CERTIFICATE IN HIGHER EDUCATION TEACHING AND LECTURING (CHETL)

Unit 1:  The Skills of the Teacher-Lecturer in Higher Education

This unit will support the new or aspiring HE practitioner as they begin to understand the role of the HE Teacher and lecturer.  A range of good practice skills in teaching, learning and assessment will be outlined including the importance of scholarly/research informed teaching and lecturing. The learning outcomes include:

1. To identify the role of the new lecturer and the various responsibilities and skills involved in working with staff, industry and students;
2. To develop an understanding of QAA guidelines and the importance of quality monitoring in Higher Education;
3. To critically reflect on the role in terms of personal development and capability skills;
4. To build confidence and competence in dealing with the Higher Education language and skills of the teacher and lecturer;
5. To create a portfolio of learning in support of the teacher and lecturer role in Higher Education;
6. To evaluate self development and plan for continuous improvement in Higher Education teaching and lecturing.

Unit 2:  Planning a Higher Education Curriculum with a Research-Informed Approach

This unit will help the new and developing practitioner in HE, including part-time staff, to engage in research-informed approaches to curriculum innovation and design.  The core of the unit will be committed to the development of the first lecture and seminar as part of the role.  The learning outcomes include:

1. To identify the philosophical difference in teaching and lecturing using a self assessment tool;
2. To plan for learning across a range of different HE levels in support of practices now or in the future (case studies will be used as well as any experience in the group);
3. To evaluate a range of lecture and teaching styles employed in Higher Education and reflect on learning for personal and professional development;
4. To demonstrate learning through reflective approaches including a range of critical theory to explore good practice;
5. To present personal learning and plans for continuing development when teaching and lecturing in HE

Unit 3: Studies Advice and the Pastoral HE Practitioner

This unit will support the role of advisor and coach-mentor for the pastoral HE practitioner.  Students will have the opportunity to engage in good practice discussions about adult theory (andragogy) as opposed to child development theory (and pedagogy).  The role of the facilitative advisor of studies and pastoral coach-mentor will be outlined using the GROW model to support independent learning advice and support as required. The learning outcomes will include:

1. To explore the range of independent learning strategies required in HE;
2. To develop a Growth and Benefit mindset for the emotionally intelligent teacher and lecturer in HE;
3. To evaluate the role of the advisor of studies and pastoral practitioner in HE using a range of strategies and tools;
4. To critically review the personal skills necessary within the role through case study and role play evaluations;
5. To plan for self development over time and reflect on the value of studies advice and pastoral care in HE.

Unit 4:  Sustainability in Education through Stakeholder Engagement and Partnerships in HE

This unit will highlight the importance of employer engagement and industry or stakeholder collaboration. This may include shared education or global learning also.  Models of partnership will be explored and critiqued to assist practitioner considerations in a range of school and college contexts. The module learning outcomes will include

1. To identify the value of high quality sustainable networks and partnership in Higher Education for teachers and lecturers;
2. To evaluate the role of the lecturer in Higher Education and the importance of employer/stakeholder engagement in support of teaching and learning;
3. To reflect on various good practice examples in support of subject/discipline planning and Higher Education learning;
4. To demonstrate an understanding of sustainability in the context of stakeholder engagement and partnerships in HE;
5. To plan for sustainable outcomes in support of HE learners in the short to medium term.

Unit 5:  Research and Scholarship as a HE Practitioner

This unit will outline the importance of research and scholarship in the Higher Education practitioner journey.  Shared good practice will be outlined to support the new or future role of the HE practitioner. The learning outcomes will include:

1. To develop and understanding of the HE research informed approach to teaching and lecturing;
2. To role model scholarship in HE teaching and lecturing when working with students through research integrity;
3. To critically reflect on the research and scholarship landscape and how this will impact HE students in the future;
4. To plan for research and scholarship for future lecturing and seminar work using an evidence-based approach.

Unit 6:  Professional Values and Ethical Practices – the Emotionally and Socially Intelligent Higher Education Teacher-Lecturer

This unit will support the needs of the self-aware practitioner in HE.  The importance of professional values and ethical approaches to teaching, learning and assessment will be outlined.The learning outcomes will include:

1. To understand the importance of professional values in public life and Higher Education;
2. To critically evaluate the importance of integrity and andragogy in Higher Education;
3. To develop plans for self-awareness when working as an emotionally and socially intelligent and connected educators in Higher Education;
4. To consider tools in support of the HE teaching and lecturing role with good practice and ethical considerations;
5. To reflect on learning now and for the future and present personal portrait and teaching/lecturing style check with a roadmap for the achievement and impact over time.