Foundations of University Learning and Teaching (FULT)
The Foundations of University Learning and Teaching (FULT) program for UNSW teaching staff consists of an intensive five-day workshop and follow-up activities embedded in participants teaching practice. The FULT program targets teaching staff with little experience of teaching in higher education. The program is free for all UNSW staff with a current teaching role.
FULT program introduces participants to a range of topics and issues in learning and teaching that impact on the teaching roles of academic staff in the University. FULT program explores perspectives on student learning and gives an overview of good practice in curriculum design and facilitation of student learning in different contexts (such as large classes, small groups, online environment).
Participation in all sessions of the five-day workshop is mandatory, with attendance on day 1 being a prerequisite for participation in subsequent sessions throughout the week. Participants who miss a session will be required to make up that session in a later program in order to be eligible to receive their FULT certificate.
An exemption may be granted on the grounds of (either one or more) of the following:
Please complete the exemption form and send to FULT@unsw.edu.au.
The five-day FULT workshop introduces teaching staff to the theory and practice of learning and teaching at university and assists staff in developing a conception of teaching as reflective practice that draws on their own practice, the experiences of students and colleagues, and relevant research.
This workshop includes sessions on:
The five-day FULT workshop also includes an opportunity for participants to facilitate a short learning and teaching session for their colleagues, which most participants identify as one of the most rewarding and enjoyable parts of the week.
Please have a look at the five-day FULT workshop aim and learning outcomes.
The purpose of FULT follow-up activities is for participants to develop their understanding of ideas and strategies explored during the five-day workshop, and try them out in practice, as well as to reflect on this process and where relevant evaluate the impact. Further details and a range of options for the follow-up activities will be available following the five-day FULT workshop.
After completing the five-day FULT workshop and follow-up activities, participants receive a certificate, which they can include in their teaching portfolios and in applications for promotion and other forms of recognition.
Comments from past FULT participants
Past FULT participants have indicated that they appreciate the opportunity to take time out to reflect on teaching and to share experiences with colleagues from across the university. Below we have included some of the feedback received from FULT participants.
The skills and motivation I derived from attending the FULT program were invaluable in assisting me to make some changes to two first-year (large) courses that I [coordinate]... The ability to think in terms of objectives, graduate attributes, and assessment-driven learning has benefited me and my students immensely.
I have found FULT enormously useful in giving a framework to my teaching. It has given me a "language" in which to think about teaching... I think FULT gave me confidence in my teaching and enabled me to create a learning environment which is "friendly and accessible", according to one of my students. Some students said it was the first class in which they had EVER spoken. I also found a lot of the little "tips" from experienced teachers useful.
I have found the FULT initial week extremely useful in my practice... I have made extensive use of the principles taught in FULT in designing educational activities, developing assessments, integrating topics in order to encourage higher order thinking, and attempting to provide a stimulating, self-motivating curriculum. Without the FULT course, I would not have had the theoretical frameworks and confidence to put forward these ideas, and I believe it has stimulated a lifelong interest of my own in state-of-the-art medical education.
Learning partners were great for discussing ideas for the kinds of seminars and workshops we run - and for validating our place in the course.
The structure of FULT meant that sufficient time was allowed (five consecutive days, plus follow-up days) to allow for real change in a participant's approach and praxis. The use of learning partners was helpful to me, as it meant that a process for feedback on, and clarification of, new learning was built into the course.
I appreciate the fact that I have met lecturers from other schools and faculties whom I would never have met otherwise.
I have found the resource folders particularly helpful in trying to apply some of the principles we learned about in my teaching during the semester. I have also passed on some of the material to tutors that I am supervising, and they have also found it extremely useful.
The panel discussions were extremely useful in getting valuable insight into quality learning and teaching issues from the perspective of both students and lecturers. Further, sharing our experiences with colleagues was useful in getting feedback on our teaching practices, thus helping us to develop effective teaching strategies.
Having the opportunity to reflect on what I have been doing, and thinking of solutions for problems I had encountered, made a great difference to the way I am approaching my teaching now. Having an expert panel was good too. It is always nice to find out how senior academics have dealt with various problems. I learned a lot there.