A national scheme to develop and accredit university teachers

Baume, Carole; Baume, David

doi:10.1080/1360144960010207

Cited by 28 publications

(13 citation statements)

References 5 publications

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“…The award of the PG Certi cate is made on the basis of demonstrating achievement of competence in teaching (as de ned by the course objectives) and evidence of commitment to the SEDA (Staff and Educational Development Association) principles and values (Baume & Baume, 1996). Assessment is by submission of a portfolio of evidence derived from the participant's teaching experience, and critical re ection of their professional practice.…”

Section: Two Models Of Negotiated Assessmentmentioning

confidence: 99%

Using Habermas to Evaluate Two Approaches to Negotiated Assessment

Gosling

2000

Assessment & Evaluation in Higher Education

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Recent discussions about learning and teaching have been strongly in uenced by phenomenographi c theories which focus on students' experience of learning. This theoretical orientation underestimates the importance of the tutor/student relationship. Habermas's theory of communicative action provides a model of studenttutor interaction which holds out the prospect of an 'emanicpatory' adult education. By comparing two courses, both aimed at HE staff and both using forms of negotiated assessment, this paper examines the possibility of approaching the Habermassian 'ideal speech situation'. The course participants' experience of negotiated assessment is evaluated against the declared philosophy of the tutors. Although many of the ideals of the tutors found con rmation in the experience of the participants, the paper explores the factors which in uenced the greater success achieved by one of the courses in approaching the Habermassian ideal than the other.

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Section: Two Models Of Negotiated Assessmentmentioning

confidence: 99%

Using Habermas to Evaluate Two Approaches to Negotiated Assessment

Gosling

2000

Assessment & Evaluation in Higher Education

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“…For example, new faculty in the United Kingdom, Norway, and Australia are now required to complete a teaching certificate in higher education. Such certificate programs have also emerged in the Netherlands and New Zealand (Baum & Baum, 1996;Brew & Boud, 1996;Gibbs, 1998;Keesen, Wubbels, Van Tartwijk, & Bouhuijs, 1996). These programs tend to contain formal modular course Dr Harry Hubball and Dr Helen Burt are faculty members at the University of British Columbia, BC, Canada.…”

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confidence: 97%

The Scholarship of Teaching and Learning: Theory–Practice Integration in a Faculty Certificate Program

Hubball

Burt

2006

Innov High Educ

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There is growing recognition of the complexity of academic work and the need for university and college faculty members to develop scholarly approaches to teaching and learning. While structured programs of study have been initiated for faculty to address these issues in various higher education contexts, very little research has investigated the theory-practice relationship of the scholarship of teaching and learning within a faculty certificate program context. This article presents a program development and evaluation framework to enhance the theory-practice integration of the scholarship of teaching and learning in such a program. Data suggest that a broad range of institutional and programmatic strategies can enhance the scholarship of teaching and learning in a faculty certificate program. A scholarly approach to teaching and learning is viewed as both an individual and social contextual process.KEYWORDS: faculty certificate program; scholarship of teaching and learning; program development and evaluation framework.There is growing recognition of the complexity of academic work, as well as the need for university and college teachers to develop scholarly approaches to teaching and learning. To help faculty members develop these scholarly approaches, many universities in Australia, the United Kingdom, and Europe have developed structured programs of study that focus on research-based curricula and pedagogical practices in higher education. For example, new faculty in the United Kingdom, Norway, and Australia are now required to complete a teaching certificate in higher education. Such certificate programs have also . Harry Hubball's research focuses on curriculum and pedagogy in university settings., He coordinates the UBC Faculty Certificate Program on Teaching and Learning in Higher Education. Helen Burt is the Associate Dean of the Faculty of Pharmaceutical Sciences. Her research interests include the development of novel polymer-based drug delivery systems. 327 C 2006 Springer Science+Business Media, Inc.

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“…In Britain, for example, the Staff and Educational Development Association (SEDA), and more recently also the Institute for Learning and Teaching in Higher Education (ILT), each developed guidelines for the accreditation of programmes designed to train university teachers (Baume & Baume, 1996;ILT, 1999). The idea underlying these initiatives is that teaching, as well as staff development, needs to be professionalised in order to enhance the environment for learning.…”

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confidence: 99%