About the course

The Faculty of Science Teaching Assistant Development Programme (FSTADP) is a programme designed to prepare future Science lecturers at the University of the Western Cape (UWC). The FSTADP focuses on the teaching roles of the academic in Science Higher Education, with reference to learning-centred teaching strategies embedded in a constantly changing practice. The FSTADP provides practical grounding in learning and teaching in Higher Education and emphasises the links between conceptual frameworks and professional practice. By paying attention to the UWC Graduate attributes for all courses (see Appendix), the FSTADP aims to encourage participants to develop a reflective enquiry base to inform their teaching and its development.

FSTADP participants will engage with selected teaching and learning issues using varying modes of study as they examine their own teaching practice and their students' learning. A number of experienced academics from around the university will be involved in supporting and assessing the participants.

Eligibility

Access to the programme is limited to UWC Science post graduate students identified as ‘potential’ lecturers in their departments. Candidates will be selected after an interview by their respective Heads of Departments and Module coordinators prior to participation in the programme.No previous exposure to teaching in higher education is required.

Participants

The FSTADP is designed for Postgraduate students/tutors who intend to pursue a teaching career in higher education institutions but is also suitable for Science Further Education trainers.

Programme Structure   

The programme consists of workshop sessions with learning tasks, teaching conversations, a small project and a portfolio of evidence.

Workshop sessions

These are sessions on a variety of learning and teaching topics .Assessment involves carrying out teaching tasks and submitting written reports.

Teaching Conversations

Focus on developing participants’ teaching through discussions with peers about their teaching beliefs and practices, teaching appraisals by senior academics and action planning. A summary of these activities kept as a blog is submitted for acknowledgement.

Group or Individual Project

Participants work in self-selected groups or individually on a small project concerning learning and teaching. The outcomes from the project are presented at the Faculty seminars for assessment.

Portfolio

A portfolio of evidence is the final assessment.

Participant Compliance Requirements

Each participant will be required to: 

1. Attend and participate in all programme activities.
2. Read and keep up with tasks and learning activities provided and be prepared to enter own reflections as blog entries.
3. Attend and keep records of all sessions and workshops given.
4. Compile a portfolio of evidence for the participation experience in a Teaching Portfolio.

The programme is designed to support:

• the professional development of future science lecturers working in further or higher education.
• the enhancement of teaching practice underpinned by some knowledge of educational theory.
• the sharing and dissemination of good teaching practice.

Specific Outcomes and assessment criteria

1          Examine the UWC learning context
	Assessment Criteria
1.1	Factors characterising the UWC teaching and learning are identified.
1.2	Roles and departmental responsibilities of a lecturer at UWC are reviewed.
1.3	Principles used in teaching own subject are developed using a variety of credible sources.
2          Design authentic learning activities for a module
	Assessment Criteria
2.1	A learning activity that promotes deep understanding of science concepts is developed.
	The learning activity forms part of a module plan/course outline addressing principles of learning with key features aligned. Range: Key features include the module purpose, specific outcomes, teaching & learning activities, assessment tasks & criteria, graduate attributes
2.2	Information literacy components are incorporated into the learning activity
2.3	The learning activities are designed to stimulate students to become critical thinkers and good academic writers.
3          Facilitate learning in the classroom context (role play)
	Assessment Criteria
3.1	A teaching session plan is well developed and shows that all resources and arrangements are in place.
3.2	The presentation displays clear and concise communication of facts, concepts, ideas and principles  relate to the specific learning areas consistent with the requirements of the learning area
3.3	The use of materials is fit -for -purpose.
4          Mark and Assess student work
	Assessment Criteria
4.1	Purposes and uses of different modes of assessment in Higher Education are identified.
4.2	Key issues in designing assessments are examined.
4.3	The benefits of using assessment criteria are explained.
4.4	Good practice is employed when providing feedback to students
5           Identify a research problem/ opportunity related to the ECP programme
	Assessment Criteria
5.1	A research question/problem is constructed and communicated clearly
5.2 5.3	Authoritative resources are used to address the research problem A possible plan of action is formulated.