Basic Course in Higher Education Teaching

The Basic Course in Higher Education Teaching (formerly the Foundation Module) provides participants with the opportunity to acquire, apply, and critically reflect on the fundamental principles of university teaching over the course of a semester. A range of structured learning activities supports this process.

31 August – 25 September 2026: Preparatory Self-Study (5 contact hours) – Online
Participants complete self-paced preparatory tasks via the OPAL learning platform, including articulating their current teaching philosophy and engaging with key learning theories.

14–18 September 2026: Individual Introductory Meeting (0.5 contact hours)
A 15-minute one-on-one meeting with the course instructor to discuss current teaching challenges and individual learning goals in a confidential setting.

22 September 2026: Kick-off Workshop (6 contact hours) – In Person
The opening workshop introduces the course framework, explores participants' educational biographies, and examines the development of teaching competence.

23 September – 4 December 2026: Self-Study Phase – Preparation for Micro-Teaching (12 contact hours) – Online
Participants work through guided online learning modules covering learning objectives, instructional planning, teaching methods, and feedback, culminating in the design of a micro-teaching session.

October 2026 – January 2027: Peer Observation of Teaching (8 contact hours)
Participants observe one another's teaching, analyse classroom practice using established criteria, and engage in collegial discussions to support teaching development.

8 December 2026: Micro-Teaching Workshop (6 contact hours) – In Person
Participants deliver a 15-minute teaching sequence based on their own teaching context and receive structured feedback from instructors and peers.

9 December 2026 – 22 January 2027: Self-Study Phase – Reflection and Selected Topics (8 contact hours) – Online
Participants complete additional online modules focusing on systematic reflection of peer observations through the concept of a scholarly attitude. Findings are presented in the form of an academic poster.

26 January 2027: Final Workshop (6 contact hours) – In Person
The concluding workshop addresses formative and summative evaluation, includes a gallery walk with poster presentations, and applies the method of collegial case consultation to authentic teaching scenarios. The workshop concludes with a reflection on participants' professional development as university teachers.

24 February 2027: Submission of Learning Portfolio (8 contact hours)
Participants document their learning process and transfer of knowledge into practice through a reflective portfolio developed continuously throughout the course.

1–12 March 2027: Individual Final Meeting (0.5 contact hours)
A concluding one-on-one discussion with the course instructor focusing on participants' learning portfolio and overall professional development.

Learning Outcomes

Upon successful completion of the course, participants will be able to:

• Apply student-centred teaching approaches to design collaborative and co-creative teaching, learning, and study processes in higher education.
• Plan teaching systematically by applying concepts from higher education pedagogy, learning theories, and evidence-based approaches to teaching, learning, and assessment.
• Reflect critically on their teaching practice using a range of reflective methods to continuously improve their professional practice.
• Understand the higher education system and the multiple dimensions of the academic teaching role, recognising both opportunities and limitations within institutional contexts.
• Select and implement teaching methods that are aligned with learning outcomes, responsive to diverse learner needs, and supportive of effective student learning.
• Collaborate effectively across disciplines, experience levels, and institutional roles, regardless of physical location.
• Interpret and apply research in higher education pedagogy to develop a scholarly and evidence-informed approach to teaching.