Louise Dennis: Teaching Portfolio

Home The Six Areas of Competence Support of Learning Design and Planning of Learning Activities Assessment and Giving Feedback Developing Learning Environments Evaluating Practice Using Research to Inform Teaching Role as a Professional Access Disability Diversity Accountability and Quality Critical Appraisals Group Project Individual Project Other Teaching Philosophy Mapping Document Reflective Statement Reference (Word) Statement of Intent Evidence	Contribution to the Design and Planning of Learning Activities and/or Programmes of Study In the period of my time at Nottingham I have designed one module from scratch, and substantially reworked two further modules. I have just been made a member of the Undergraduate Programme sub-committee which will involve me in the design of 3 new degree programmes to be offered in 2006 along with new modules to support those programmes. Alongside these large-scale design activities I am involved in regular smaller scale activities prompted by module review and the simple need to provide new courseworks year on year to avoid plagiarism. Course Design While I have been at Nottingham the School has not developed a new degree course from scratch, however the e-Commerce and Digital Business degree was only 2 years old and was still suffering from teething problems. Through involvement with the Course Structure Committee (open to the entire School) and Teaching Committee (through my role as course director for our Joint Honours degree with Management) I have been involved in discussions about reworking, removing and adding modules to our catalogue in order to make all our degrees more up-to-date and functional. As stated above I have just become involved with the design of three new degrees of which I have particular responsibility for a new degree entitled Computer Science with Formal Methods. At present the basic course structure for this is still being finalised. Module Design In my first year at Nottingham I had to design a module from scratch based only on an outline syllabus, this is discussed in full in my discussion of G53DDB. I have also substantially reworked G51SWT and am gradually altering G51MC2 to better reflect my lecturing style and current student ability at intake. I am also in the process of designing an entirely new 3rd year module in my research area from scratch - this is currently tentatively entitled "Automated Mathematical Reasoning". Coursework Design In all my modules, bar G51MC2 where I inherited exercise sets from my predecessor, I have had to design coursework (both formative and summative). I usually hope that such courseworks will have a learning as well as an assessment outcome. In the case of G53DDB I hoped the courseworks would help the students learn both about the subject matter (which was not really covered in lectures) and help develop critical and analytical skills. In the courseworks designed for G51SWT I hope to foster technical tool use and programming skills. Tutorial Design The school runs a system of tutorials in the first year which are not a part of any specific module but intended as a general trouble-shooting exercise. Many lecturers choose to run these in an entirely informal fashion however I have found mine benefit from some advance planning discussed under 1st Year Tutorials. One of the outcomes of my individual project taken as part of the PGCHE has been a plan to design some 1st year tutorial material based on the plagiarism scenarios used in the project questionnaire which tutors can opt to use to help students engage better with the issues of plagiarism and collusion.

Contribution to the Design and Planning of Learning Activities and/or Programmes of Study

In the period of my time at Nottingham I have designed one module from scratch, and substantially reworked two further modules. I have just been made a member of the Undergraduate Programme sub-committee which will involve me in the design of 3 new degree programmes to be offered in 2006 along with new modules to support those programmes.

Alongside these large-scale design activities I am involved in regular smaller scale activities prompted by module review and the simple need to provide new courseworks year on year to avoid plagiarism.

Course Design

While I have been at Nottingham the School has not developed a new degree course from scratch, however the e-Commerce and Digital Business degree was only 2 years old and was still suffering from teething problems. Through involvement with the Course Structure Committee (open to the entire School) and Teaching Committee (through my role as course director for our Joint Honours degree with Management) I have been involved in discussions about reworking, removing and adding modules to our catalogue in order to make all our degrees more up-to-date and functional.

As stated above I have just become involved with the design of three new degrees of which I have particular responsibility for a new degree entitled Computer Science with Formal Methods. At present the basic course structure for this is still being finalised.

Module Design

In my first year at Nottingham I had to design a module from scratch based only on an outline syllabus, this is discussed in full in my discussion of G53DDB. I have also substantially reworked G51SWT and am gradually altering G51MC2 to better reflect my lecturing style and current student ability at intake. I am also in the process of designing an entirely new 3rd year module in my research area from scratch - this is currently tentatively entitled "Automated Mathematical Reasoning".

Coursework Design

In all my modules, bar G51MC2 where I inherited exercise sets from my predecessor, I have had to design coursework (both formative and summative). I usually hope that such courseworks will have a learning as well as an assessment outcome. In the case of G53DDB I hoped the courseworks would help the students learn both about the subject matter (which was not really covered in lectures) and help develop critical and analytical skills. In the courseworks designed for G51SWT I hope to foster technical tool use and programming skills.

Tutorial Design

The school runs a system of tutorials in the first year which are not a part of any specific module but intended as a general trouble-shooting exercise. Many lecturers choose to run these in an entirely informal fashion however I have found mine benefit from some advance planning discussed under 1st Year Tutorials. One of the outcomes of my individual project taken as part of the PGCHE has been a plan to design some 1st year tutorial material based on the plagiarism scenarios used in the project questionnaire which tutors can opt to use to help students engage better with the issues of plagiarism and collusion.

Louise Dennis: Teaching Portfolio

The Six Areas of Competence

Role as a Professional

Critical Appraisals

Other

Contribution to the Design and Planning of Learning Activities and/or Programmes of Study

Course Design

Module Design

Coursework Design

Tutorial Design