colleagues.Through its delivery methods, the course will enable participants to benefit from co-operation and sharing, andencourage a more open and collaborative approach to teaching.In addition, every participant will be assigned to a departmental mentor for teaching who will have jointresponsibility with you for your professional development on the course. The section on mentoring in thishandbook will form part of the briefing for all mentors.Develop reflective practitionersIt is not proposed to rehearse all the arguments from Kolb (1984) 5 , Schön (1988) 6 , Moon (2004) 7 and otherwriters on the value of reflective learning. The primary purpose of the programme is to lay the foundations ofcontinuing professional development so that as a lecturer you are equipped to analyse and respond tochanges in teaching, learning and assessment throughout your career. Hence, the programme will encourageyou to reflect on your approaches to these responsibilities through the tasks, assignments and discussionswith your mentor and other participants. Through this process it is anticipated that you will both develop yourexpertise and deepen your understanding of teaching, learning and assessment.As a ‘reflective practitioner’ you will:review your own performance and take account of peer and student feedbackselect teaching methods that allow for student learning styles, preferences and previous experiencerefer to the literature on learning and teaching as well as taking account of your own experienceconstantly seek means to enhance both the learning experiences of your students and your own experienceas a lecturer.5Kolb, D., 1984. Experiential Learning: experience as a source of learning. Englewood Cliffs: Prentice Hall.6Schön, D.A., 1988. Educating the Reflective Practitioner. San Francisco: Jossey Bass.7Moon, J., 2004. Reflection in Learning & Personal Development. London: RoutledgeFalmer.Staff and Departmental Development Unit page 3 University of Leeds

ULTA-2 Course Handbook 2009/104 What will ULTA-2 do for you ?ULTA-2 is approved and quality assured by the University’s Learning and Teaching Board (LTB) as a 40-credit, level M award. It comprises two modules:SDDU5415 - Teaching in the University - 20 M-level creditsSDDU5425 – Enhancing Your Practice - 20 M-level credits.AimsThe overall purpose of ULTA-2 is to develop independent, competent professionals who have knowledge andexpertise in the areas of higher education teaching and its management in the wider context of a changingstudent population. The programme focuses initially upon the practical tasks of newly appointed staff. Itsaims are, therefore, to:provide participants with an opportunity to critically reflect upon, assess and develop their professionalexpertise as teachers at the University of Leeds based upon both good practice and research intolearning and teachingdevelop the knowledge, skills, competencies and understanding necessary for effective teaching andmanagement of student learning at university level and which take account of the needs andbackgrounds of students and the provision of equal opportunitiesestablish a network of support amongst participants that will enable them to carry out their teachingduties with a greater degree of confidence, understanding and satisfactionprovide a pathway to registration with the Higher Education Academycontribute to the improvement of the status of teaching and the quality of student learning at theUniversity of Leedsdemonstrate the commitment of the University to the value of professional development in teaching.OutcomesULTA-2 will provide you with opportunities to explore a variety of approaches to teaching, learning andassessment with particular reference to current developments and issues in higher education, and toexperience a range of teaching/learning methods (including online learning and various formats of face-to-faceteaching). As a result, by the end of ULTA-2, you will be better able to:demonstrate competence and skill in the rationale for and use of a wide range of methods of teaching,learning and assessmentplan, implement and evaluate your own teaching strategies, based upon both good practice andresearch into learning and teachingidentify student learning needs and take account of those needs in your design of teaching and in theteaching methods and learning opportunities provided to studentsdesign coherent teaching/learning courses incorporating congruous assessment procedures andappropriate technologiesdevelop methods of evaluating teaching and coursesreflect critically upon your own teaching practice, identify developmental needs and formulate plans forappropriate continuing professional developmentenhance your knowledge and understanding of higher education through awareness of and ability toevaluate relevant educational literature (both generic and subject-specific).ValuesThe University values (Academic excellence, Community, Integrity, Inclusiveness, and Professionalism -http://tldynamic.leeds.ac.uk/strategy///values/index.htm) are implicit in the outcomes because they describehow we work together as a University to deliver the vision and strategy. In particular, they translate in thiscourse to:the importance of professional practices which respect and enable the progression and empowermentof individual learnersthe value of scholarship for the development of professional practice and knowledgea commitment to engaging in and supporting communities of practice amongst students andcolleagues for mutual support and learningthe promotion and implementation of equal opportunity practices to facilitate full participation by allstudents and colleaguesthe need for teachers continually to develop and extend their pedagogical knowledge andunderstandingthe contribution of critical reflection to the development of practice and understanding.Staff and Departmental Development Unit page 4 University of Leeds

ULTA-2 Course Handbook 2009/105 Your commitment to ULTA-2The maximum period that you have to finish ULTA-2 is two years (pro rata for part-time staff) and you shouldhave a time allowance (a minimum of 165 hours) included in your workload.The schedules for 2009/10 are given in Section 8. In order that you can build the course into your work toensure that you are teaching during the period when you attend the timetabled sessions and to avoid clasheswith other major responsibilities and commitments within your School, there are now three start dates for thecourse each academic year: September; December; and March. A new cohort of (approximately) 25participants will start the course at each of these times.SDDU5415 compriseso three full days - block 1o 3 Wednesday afternoons - block 2ooreference to online resourcestime-bound tasks that you are required to complete.SDDU5425 compriseso three full days - block 3o 3 Wednesday afternoons - block 4o reference to online resourcesotime-bound tasks that you are required to complete.in addition, you are expected to attend the University of Leeds Learning & Teaching Conference andthe meeting with the Pro-Dean for Leaning and Teaching in your facultyalso, there are optional sessions: Delivery Techniques in December; and assignment clinics in March,June and Novembereach module is assessed by tasks and a case study based on your work with studentsyou will need to meet your mentor on several occasions for each assignmentyour mentor will observe you teaching as part of the assignment for SDDU5415you are required to attend all of the sessions for which you are registered (see section 7)both modules require you to make use of the VLE; you must, therefore, have a VLE username.6 Restrictions to the ways in which you can complete ULTA-2The maximum period that you have to finish ULTA-2 is two years. In addition:iiiiiiivit is expected that you will stay with the cohort you initially register with for all of the attendancerequirementsmodule SDDU5415 (Teaching at the University) must be completed before SDDU5425 (EnhancingYour Practice)tasks for module SDDU5415 must be completed before starting module SDDU5425feedback must be received on the first case study before the second case study can be submitted.7 AttendanceAttendance at the workshops is regarded as an integral part of the learning experience on the course and isconsistent with the philosophy of the course of being colleague-centred and the University value of community.If you are unable to attend any part or all of a session in any module, you must advise Catherine Taylor oreither the module or cohort leader at the earliest opportunity. Your attendance at an equivalent session maynot be possible within the same academic year Subject to the discretion of the course leader, in consultationwith the External Examiner, non-attendance may have an impact on the date you are able to complete amodule and gain the award.If you wish to withdraw from the course you must complete the appropriate form which requires endorsementfrom your Head of School and is available from Catherine Taylor.It was agreed by the SDDU LTC and Participant-Staff Forum that if a participant on the course does notrespond to emails concerning their plans for the course, particularly when they are approaching their deadline,further correspondence will be copied to their mentor and Head of School.Staff and Departmental Development Unit page 5 University of Leeds

ULTA-2 Course Handbook 2009/108 Programme 2009/10 COHORT 1SDDU5415: Teaching at the UniversityBLOCK 1 - 3 x 1 dayTuesday 15 September 2009 (9.30 am - 4.30 pm)Introduction to teaching at Leeds and an overview of the Leeds Teaching AwardVideo-recording [A-1] & lecturing and explaining [A-2]Following an introduction to teaching at Leeds, and an overview of ULTA-2, you will work in small groups to give shortpresentations (mini-lectures) which will be video-recorded. The recordings will be reviewed with a tutor and coursecolleagues. In the afternoon session a number of aspects of lecture planning, structuring and presenting will be discussed.Wednesday 16 September 2009 (9.30 am - 4.30 pm)Small group teaching [A-3]Learning in small groups is an important component of the student experience at Leeds. As well as being a means ofreviewing subject content, small-group work is a useful means for helping students to develop collaborative,communication and interpersonal skills. The session will focus on student behaviours in group contexts, and how we canrespond to ‘difficult’ situations. We will also look at a range of factors relating to group size and composition, and how bestto ensure that students participate fully in group work contexts.Assessing students: marking & giving feedback [A-4]The session will look at the reasons for assessing students and what different assessments methods can measure. It willalso take a practical look at how to approach the task of marking student work and giving feedback to students.Friday 18 September 2009 (9.30 am - 4.30 pm)Introduction to Blended Learning - a student perspective, and Academic Identities [A-5]This session will introduce blended learning, its importance in Higher Education and the University's vision for blendedlearning. You will have an opportunity to explore the VLE and other learning technologies available from a student'sperspective with a particular focus on the technology you will be using as students on this course. In addition, we willintroduce the concept of academic identity, and what it means as a teacher in HE.Personal tutoring at Leeds [A-6].The session is designed to help you feel better equipped to perform your role as personal tutor. The session will raiseawareness of the Leeds Model for Personal Tutoring and will use DVD case studies to promote discussion of theboundaries of the personal tutor role and to familiarise you with the referral process and the range of student supportagencies that are available at the University. In addition, the module assignment will be discussed.Term starts Wednesday 23 SeptemberTeaching starts: Monday 28 September & finishes Friday 11 DecemberBLOCK 2 - 3 x 2½ hoursWednesday 14 October 2009 (1.30 - 4.00 pm)Gaining and using feedback on teaching [A-7]The session will help you to work out ways of gathering and making sense of feedback about your teaching as it develops,and suggest how you may best go about the task of evidencing your on-going reflection during your continuingprofessional development.Wednesday 4 November 2009 (1.30 - 4.00 pm)Using Technology to enhance your teaching & identifying and evaluating on-line resources [A-8]The University of Leeds promotes the use of technology to integrate online tasks and activities alongside face to face teachingon campus. In this session you will consider the range of ways in which the VLE and other technology can be used to enhancelearning and teaching. We will explore some of the resources available online for you to include in your teaching.Wednesday 2 December 2009 (1.30 - 4.00 pm)Student learning, diversity and support [A-9]This session considers the factors that encourage student learning so that participants are able to design teachingsessions and assessments that help to maximise learning. The diversity of the student body is also considered and thesession will explore how to ensure equality of learning opportunity for all students by setting out to make teaching andassessment processes as inclusive as we can.Meeting the Pro-Dean for Learning & Teaching in your faculty [C-1]Meetings are arranged, on a faculty basis, for you to meet your faculty Pro-Dean for Learning & Teaching. These usuallylast between 60-90 minutes and are designed to give you an insight into the quality assurance [QA] and qualityenhancement [QE] arrangements within the faculty and the University more widely.18 December 2009 (pm)Delivery Techniques for Lecturers Working with Large Groups [C-2: OPTION]Richard Payne of BSPS Training Consultancy Limited (www.bspstraining.co.uk/) will be running this additional, optionalsession to assist with presenting.Staff and Departmental Development Unit page 6 University of Leeds

ULTA-2 Course Handbook 2009/10COHORT 1SDDU5425: Enhancing Your PracticeBLOCK 3 - 3 x 1 day plus the University Learning &Teaching ConferenceTuesday 5 January 2010 (9.30 am - 4.30 pm)Designing Effective Learning & Teaching [B-1]We will review a number of course design models in order to gain an overview of the process and then, with a particular focuson constructive alignment, consider: setting aims & learning outcomes; deciding appropriate intellectual demand; developingskills; selection of content, teaching and learning methods; matching assessment to outcomes; and getting the ‘climate’ and‘environment’ right. In addition, we will look at ways in which we can (and must) assure the quality of our teaching and, moreimportantly, enhance the learning experience for students. In addition, the assessment of this module will be discussed.Wednesday 6 January 2010 (9.30 am - 4.30 pm)Designing assessment [B-2]This session examines ways that we can design assessment strategies that promote learning through providing opportunitiesfor feedback and which assist students in becoming better prepared for assessments by developing their understanding ofacademic expectations. In particular the session will look at issues to do with plagiarism and will explore a range of computerbased tools that have been developed to assist with the assessment process.Thursday 7 January 2010 (10.00 am - 4.00 pm)Challenging students (10.00 - 12.30) [B-3]Our aim is to develop all of our students to their full potential - how can we achieve this for the full range of students?Learning & teaching is a joint venture between staff and students; what can / should we do if the students do not seem to bepartners in the process; motivation, apathy, and lack of ability will feature in this session.Designing for Blended Learning (1.30 - 4.00) [B-4]In ULTA 5415 you considered learning as a student using the VLE and opportunities to use technology in your teaching atLeeds. In this session you consider why you should use technology in your teaching, and how technology could best beintegrated into your course design for the benefit of your students.Friday 8 January 2010University of Leeds Learning &Teaching Conference: World-class Learning & Teaching at Leeds [C-3]BLOCK 4 - 3 x 2½ hoursWednesday 3 February 2010 (1.30 - 4.00 pm)Strategic issues in learning & teaching in a world-class University [B-5]This session will focus on the strategic imperatives from the Strategy Map: Inspire our students to develop their full potentialand Enhance our standing as an international University. Research-led, research-based, research informed &internationalising the curriculum, all figure in this important discussion.Wednesday 24 February 2010 (1.30 - 4.00 pm)Facilitating and supporting student learning with the VLE [B6]In order to get the best out of the VLE, students need some guidance and moderation; the online context presents differentchallenges compared to those encountered in the lecture hall and seminar room but equally provides new opportunities andpedagogical benefits to enhance face-to-face learning and teaching. Creating a sense of community for example, is oneapproach that can aid motivation and encourage collaboration amongst your students (both online and face-to-face). In thissession we will consider relevant models, benefits and challenges of facilitating and supporting student learning.Wednesday 17 March 2010 (12.30 - 4.00 pm)Cohort ForumOver lunch you will be invited to give feedback on what works well on the course and ideas for development.Skills in the curriculum [B-7]The session will focus on the development of students’ skills, including key skills such as written and oral communication andteam work, but also discussing more recent notions such as information literacy and enterprise skills. The workshop aims tolook at ways of encouraging the development of students’ skills and, where appropriate, to make skills development an explicitpart of your curricula, teaching sessions and in the assessment of student work.At the end, progression to the PGCLTHE/PGCAP (http://www.leeds.ac.uk/sddu/lt/ulta/pgc.html) will be discussedAssignment clinic [C-4: OPTION]An opportunity to discuss plans for either of the two assignments with the appropriate module leaders. They will be arrangedin March, June and November, and a booking system will be available through the VLE.Staff and Departmental Development Unit page 7 University of Leeds

ULTA-2 Course Handbook 2009/10BLOCK 1 - 3 x 1 dayTuesday 15 December 2009 (9.30 am - 4.30 pm)COHORT 2SDDU5415: Teaching at the UniversityTeaching starts: Monday 28 September & finishes Friday 11 DecemberIntroduction to teaching at Leeds and an overview of the Leeds Teaching AwardVideo-recording [A-1] & lecturing and explaining [A-2]Following an introduction to teaching at Leeds, and an overview of ULTA-2, you will work in small groups to give shortpresentations (mini-lectures) which will be video-recorded. The recordings will be reviewed with a tutor and coursecolleagues. In the afternoon session a number of aspects of lecture planning, structuring and presenting will be discussed.Wednesday 16 December 2009 (9.30 am - 4.30 pm)Small group teaching [A-3]Learning in small groups is an important component of the student experience at Leeds. As well as being a means ofreviewing subject content, small-group work is a useful means for helping students to develop collaborative,communication and interpersonal skills. The session will focus on student behaviours in group contexts, and how we canrespond to ‘difficult’ situations. We will also look at a range of factors relating to group size and composition, and how bestto ensure that students participate fully in group work contexts.Assessing students: marking & giving feedback [A-4]The session will look at the reasons for assessing students and what different assessments methods can measure. It willalso take a practical look at how to approach the task of marking student work and giving feedback to students.Thursday 17 December 2009 (9.30 am - 4.30 pm)Introduction to Blended Learning - a student perspective, and Academic Identities [A-5]This session will introduce blended learning, its importance in Higher Education and the University's vision for blendedlearning. You will have an opportunity to explore the VLE and other learning technologies available from a student'sperspective with a particular focus on the technology you will be using as students on this course. In addition, we willintroduce the concept of academic identity, and what it means as a teacher in HE.Personal tutoring at Leeds [A-6]The session is designed to help you feel better equipped to perform your role as personal tutor. The session will raiseawareness of the Leeds Model for Personal Tutoring and will use DVD case studies to promote discussion of theboundaries of the personal tutor role and to familiarise you with the referral process and the range of student supportagencies that are available at the University. In addition, the module assignment will be discussed.-------------------------------------------------18 December 2009 (pm)Delivery Techniques for Lecturers Working with Large Groups [C-2: OPTION]Richard Payne of BSPS Training Consultancy Limited (www.bspstraining.co.uk/) will be running this additional, optionalsession to assist with presenting.Friday 8 January 2010University of Leeds Learning &Teaching Conference: World-class Learning & Teaching at Leeds [C-3]Term starts Monday 11 January (exams) & teaching starts 25 JanuaryBLOCK 2 - 3 x 2½ hoursWednesday 13 January 2010 (1.30 - 4.00 pm)Gaining and using feedback on teaching [A-7]The session will help you to work out ways of gathering and making sense of feedback about your teaching as it develops,and suggest how you may best go about the task of evidencing your on-going reflection during your continuingprofessional development.Wednesday 10 February 2010 (1.30 - 4.00 pm)Student learning, diversity and support [A-9]This session considers the factors that encourage student learning so that participants are able to design teachingsessions and assessments that help to maximise learning. The diversity of the student body is also considered and thesession will explore how to ensure equality of learning opportunity for all students by setting out to make teaching andassessment processes as inclusive as we can.Wednesday 3 March 2010 (1.30 - 4.00 pm)Using Technology to enhance your teaching & identifying and evaluating on-line resources [A-8]The University of Leeds promotes the use of technology to integrate online tasks and activities alongside face to face teachingon campus. In this session you will consider the range of ways in which the VLE and other technology can be used toenhance learning and teaching. We will explore some of the resources available online for you to include in your teaching.Meeting the Pro-Dean for Learning & Teaching in your faculty [C-1]Meetings are arranged, on a faculty basis, for you to meet your faculty Pro-Dean for Learning & Teaching. These usuallylast between 60-90 minutes and are designed to give you an insight into the quality assurance [QA] and qualityenhancement [QE] arrangements within the faculty and the University more widely.Staff and Departmental Development Unit page 8 University of Leeds

ULTA-2 Course Handbook 2009/10BLOCK 3 - 3 x 1 dayTuesday 13 April 2010 (9.30 am - 4.30 pm)Designing Effective Learning & Teaching [B-1]COHORT 2SDDU5425: Enhancing Your PracticeWe will review a number of course design models in order to gain an overview of the process and then, with a particular focuson constructive alignment, consider: setting aims & learning outcomes; deciding appropriate intellectual demand; developingskills; selection of content, teaching and learning methods; matching assessment to outcomes; and getting the ‘climate’ and‘environment’ right. In addition, we will look at ways in which we can (and must) assure the quality of our teaching and, moreimportantly, enhance the learning experience for students. In addition, the assessment of this module will be discussed.Wednesday 14 April 2010 (9.30 am - 4.30 pm)Designing assessment [B-2]This session examines ways that we can design assessment strategies that promote learning through providing opportunitiesfor feedback and which assist students in becoming better prepared for assessments by developing their understanding ofacademic expectations. In particular the session will look at issues to do with plagiarism and will explore a range of computerbased tools that have been developed to assist with the assessment process.Friday 16 April 2010 (10.00 am - 4.00 pm)Challenging students (10.00 - 12.30) [B-3]Our aim is to develop all of our students to their full potential - how can we achieve this for the full range of students?Learning & teaching is a joint venture between staff and students; what can / should we do if the students do not seem to bepartners in the process; motivation, apathy, and lack of ability will feature in this session.Designing for Blended Learning (1.30 - 4.00) [B-4]In ULTA 5415 you considered learning as a student using the VLE and opportunities to use technology in your teaching atLeeds. In this session you consider why you should use technology in your teaching, and how technology could best beintegrated into your course design for the benefit of your students.Teaching starts Monday 19 April (exams) finishes Friday 7 MayBLOCK 4 - 3 x 2½ hoursWednesday 5 May 2010 (1.30 - 4.00 pm)Strategic issues in learning & teaching in a world-class University [B-5]This session will focus on the strategic imperatives from the Strategy Map: Inspire our students to develop their full potentialand Enhance our standing as an international University. Research-led, research-based, research informed &internationalising the curriculum, all figure in this important discussion.Wednesday 26 May 2010 (1.30 - 4.00 pm)Facilitating and supporting student learning with the VLE [B6]In order to get the best out of the VLE, students need some guidance and moderation; the online context presents differentchallenges compared to those encountered in the lecture hall and seminar room but equally provides new opportunities andpedagogical benefits to enhance face-to-face learning and teaching. Creating a sense of community for example, is oneapproach that can aid motivation and encourage collaboration amongst your students (both online and face-to-face). In thissession we will consider relevant models, benefits and challenges of facilitating and supporting student learning.Wednesday 16 June 2010 (12.30 - 4.00 pm)Cohort ForumOver lunch you will be invited to give feedback on what works well on the course and ideas for development.Skills in the curriculum [B-7]The session will focus on the development of students’ skills, including key skills such as written and oral communication andteam work, but also discussing more recent notions such as information literacy and enterprise skills. The workshop aims tolook at ways of encouraging the development of students’ skills and, where appropriate, to make skills development an explicitpart of your curricula, teaching sessions and in the assessment of student work.At the end, progression to the PGCLTHE/PGCAP (http://www.leeds.ac.uk/sddu/lt/ulta/pgc.html) will be discussedAssignment clinic [C-4]An opportunity to discuss plans for either of the two assignments with the appropriate module leaders. They will be arrangedin March, June and November, and a booking system will be available through the VLE.Staff and Departmental Development Unit page 9 University of Leeds

ULTA-2 Course Handbook 2009/10COHORT 3SDDU5415: Teaching at the University18 December 2009 (pm)Delivery Techniques for Lecturers Working with Large Groups [C-2: OPTION]Richard Payne of BSPS Training Consultancy Limited (www.bspstraining.co.uk/) will be running this additional, optionalsession to assist with presenting.Friday 8 January 2010University of Leeds Learning &Teaching Conference: World-class Learning & Teaching at Leeds [C-3]Teaching finishes Friday 19 MarchBLOCK 1 - 3 x 1 dayTuesday 23 March 2010 (9.30 am - 4.30 pm)Introduction to teaching at Leeds and an overview of the Leeds Teaching AwardVideo-recording [A-1] & lecturing and explaining [A-2]Following an introduction to teaching at Leeds, and an overview of ULTA-2, you will work in small groups to give shortpresentations (mini-lectures) which will be video-recorded. The recordings will be reviewed with a tutor and coursecolleagues. In the afternoon session a number of aspects of lecture planning, structuring and presenting will be discussed.Wednesday 24 March 2010 (9.30 am - 4.30 pm)Small group teaching [A-3]Learning in small groups is an important component of the student experience at Leeds. As well as being a means ofreviewing subject content, small-group work is a useful means for helping students to develop collaborative,communication and interpersonal skills. The session will focus on student behaviours in group contexts, and how we canrespond to ‘difficult’ situations. We will also look at a range of factors relating to group size and composition, and how bestto ensure that students participate fully in group work contexts.Assessing students: marking & giving feedback [A-4]The session will look at the reasons for assessing students and what different assessments methods can measure. It willalso take a practical look at how to approach the task of marking student work and giving feedback to students.Thursday 25 March 2010 (9.30 am - 4.30 pm)Introduction to Blended Learning - a student perspective, and Academic Identities [A-5]This session will introduce blended learning, its importance in Higher Education and the University's vision for blendedlearning. You will have an opportunity to explore the VLE and other learning technologies available from a student'sperspective with a particular focus on the technology you will be using as students on this course. In addition, we willintroduce the concept of academic identity, and what it means as a teacher in HE.Personal tutoring at Leeds [A-6]The session is designed to help you feel better equipped to perform your role as personal tutor. The session will raiseawareness of the Leeds Model for Personal Tutoring and will use DVD case studies to promote discussion of theboundaries of the personal tutor role and to familiarise you with the referral process and the range of student supportagencies that are available at the University. In addition, the module assignment will be discussed.BLOCK 2 - 3 x 2½ hoursWednesday 28 April 2010 (1.30 - 4.00 pm)Gaining and using feedback on teaching [A-7]Teaching starts: Monday 19 April & finishes Friday 7 MayExaminations start Monday 17 May & finish Friday 4 JuneThe session will help you to work out ways of gathering and making sense of feedback about your teaching as it develops,and suggest how you may best go about the task of evidencing your on-going reflection during your continuingprofessional development.Wednesday 12 May 2010 (1.30 - 4.00 pm)Using Technology to enhance your teaching & identifying and evaluating on-line resources [A-8]The University of Leeds promotes the use of technology to integrate online tasks and activities alongside face to face teachingon campus. In this session you will consider the range of ways in which the VLE and other technology can be used toenhance learning and teaching. We will explore some of the resources available online for you to include in your teaching.Wednesday 9 June 2010 (1.30 - 4.00 pm)Student learning, diversity and support [A-9]This session considers the factors that encourage student learning so that participants are able to design teachingsessions and assessments that help to maximise learning. The diversity of the student body is also considered and thesession will explore how to ensure equality of learning opportunity for all students by setting out to make teaching andassessment processes as inclusive as we can.-------------------------------------------------Meeting the Pro-Dean for Learning & Teaching in your faculty [C-1]Meetings are arranged, on a faculty basis, for you to meet your faculty Pro-Dean for Learning & Teaching. These usuallylast between 60-90 minutes and are designed to give you an insight into the quality assurance [QA] and qualityenhancement [QE] arrangements within the faculty and the University more widely.Staff and Departmental Development Unit page 10 University of Leeds

ULTA-2 Course Handbook 2009/10BLOCK 3 - 3 x 1 dayTuesday 7 September 2010 (9.30 am - 4.30 pm)Designing Effective Learning & Teaching [B-1]COHORT 3SDDU5425: Enhancing Your PracticeWe will review a number of course design models in order to gain an overview of the process and then, with a particular focuson constructive alignment, consider: setting aims & learning outcomes; deciding appropriate intellectual demand; developingskills; selection of content, teaching and learning methods; matching assessment to outcomes; and getting the ‘climate’ and‘environment’ right. In addition, we will look at ways in which we can (and must) assure the quality of our teaching and, moreimportantly, enhance the learning experience for students. In addition, the assessment of this module will be discussed.Wednesday 8 September 2010 (9.30 am - 4.30 pm)Designing assessment [B-2]This session examines ways that we can design assessment strategies that promote learning through providing opportunitiesfor feedback and which assist students in becoming better prepared for assessments by developing their understanding ofacademic expectations. In particular the session will look at issues to do with plagiarism and will explore a range of computerbased tools that have been developed to assist with the assessment process.Friday 10 September 2010 (10.00 am - 4.00 pm)Challenging students (10.00 - 12.30) [B-3]Our aim is to develop all of our students to their full potential - how can we achieve this for the full range of students?Learning & teaching is a joint venture between staff and students; what can / should we do if the students do not seem to bepartners in the process; motivation, apathy, and lack of ability will feature in this session.Designing for Blended Learning (1.30 - 4.00) [B-4]In ULTA 5415 you considered learning as a student using the VLE and opportunities to use technology in your teaching atLeeds. In this session you consider why you should use technology in your teaching, and how technology could best beintegrated into your course design for the benefit of your students.Term starts Wednesday 22 SeptemberTeaching starts: Monday 27 September & finishes Friday 10 DecemberBLOCK 4 - 3 x 2½ hoursWednesday 6 October 2010 (1.30 - 4.00 pm)Strategic issues in learning & teaching in a world-class University [B-5]This session will focus on the strategic imperatives from the Strategy Map: Inspire our students to develop their full potentialand Enhance our standing as an international University. Research-led, research-based, research informed &internationalising the curriculum, all figure in this important discussion.Wednesday 10 November 2010 (1.30 - 4.00 pm)Facilitating and supporting student learning with the VLE [B6]In order to get the best out of the VLE, students need some guidance and moderation; the online context presents differentchallenges compared to those encountered in the lecture hall and seminar room but equally provides new opportunities andpedagogical benefits to enhance face-to-face learning and teaching. Creating a sense of community for example, is oneapproach that can aid motivation and encourage collaboration amongst your students (both online and face-to-face). In thissession we will consider relevant models, benefits and challenges of facilitating and supporting student learning.Wednesday 8 December 2010 (12.30 - 4.00 pm)Cohort ForumOver lunch you will be invited to give feedback on what works well on the course and ideas for development.Skills in the curriculum [B-7]The session will focus on the development of students’ skills, including key skills such as written and oral communication andteam work, but also discussing more recent notions such as information literacy and enterprise skills. The workshop aims tolook at ways of encouraging the development of students’ skills and, where appropriate, to make skills development an explicitpart of your curricula, teaching sessions and in the assessment of student work.At the end, progression to the PGCLTHE/PGCAP (http://www.leeds.ac.uk/sddu/lt/ulta/pgc.html) will be discussedAssignment clinic [C-4]An opportunity to discuss plans for either of the two assignments with the appropriate module leaders. They will be arrangedin March, June and November, and a booking system will be available through the VLE.Staff and Departmental Development Unit page 11 University of Leeds

ULTA-2 Course Handbook 2009/109 How will the course be taught ?The delivery of the programme recognises the need to:be practicalbe relevantdemonstrate active learning methodsmodel a variety of approaches to teaching and learningintegrate theory and practice, and provide opportunities for participants to analyse and reflect uponapplicability to their own contextgenerate an environment that fosters and promotes group identity and peer support.To achieve these a wide variety of teaching and learning methods will be used in the programme including:seminars / workshops - will be informative, interactive and based on good practice, relevant theory &literatureone-to-one support from tutors, mentors and peers - individual support for academic, personal andpractice / disciplinary linked concerns from the course tutors and school mentors and fellowparticipantswork-based - this includes teaching a wide range of students and courses and completing set, timedtasks in each module (all of which contribute to the case-study assignment)professional development - participants will be expected to take full advantage of the HE AcademySubject Centres (www.heacademy.ac.uk/SubjectNetwork.htm) and professional bodies andassociationsonline resources, activities and support - information and discussion rooms will be made availablethrough the VLE for participants to provide a support networkprivate study - reference to the literature and completion of assessments tasks and assignments todeepen knowledge and enhance understanding.Staff and Departmental Development Unit page 12 University of Leeds

ULTA-2 Course Handbook 2009/1010 How you will be assessedEach module has a number of tasks and a case study assignment which arise directly out of the content of themodule and its application to your work. The outcomes of the tasks contribute to the case studies and alltasks and both case studies must be completed to gain the award. In addition, we will request a TeachingReference from your Head of School / Director of Learning & Teaching attesting to your achievements againstthe professional standards (a proforma is provided).The tasks must be completed to gain the ULTA-2 award. Details of the tasks and the deadlines forcompletion of the tasks are stated in the relevant module handbook. If you are unable to complete a task inaccordance with the relevant deadline you must contact the course leader prior to the deadline to discuss this.The two assignments contribute equally to successful completion of the ULTA-2 Award, and will be assessedby members of the programme team. For assignment SDDU5415, however, a component of the grade will bedecided jointly by you and your mentor. Written feedback will be given on all assignments.For both case studies you are expected to produce an abstract that you submit electronically: seehttp://www.sddu.leeds.ac.uk/abstracts/ for further information.Detailed assignment specifications are given in the respective module handbooks, along with the outlinemarking criteria. Both assignments have word limits - any submissions exceeding the word limit bymore than 500 words will not be able to obtain a merit grade.Assignments should be discussed with your mentor as you plan and produce them. There will also beopportunities to discuss assignments with the course providers / tutors.You have two years from the date you commence SDDU5415 to complete ULTA-2. There are threesubmission dates in the year: 1 February; 1 May; and 1 October (if the submission date is on a weekend orUniversity holiday, then the submission date will be the next working day), and you cannot submit your secondassignment until you have received feedback on the first. Normally, comments and a provisional grade will bereturned to you within four weeks of submission. The last date for submitting work to be considered by theExternal Examiner in any year is 1 October. All marked assignments will be returned to you after the meetingwith the External Examiner, when grades are confirmed, in the year that you gain the Award.Assignments should be submitted with the appropriate front sheet; these are available in the assessment areain the VLE. It is important that all sections of the sheet are completed, especially the check boxes at thebottom of the page, as these remind you of some essential aspects of the assignment. Assignmentssubmitted without completed front sheets will be automatically returned to you.Assignments will be graded as pass with merit, pass or refer according to the following grade descriptors:Pass withMeritPassReferIn addition to satisfying the major specification and criteria, the extent and scope ofthe work demonstrates added insight into the process and context of teaching,learning and assessment. In particular, the assignment should demonstrate at leastone of the following aspects:1. in-depth evaluation of the appropriate educational literature or that the literaturehas had a major influence on the teaching/learning/assessment practiceadopted in the case-study2. that critical self-reflection and action plans increased the appreciation of theeducational issues and how these should influence future practice for theindividual, programme, or department.Satisfies the major specification and criteria including critical self reflection.Evaluates and integrates educational theory using references to appropriate genericand/or discipline specific educational literature.Assignment does not yet satisfy the major specifications & criteria.The programme is designed to develop and measure your progress towards professional practice in the areasof teaching, learning, assessment and designing and evaluating teaching. Consequently a minimum of a passwill be required in both modules to obtain the ULTA-2 Award. If an assignment is referred you will be allowedonly one resubmission per module in accordance with standard University policy. If you attend the programmebut do not complete both assignments, you will not gain the Award. To gain an overall merit grade you willnormally be required to achieve a pass with merit on both of the assignments.Staff and Departmental Development Unit page 13 University of Leeds

ULTA-2 Course Handbook 2009/10Submission of assignmentsA hard-copy of your assignment should be submitted to Catherine Taylor (by mail or in person - please do notuse plastic pockets) and she will issue a receipt. You should submit a single, paper copy, word processed andwith the pages numbered (as this assists us to give specific feedback). A contents page and references listare essential aspects of the case study. Also, you should submit an electronic version, via the VLE, withoutthe appendices. This will be submitted to the electronic plagiarism checker Turnitin, so you should not submityour work to Turnitin prior to submission.Whilst recommending the Harvard referencing system 8 we recognise that practice varies across the disciplines.If you do not use the Harvard system we require you to use a recognised alternative referencing convention. Auseful guide to referencing (Fisher, D & Hanstock, T, 1998. Citing references, Nottingham: Nottingham TrentUniversity/Blackwell’s Bookshops) is available from Blackwell’s University Bookshop on Blenheim Terrace.Assignment surgeriesThere will be an opportunity to discuss plans for either of the two assignments with the appropriate moduleleaders. They will be arranged in March, June and November, and a booking system will be available throughthe VLE.FlexibilityGiven the range of staff that are registered on ULTA-2 and hence the range of teaching contexts they work in,you may find that the assignment specifications and criteria do not fit your situation. Please discuss anyconcerns that you have with the module leader; she will be able to solve the problem.ExtensionsIf for an appropriate reason you need extra time, either to complete the tasks or to complete the course,contact the course leader to discuss this as soon as possible. As noted above you have a maximum of twoyears to complete the course. If, for a valid reason, you need to extend this period the request has to beconsidered by a University Committee, so there is a formal procedure to follow8http://www.leeds.ac.uk/sddu/pgcert/documents/harvard.docStaff and Departmental Development Unit page 14 University of Leeds

ULTA-2 Course Handbook 2009/1011 The support you will getSDDUEach cohort has a cohort leader; a member of the course team who is responsible for the pastoral aspects ofthe cohort; the cohort leaders are listed on the next page.School / DepartmentEvery new member of the academic staff is assigned a probationary adviser, who is a senior member of thesame Department / School. The adviser's role is to help and assess the probationary lecturer on his/herperformance and progress in areas detailed in the individual’s probation plan.For ULTA-2, in addition to the support from tutors and colleagues on the course, you will have a mentor. Therole of this mentor relates to your teaching. The mentor’s responsibilities include:provide guidance and feedback on teaching sessions, approaches to other forms of teaching,assessment and student learningexplore and discuss your self assessment of your preparation and teachingprovide opportunities for you to observe the mentor's teaching and that of other colleagues asexamples of good practicehelp you to develop skills in teaching and related activitiesprovide personal support where necessary, and increase your confidencereview progress with youact as a resource to you in terms of institutional and departmental policies, procedures and routines asthey affect teaching and learninghelp you to develop a reflective approach to your work with students, whereby monitoring andevaluation, for improvement purposes, becomes an on-going processassist you to develop your teaching portfoliojointly assess, with you, the practical teaching sessions of assignment SDDU5415.Course mentors need not be senior staff; they may be closer in age and experience to you. A course mentor,at the discretion of the Head of Department / School, could also be your probationary adviser. All mentors willreceive this Handbook which includes a section describing their roles and responsibilities.Meetings for mentors have been arranged on several days during the academic year.The course team will make use of University systems such as the VLE and online reading lists to support themodules in the programme. Materials, handbooks, instructions and communication tools will be available toyou in a variety of formats to allow flexible access.We do not assign ‘personal tutors’ on this course, however, there are particular people to contact for specificissues. Questions about your attendance on a module or concerns with teaching and learning on theprogramme should be addressed to your cohort leader. Questions about assessment of a particular SDDUmodule are best addressed to the module leader. Questions about an individual task are best sent to theperson responsible for the task (named in the module handbook). Questions about extensions should beaddressed to the course leader.Staff and Departmental Development Unit page 15 University of Leeds

ULTA-2 Course Handbook 2009/10ContactsChristopher Butcher has overall responsibility for ULTA-2 (course leader); Chris is cohort leader for cohort 1Contact: (0113 34) 34047 c.w.butcher@adm.leeds.ac.uk Room G.11a Baines Wing/Great HallClara Davies leads SDDU5415 (module leader); Clara is cohort leader for cohort 3Contact: (0113 34) 31465 c.m.a.davies@adm.leeds.ac.uk Room G.11 Baines Wing/Great HallRebecca Dearden leads SDDU5425 (module leader); Rebecca is cohort leader for cohort 2Contact: (0113 34) 31464 r.dearden@adm.leeds.ac.ukRoom LG.29 Baines Wing/Great HallJane O’Neill is a course team memberContact: (0113 34) 31664 j.m.oneill@adm.leeds.ac.uk Room G.10 Baines Wing/Great HallCatherine Taylor is the Course Coordinator for ULTA-2Contact: (0113 34) 36658 (0113 34) 34162 c.taylor@adm.leeds.ac.uk Room G.09 Baines Wing/Great HallKirsten Thompson is a course team memberContact: (0113 34) 35877 K.Thompson@adm.leeds.ac.uk Room LG.27 Baines Wing/Great HallStaff and Departmental Development Unit page 16 University of Leeds

ULTA-2 Course Handbook 2009/1012 MentorsThis section focuses upon the role and expectations of the mentor in connection with the assignments that youhave to complete and the teaching portfolio that you are recommended to develop, but it also offers somegeneral suggestions on working with participants on ULTA-2.The Role of the MentorThe focus of the mentor’s work is to help a participant on the course to develop his or her approach toteaching, learning and assessment: to act as a trusted adviser and critical friend. In so doing, the mentor mayalso be indirectly assisting the participant to develop approaches to administration and research.The primary responsibilities of a mentor are to:provide guidance and feedback on teaching sessions, approaches to other forms of teaching,assessment and student learningexplore and discuss the participant's self assessment of their own preparation and teachingprovide opportunities for the participant to observe the mentor's teaching and that of other colleaguesas examples of good practicehelp the participant to develop skills in teaching and related activitiesprovide personal support where necessary, and increase the participant's confidencereview progress with the participantact as a resource to the participant in terms of institutional and departmental policies, procedures androutines as they affect teaching and learninghelp the participant to develop a reflective approach to her/his work with students, whereby monitoringand evaluation, for improvement purposes, becomes an on-going processassist the participant to develop his/her teaching portfoliojointly assess, with the participant, the practical teaching sessions of assignment SDDU5415.Competencies of a MentorColleagues who have been asked to carry out the role of mentoring are perceived to have the range of skillsand qualities - competencies - necessary for the task. These include the ability to:agree and review objectives for a participant in the mentoring processestablish an open and honest relationship with the participantmake time available to support a participant - as a reflection of their own organisational and timemanagementskillscontribute to building a participant's self-confidenceencourage a participant to take responsibility for his/her professional developmentlisten attentively and non-judgementallymaintain confidentialityencourage a participant to clarify his/her view and philosophy of teaching and learningrefer a participant to other sources of support where necessary and/or appropriate, and provideconstructive and germane feedback as appropriateencourage a participant to monitor and reflect on the outcomes of their teaching and management oflearning for the purposes of development and enhancementmonitor and develop their own performance in mentoring.Staff and Departmental Development Unit page 17 University of Leeds

ULTA-2 Course Handbook 2009/10The Tasks of a MentorThe primary task of a mentor is to provide advice and support on teaching and assessment procedures. Thisadvice and support should be focused upon the tasks and the two assignments that will be undertaken by theparticipant during the courseFive of the designated contact hours of each module are nominally allotted to working with mentors; however,this represents the minimum contact. Ideally, mentors should meet with participants at least three times foreach assignment, and the purposes of the meetings are: preliminary meeting to discuss plans for the assignment and provide any guidance or support required on-going meeting to monitor the progress of the assignment and share any appropriate practice or advice feedback meeting to give feedback on the completed assignment prior to its submission.To assist the discussions about assignments, review forms area available on the mentors’ page of the ULTAwebsite at http://www.leeds.ac.uk/sddu/lt/ulta/ulta2/mentor.htmlGiving FeedbackOne of the crucial skills of mentoring is giving participants effective feedback. This has two purposes:to reinforce what is being done - to enhance good practiceto change what is being done - to move away from unsuccessful or inefficient practiceEffective feedback should be:TimelyConstructiveRelevantDirectedClearEmpatheticDescriptiveSensitiveas soon after the event as possible, providing that the participant is ready for feedbackstart with the positive and balance the negative with suggestions for changetake account of the context and the possibilitiestowards what the recipient can changestate specific instances rather than generalisationscovers what the receiver can deal with rather than the amount you can providethe aim is not to assess - rather to discuss alternatives. Describing rather than criticising abehaviour can often generate more effective dialogue and resultsbegin discussions by asking the participant what he/she thought. You can then providecomments in the context of the participant’s perceptions.The details of each assignment are given in the respective module handbooks. The information includes:assignment description – tasks & case studyrole of the mentor in the assignmentoutline criteriathe teaching observations for SDDU 5415Staff and Departmental Development Unit page 18 University of Leeds

ULTA-2 Course Handbook 2009/1013 Quality Management & Enhancement ProceduresULTA-2 is a University of Leeds qualification, approved by the Learning and Teaching Board as a forty-creditaward at level M. The course, in common with all courses approved by the University, is subject to annual andperiodic review procedures which are overseen by the Academic Quality Standards Team. The annualprocess for the ULTA-2 Award includes a review of all modules and of the course as a whole. These reviewsare informed by feedback from participants and the report from the External Examiner.Participant feedbackComments from participants are collected in three ways:views of the course in progress are elicited at two stages by questionnaire and once at a cohortforum meeting from each cohort:timingSDDU5415 and administrative procedures - questionnaireSDDU5425 - questionnaireSDDU5415 & SDDU5425 – cohort forumend SDDU5415end SDDU5425end SDDU5425an end of course evaluation (when the final assignment is submitted)a ‘six months on’ questionnaire, sent to all staff who successfully complete ULTA-2, is used toevaluate how the course has affected classroom practice.The cohort forum is an opportunity to give feedback on what works well on the course and ideas for development.In addition there is a discussion forum (anonymous) in the Participant-Staff Forum area of the VLE.External examinerFor each cohort the External Examiner visits the University in November / December. During the visit s/heexamines all assignments, meets course participants, and gives verbal feedback to the course team. S/heprovides a written report which is responded to in accordance with University requirements. The examiner isasked to address issues of standards, quality of work, validity and reliability of assessment procedures andcourse design.The current External Examiner is Dr Stephen Ketteridge, Head of Educational and Staff Development, QueenMary, University of London. s.w.ketteridge@qmul.ac.ukParticipant- Staff ForumThe Participant-Staff Forum passes opinions on the organisation, presentation and value of the ULTA-2course, taking account of University policies and strategies concerning teaching & learning and staffdevelopment.The Participant-Staff Forum is established during each course cycle. It consists of current course participantsfrom each of the three cohorts, participants from cohorts who commenced the course in the previous academicyear, the ULTA-2 course team and Director SDDU. The participant members will, as far as possible, berepresentative of the different departments / schools / faculties enrolled on the programme. The chair, for all ofthe meetings, will be elected from the participant members.The group will have at least one formal meeting during the course cycle. Minutes of the meeting, which will formpart of the annual report required by the University’s teaching quality assurance procedures, will be taken by theULTA-2 course coordinator and confirmed by the chair. An agenda will be circulated at least one week prior tothe meeting, and all members of the Participant-Staff Forum will have the opportunity to submit items forinclusion. Participant members will be expected to consult with course participants in order to ascertain theirviews on all matters.The chair and one other elected participant member will act as participant representatives on the Learning &Teaching Committee for approved programmes in the SDDU.The Participant-Staff Forum is invited to meet the External Examiner each year during the Examiner’s visit todiscuss the course; further details are available in the VLE.Staff and Departmental Development Unit page 19 University of Leeds

ULTA-2 Course Handbook 2009/10Learning & Teaching Committee (SDDULTC)The Learning & Teaching Committee for approved programmes in the SDDU consists of representatives fromall faculties within the University, who meet at least twice each year to :consider the annual review of the courseconsider participant evaluationsreceive minutes of the staff participant forum meetingreceive the external examiner’s report and the response madereceive details of the number of staff registering for and completing the ULTA-2 Awardcomment on arrangements for the next cycle of the coursemake recommendations for changes to and development of the course taking account of Universitypolicies and strategies concerning teaching & learning and staff development.The SDDULTC reports to the University’s Learning and Teaching Board (LTB).Changes we makeEach year changes are made to the programme as a result of discussions with participants and others. Thechanges that were made to ULTA-2, and its predecessor, can be found in the VLE.External accreditationULTA-2 is accredited by the Higher Education Academy at professional standard 2 of the National Frameworkfor Professional Standards in Teaching and Supporting Learning.Higher Education AcademyThe Higher Education Academy is a professional body for all who teach and support learning in highereducation in the UK. It aims to enhance the status of teaching, improve the experience of learning andsupport innovation in higher education. www.heacademy.ac.uk/Indicators of qualityULTA-2 is a new course that commenced in September 2007. However, the predecessor to ULTA-2 - thePostgraduate Certificate in Learning & Teaching in Higher Education (PGCLTHE) – has been reviewed andcommented on in a number of ways.QAASubject ReviewThe PGCLTHE was reviewed in November 2001 with parts of the School of Education and School ofContinuing Education. The provision scored the maximum 4 points in all 6 areas of review. The reviewreport is available at:www.qaa.ac.uk/reviews/reports/subjectLevel/q442_01.pdfIn evidence for the Subject Review, more than 90% of Heads of Departments & Schools were fullysupportive of the programme, and reported the positive impact that it had made on their staff and theteaching and learning in the Departments & Schools.University of Leeds Institutional Audit, March 2004Students met by the audit team praised the impact of the PGCLTHE programme, explaining that staff whohad participated in it used an innovative and appropriate variety of methodologies in their sessions anddemonstrated an awareness of learning and teaching issues (see audit report, para#93).External examinersDescribed by successive PGCLTHE external examiners as the ‘market leader’, ‘outstanding’ and a‘national flagship’.Accreditation of the PGCLTHEDescribed by a member of the accrediting body as ‘one of the top five in the country’Staff and Departmental Development Unit page 20 University of Leeds

ULTA-2 Course Handbook 2009/1014 Reading listsOn joining ULTA-2 you will be given a copy of:Fry, H., Ketteridge, S. & Marshall, S., 2009. A Handbook for Teaching & Learning in HigherEducation. (3 rd edition) Kogan Page.Each module handbook contains detailed reading lists which will be available online. In addition, theUniversity subscribes to a range of journals related to learning and teaching in Higher Education from whichpapers are available to download in full from the publisher or via Ingenta Select / Science Direct.The following books are general texts that you will find interesting and informative if you wish to do somepre-course reading.Biggs, J., 2007. Teaching for quality learning at university. (3 rd edition) Maidenhead : Open University PressCannon, R & Newble, D., 2006. Handbook for teachers in universities & colleges: a guide to improving teachingmethods. (4 th edition) London: Kogan PageMaier, P., 2000. Integr@ting technology in learning & teaching: a practical guide for educators. Kogan PageRace, P., 2004. The lecturer’s toolkit: a practical guide to learning, teaching & assessment (2 nd edition) London :RoutledgeFalmerRamsden, P., 2003. Learning to teach in higher education. (2 nd edition) London: RoutledgeSalmon, G., 2006. E-Moderating: the key to teaching and learning online. Kogan Page.Stephenson, J. (ed), 2001. Teaching and learning online. Kogan Page.Staff and Departmental Development Unit page 21 University of Leeds

ULTA-2 Course Handbook 2009/10AnnexThe National Framework for Professional Standards in Teaching and Supporting LearningStandard descriptor1. Demonstrates an understanding ofthe student learning experiencethrough engagement with at least 2 ofthe 6 areas of activity, appropriatecore knowledge and professionalvalues; the ability to engage inpractices related to those areas ofactivity; the ability to incorporateresearch, scholarship and/orprofessional practice into thoseactivitiesExamples of staff groupsPostgraduate teaching assistants, staffnew to higher education teaching withno prior qualification or experience,staff whose professional role includesa small range of teaching and learningsupport activity2. Demonstrates an understanding ofthe student learning experiencethrough engagement with all areas ofactivity, core knowledge andprofessional values; the ability toengage in practices related to all areasof activity; the ability to incorporateresearch, scholarship and/orprofessional practice into thoseactivities3. Supports and promotes studentlearning in all areas of activity, coreknowledge and professional valuesthrough mentoring and leadingindividuals and/or teams; incorporatesresearch, scholarship and/orprofessional practice into thoseactivitiesStaff who have a substantive role inlearning and teaching to enhance thestudent experienceExperienced staff who have anestablished track record in promotingand mentoring colleagues in learningand teaching to enhance the studentlearning experiencehttp://www.heacademy.ac.uk/ourwork/professional/recognition – page 3Staff and Departmental Development Unit page 22 University of Leeds

ULTA-2 Course Handbook 2009/10Areas of activity, core knowledge and professional values within the frameworkAreas of activity1. Design and planning of learning activities and/or programmes of study2. Teaching and/or supporting student learning3. Assessment and giving feedback to learners4. Developing effective environments and student support and guidance5. Integration of scholarship, research and professional activities with teaching and supportinglearning6. Evaluation of practice and continuing professional developmentCore knowledgeKnowledge and understanding of:1. The subject material2. Appropriate methods for teaching and learning in the subject area and at the level of theacademic programme3. How students learn, both generally and in the subject4. The use of appropriate learning technologies5. Methods for evaluating the effectiveness of teaching6. The implications of quality assurance and enhancement for professional practiceProfessional values1. Respect for individual learners2. Commitment to incorporating the process and outcomes of relevant research, scholarshipand/or professional practice3. Commitment to development of learning communities4. Commitment to encouraging participation in higher education, acknowledging diversity andpromoting equality of opportunity5. Commitment to continuing professional development and evaluation of practicehttp://www.heacademy.ac.uk/ourwork/professional/recognition – page 4Staff and Departmental Development Unit page 23 University of Leeds