Support for Postgraduate Researchers who Teach
The University's Policy for supervisors and students in research postgraduate programmes requires that "doctoral students employed to teach or assess receive appropriate development for this purpose". This includes completing the mandatory courses provided by the Centre for Academic, Professional and Organisational Development (CAPOD) as well as "appropriate training and support throughout their time teaching" provided by the Schools. CAPOD also provides additional support that postgraduates can access if they wish. These options are all detailed in the information given below.
Research postgraduate students who are planning to do any teaching should read all of the following information, and the "Research Students as Teachers" section of the Research postgraduate programme policy.
Research postgraduates must complete mandatory courses before engaging in any teaching activities. CAPOD runs two workshops for each Faculty before the start of each semester (as well as a catch-up session for both Faculties). Their purpose is to ensure that all postgraduate teachers have a basic understanding of the UK educational environment, awareness of relevant St Andrews policies and the range of support available for students, and grounding in the basic skills they will need to teach groups of students and to mark student work effectively. Students should, where possible, attend the workshops just before the semester in which they first start teaching.
Students must complete the online course Diversity in the Workplace (opens in a new window) before attending the face-to-face workshops. The online course Training in Good Academic Practice should have been completed as part of matriculation.
The workshops run from 1-5pm. Students hoping to teach in academic year 2016-17 should keep these dates free in their diaries. If students are unable to attend one or both of the workshops for their Faculty, they can sign up for the other sessions.
- Tutoring & Demonstrating in the Sciences: An introduction - Mon 16th January 2017
- Assessment and Academic Misconduct (Science): An introduction - Tues 17th January 2017
- Tutoring in the Arts: An introduction - Thurs 19th January 2017
- Assessment and Academic Misconduct (Arts): An introduction - Fri 20th January 2017
- Workshops for next academic year will run in pre-sessional week (week beginning 11th September).
Students can book a place on these workshops using the Personal Development Management System (PDMS). This also includes the venue and details of the course content.
Support within the School
As noted in the Policy for supervisors and students in research postgraduate programmes, every "postgraduate teacher must be assigned a mentor to support them in their teaching role". In addition to highly subject-specific training (eg on use of lab equipment or procedures), all tutors and demonstrators are entitled to an assessment practical before marking student work for the first time, and they should be peer observed according to the scheme in place within the School.
Optional taught modules (HEA accredited)
- Introduction to University Teaching 1: Supporting Student Learning (ID5101)
- Introduction to University Teaching 2: Curriculum Design and Assessment (ID5102)
These are 10-credit, Masters-level taught postgraduate modules. They are practice-based, professional development modules which emphasise reflection on practice. Staff and students enrolling on these modules will be able to consider issues in more breadth and depth than is possible in the mandatory workshops to further enhance their learning and teaching skills. Although targeted primarily at postgraduate tutors and demonstrators, they are open to all staff with a teaching element to their role.
A sample of what participants have said about the modules:
- "I just wanted to say thanks for your help and for running these teaching modules. I think it's actually more important than anyone is really stressing at the moment to get that first foot on the HEA ladder - more or less all of the teaching jobs I've applied for over the last few months have asked specifically whether the candidate has any HEA accreditation."
- "I always walked in with a problem and walked out with an ingenious solution, either suggested or inspired by colleagues or the teacher." (ID5101)
- "Fantastic module. Really enjoyed it and felt it very helpful for continuing to develop my practice." (ID5101)
- "I am keen to explore...integrating reflective writing into [my] module, as I have found this to be an invaluable exercise in my own development as a student on this course." (ID5101)
- "I think it's helpful to be formally taught how to put a module together--everything from choosing topics to weighting them to making sure the assessment reinforces what you want your students to learn--and the philosophy behind it. Also, I loved being in an interdisciplinary group and learning about my colleagues' perspectives through the discussion and their module topics." (ID5102)
- "I came out thinking and reflecting more about the aims of teaching & education. I changed my approach." (ID5102)
A pre-requisite for enrolling onto ID5101 is that participants be actively engaged in tutoring, demonstrating or lecturing. For ID5102 you must be currently teaching or to have taught in the preceding semester. Successful completion of either 10 credit module leads to Associate Fellowship of the Higher Education Academy. The modules are not available within the advising system; enrolment is by application directly to the module co-ordinator, Dr Heather McKiggan-Fee.
Application forms for AY16-17 can be downloaded below (please note the dates of the teaching sessions on the form - attendance at classes is a module requirement):
- ID5101 Application Form (Word, 96 KB) - semester one only
- ID5102 Application form (Word, 96 KB) - semester two only
Recent module handbooks and module evaluation results are provided below for information, but please note the current modules may not follow exactly the same format.
An article on the modules is available in the online journal Practice and Evidence of the Scholarship of Teaching and Learning in Higher Education, vol 8, no 2: Postgraduates who teach: a forgotten tribe? Not here! and on the CAPOD Impact Blog.