HE7105 - Developing Practice for Teaching and Supporting Learning


Developing Practice for Teaching and Supporting Learning


20 CC   10 ECTS

Parkgate Road campus

There are no restrictions.

Notional learning time: 200 hours, of which approximately 10 hours will be contact with the module tutor. The participant may attend other formal or informal learning events as part of their approach to development.
Scheduled hours Placement Hours Independent Guided study
10 0 190

Participants are expected to attend tutorials with the module leader. Other attendance requirements will be individually negotiated.

The content of this module will be individually negotiated, depending on the development needs of the individual participant, however, it will focus on enabling participants to prepare an application for Senior Fellowship of the HEA (SFHEA).  Typically the content of the module will comprise of the dimensions of the UKPSF and the criteria required for SFHEA.

  • The module is designed to provide a framework for the approval and accreditation of learning activities undertaken in the context of continuing professional development of the participant's practice of teaching and/or supporting learning;
  • The module will provide a means of gaining academic credit for a Senior Fellowship of the HEA application.


The ways in which participants undertake their learning will vary according to the areas being focussed upon. It will involve a considerable amount of self-study, as well as attendance at relevant workshops, conferences, professional dialogues and tutorials.  Individual tutorials with the module tutor will provide opportunities for formative assessment and feedback on learning and professional development.

On completion of this module, participants will be able to:

  1. Consider their effectiveness as practitioners in relation to a critical reading of a range of relevant literature, application of current practices and justification of approaches.
  2. Reflect critically and accurately on their own practice in order to demonstrate their influence and impact on the development of the learning and teaching practice of their HE colleagues.
  3. Utilise and demonstrate the learning from the module to prepare a successful SFHEA application

Component Weighting % Learning outcome(s) assessed Assessment category
1Successful SFHEA application100%AllCoursework

A successful application for SFHEA, which also meets the assessment criteria for L7.




Resubmission of the failed component.

Boud, D., & Molloy, E. (2013). Feedback in higher and professional education: understanding it and doing it well. Routledge.

Carless, D. (2015). Excellence in university assessment: Learning from award-winning practice. Routledge.

Cranfield, S. (2016). Teaching by leading and managing learning environments. In Pokorny, H. and Warren, D. (Eds). Enhancing Teaching Practice in Higher Education (pp.47-68). London, United Kingdom: Sage.

Fry, H., Ketteridge, S., & Marshall, S. (Eds.). (2014). A handbook for teaching and learning in higher education. (4th ed.). London, United Kingdom: Kogan Page. [Also available as an e-book].

Healey, M., & Jenkins, A. (2009). Developing Undergraduate Research and Inquiry. Higher Education Academy. Online at https://www.heacademy.ac.uk/sites/default/files/developingundergraduate_final.pdf

Kember, D., & Ginns, P. (2012). Evaluating teaching and learning: A practical handbook for colleges, universities and the scholarship of teaching. Routledge.

McFarlane, K. J. (2016). Tutoring the tutors: Supporting effective personal tutoring. Active Learning in Higher Education, 1469787415616720.

Redmond, P., Lock, J., & Danaher, P. A. (Eds.). (2015). Educational innovations and contemporary technologies: Enhancing teaching and learning. Basingstoke, United Kingdom: Palgrave Macmillan.

Weller, S. (2016). Academic Practice: Developing as a Professional in Higher Education, London, United Kingdom: Sage. (Extract on “connecting research and teaching in practice”, pp.95-112).

Wisker, G., Exley, K., Antoniou, M., & Ridley, P. (2013). Working one-to-one with students: supervising, coaching, mentoring, and personal tutoring. Routledge.


Kay Dutton

LTI Module Assessment Board

LTI Board of Studies

Tue, 12 Dec 2017

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