Who Should Attend
University instructors, lecturers, teaching assistants, department teaching leads, and teaching and learning staff.
Learning Objectives
- Identify barriers to student engagement and equitable participation.
- Design active-learning activities aligned with measurable learning outcomes.
- Use formative feedback and inclusive classroom strategies.
- Produce and peer-review a student-centered teaching improvement plan.
Curriculum & Instructional Hours
| Module | Key Topics | Hours |
|---|---|---|
| Student-Centered Pedagogy | Learning science, inclusive teaching, learner needs, evidence-informed practice | 5 |
| Active Learning Strategies | Discussion, problem-based learning, collaborative learning, classroom facilitation | 5 |
| Inclusive Course Design | Accessibility, participation, diverse learning needs, universal design principles | 5 |
| Formative Assessment & Feedback | Low-stakes checks, feedback cycles, rubrics and student reflection | 5 |
| Teaching Observation & Reflection | Peer observation protocols, reflective practice, student feedback interpretation | 5 |
| Teaching Innovation Capstone | Redesigned lesson, microteaching, peer review, improvement roadmap | 5 |
Teaching & Assessment
Learning Methods
Interactive seminars, model lesson demonstrations, peer workshops, microteaching and feedback.
Assessment
Participation and practice exercises (25%), redesigned lesson and assessment materials (35%), microteaching and teaching improvement plan (40%); proposed.
Program Outcomes
- Student-centered lesson plan and learning activity
- Formative assessment rubric and feedback strategy
- Microteaching demonstration with peer feedback
- Personal teaching improvement action plan
Program planning notice: Curriculum, duration, faculty, delivery, visits, and completion arrangements are proposed and subject to final institutional confirmation. University visits, visiting scholar placements, academic credit, and partner-issued credentials are not guaranteed.