Teaching in Higher Education Certificate (THEC) Programme, 90 Hours
The THEC programme is an in-house programme provided by LA. It is practice-based and the set assignments are designed to relate to the learning-teaching and assessment contexts of the participants. The programme uses a combination of face-to-face formats and other delivery methods such as e-learning. The programme consists of three segments, namely the Academic Staff Induction Programme (ASIP), Learning-Teaching Approaches, and Assessment Principles and Practices.
Segment 1 (16 hours): Academic Staff Induction Programme (ASIP) | Hours | | Introduction to the Teaching in Higher Education Certificate and the Mentoring Network (FAME) | 1 | | Session 1: Planning for learning: Using an instructional framework | 3 | | Session 2: Managing the learning environment | 3 | | Session 3: Effective learning-teaching strategies | 3 | | Session 4: Learning and assessment | 3 | | Session 5: Learning Circle 1 - Effective practices in teaching | 3 |
Segment 2 (39 hours): Learning-Teaching Approaches | Hours | | Session 1: Planning for a subject curriculum | 3 | | Session 2: Understanding student learning | 3 | | Session 3: Enhancing student motivation | 3 | | Session 4: Facilitating learning through questioning skills | 3 | | Session 5: The reflective teaching practitioner | 3 | | Session 6: The PBL learning experience | 12 | | Session 7: Teaching and learning with digital media | 9 | | Session 8: Learning Circle 2 - Assignment preparation and academic writing | 3 |
Segment 3 (9 hours): Assessment Principles & Practices | Hours | | Session 1: Basic design of assessment methods | 3 | | Session 2: Designing criteria-marking schemes | 3 | | Session 3: Learning Circle 3 - Assessment case study and assignment preparation | 3 |
Others (26 hours) | Hours | | Two developmental teaching observations (3 hours per teaching observation) | 6 | | Self-directed learning for completion of two written assignments (10 hours per assignment) | 20 | | Participation in the Mentoring network (FAME - Fostering Academic Mentoring Excellence) | - |
PBL Foundation Programme, 30 Hours
Problem-based Learning is a learner-centred educational approach with the potential to develop learners with integrated knowledge, collaborative teamwork skills and change readiness. This approach also helps learners acquire critical as well as creative thinking skills and life-long learning attributes, all of which are necessary for today’s global and fast-changing workplace.
| Segment 1 (21 hours) | Hours | | Module 1: Understanding and experiencing PBL | 3.5 | | Module 2: Becoming a PBL Facilitator | 3.5 | | Module 3: Curriculum design for PBL | 3.5 | | Module 4: Problem design for PBL | 7 | | Module 5: Assessment for PBL | 3.5 |
Segment 2 (9 hours)
A negotiated focus area in PBL for further exploration and application |
Implementing the Desired Graduate Profile (DGP) in the Curriculum, 15 Hours
This programme assists participants in their understanding of the TP Desired Graduate Profile and its operational framework in order to incorporate these requirements in the curriculum. Participants will develop their course and subject outcomes as well as plan for the alignment of learning and teaching methods and assessment practices in the curriculum.
| Modules | Hours | | A: Curriculum implications of operationalising the Desired Graduate Profile and the revised Academic Programme Validation Committee guidelines | 3 | | B: Operationalising the Desired Graduate Profile in the course curriculum | 3 | | C: Operationalising the Desired Graduate Profile in the subject curriculum | 3 | | D: Developing formative assessment practices | 3 | | E: Assessing process skills | 3 |
Instructors' Teaching In Higher Education Programme (iTHEP), 30 Hours
The aim of this programme is to equip instructors in TP with an understanding of key principles of learning, teaching and assessment. This in-house professional development programme also encourages instructors to relate pedagogical principles to teaching practices in their own contexts, and provides them with opportunities to do so.
Segment 1 (24 hours) | Hours | | 1: Foundation of performance-based learning | 3 | | 2: Planning and delivering performance-based programmes | 3 | | 3: Understanding students I: Adolescents | 3 | | 4: Assessment I: Principles for performance-based learning | 3 | | 5. Effective learning-teaching strategies | 3 | | 6. Understanding students II: Conceptions of learning and motivation | 3 | | 7. Assessment II: Good practices for performance-based learning | 3 | | 8. Consolidation: Creating a conducive learning environment | 3 |
Segment 2 (6 hours) | Hours | | Teaching observation(s) / Reflection paper(s) | 6 |
Continuing Professional Development Programme (CPD), 90 Hours
The CPD programme seeks to provide academic staff opportunities to engage in context-specific professional development activities. These could be related to learning-teaching, e-learning or leadership and management. Participants will be encouraged to examine principles and values in relation to their own practices, reflect on their practices and demonstrate a commitment to enhancing practices. The programme will enable them to develop an ability to conduct ongoing independent learning related to practice.
Learning Situations
Participants will learn through a variety of structured integrated projects. Each integrated project consists of various combinations of learning situations including workshops, peer learning, mentoring, group sharing, and self-directed learning. Formal assessment activities are included but optional.
Themes and Topics
Teams may choose to focus on a work-related project as a theme. Examples include: review assessment, implement PBL, focus on leadership and management, investigate e-learning, implement course evaluation recommendations, revamp curriculum materials, etc.
Generic Pedagogy Workshops
Generic pedagogy workshops cover a range of pedagogical topics which contribute to enhancing the quality of student learning. Some of the workshop topics include assessing project-based learning, differentiated instruction, developing self-directed learners, peer learning and teaching, and supporting international students.
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