1. THE NEED TO TRAIN THE TRAINERS

2. Who • University lecturers /academics • Teaching assistants (such as research students who do tutoring etc) • Senior academics and administrators

3. Why • Bologna (Impetus, and ‘stick’ but...) • Roles of universities • Massification • Heightened expectations of students, employers, and others • Fees

4. What • Awareness : of wider context of student learning : institutionally, nationally and internationally; • Knowledge: Subject Content in relation to : Competences - generic and subject based; appropriate methods of t and l for level; how students learn generally and within subject; methods of assessment appropriate for level, and how to give appropriate feedback to encourage learning. use of appropriate learning technologies; methods for evaluating effectiveness of t and l; implications of QA for development :

5. What else • Values: respect for students; integrity of subject input(research/content etc); commitment to subject and encouragement of participation acknowledging diversity of that contribution; promoting equality; commitment to continuing professional development and evaluation of own practices • Understanding: demonstrated through practice in tla, assisted curriculum development, assessment work etc

6. When • Initial (focus on techniques and rationale: awareness and practice) • Continuing development ( deepening of understanding and evaluation)