WORKSHOPS AND TRAINING COURSES

1. Classroom Environment Management (motivating students, dealing with cheating, discouraging & detecting plagiarism, incivility, diversity & inclusive classroom, harassment & discrimination, professional conduct)

2. Teaching Strategies (planning a class session, classroom assessment techniques, problem- based learning, group learning, just-in-time teaching).

3. Teaching in specific contexts (large classes, leading discussions, laboratory classes, lecture-based classes).

4. Developing Personal Academic Tutoring Skills (establishing boundaries raising awareness in the use of communication skills recognizing stress signs providing initial pastoral support for students/individuals within an academic context when to seek Senior Tutor and/or central support key aspects of interacting with the counselling and support services).

5. Encouraging Engagement in Lectures (Participants should be able to: Review the key purposes of the lecture and its limitations; Prepare and structure lecture material Consider strategies to grab and hold attention Evaluate a range of active learning approaches, which can be incorporated in a lecture including the design of interactive hand-outs.)

6. Evaluating and Developing Learning and Teaching Skills (consider the purposes of learning and teaching evaluation identify the people who can evaluate teaching assess a range of evaluation methods and tools practice the art of reflective writing in self-evaluation of teaching discuss the use of peer observation and dialogue approaches review the ways in which teaching evaluation information can be recorded and used)

7. Facilitating Learning in Small Group Teaching (explain why discussion is important in their discipline Review and prepare for situations which cause difficulty in small groups, (e.g. dominating students, quiet students, etc.) Consider the needs of diverse learners in discursive classes Discuss a range of teaching and facilitation methods and techniques to support learning in small groups)

8. Getting Started in Teaching Set out a Course Plan Write acceptable Learning Outcomes Plan a teaching session Choose appropriate teaching and learning activities

9. Improving Feedback to Students Consider how feedback can support learning: Review the principle features of effective feedback. Describe the varied purposes and foci for feedback. Consider how to improve the delivery of feedback from a practical perspective. Discuss a range of strategies that encourage students to make fuller use of the feedback they receive.

10. Interactive Lectures Consider the reasons why active learning in lectures can benefit students in your own discipline Consider a variety of ways in which lecture materials can be sequenced and organized to best facilitate interaction and engagement Experiment with the design of interactive tasks for lectures Evaluate a range of active learning approaches that can be incorporated in a lecture. Discuss how interactive elements can be managed with in different sized lecture classes)

11. Introduction Courses and Student Assessment Recognize the range of different purposes and uses of assessment. Discuss assessment design in terms of its formative or summative and product or process focus. Review the value of using assessment criteria and be able to use them to grade work and give constructive feedback. Develop skills in using the UK undergraduate grading scheme and discuss the issues it raises for staff and students.

12. Motivating Students and Keeping Them Engaged (Relate their observations and experiences of teaching to the theory of how students learn. List and discuss the key motivations of their students. Consider ways in which to approach small and large group teaching in order to maximize students’ motivations. Discuss and review a range of possible curriculum designs that can be employed to appeal to different learning styles.)

13. Masters Projects & Dissertations Supervising (Defining features of the UK Masters Clarify the roles and responsibilities of a Masters Supervisor Reflect on one's own supervisory style and approach Consider a response to a range of challenging supervisory situations How to approach the assessment of a Masters project)

14. Dealing with Student with Special Need Recognizing students’ special needs, Identifying and assessing students with special needs, Designing differentiated activities to access general curriculum; Applying teaching methods and strategies to deliver individual educational plan goals and objectives; Using ICT tools to support all learners;

15. AAU Ethics & Polices