Course Handbook

Postgraduate Certificate in Academic Practice

Institute for Teaching, Innovation and Learning (INSTIL)

1

Postgraduate Certificate in

Academic Practice

Course Handbook

AY 2017-2018

Version No 5 © UWL 2017

Paragon House, Brentford

Institute for Teaching, Innovation and Learning (INSTIL)

2

Postgraduate Certificate in Academic Practice

Course Handbook

Contents

Page No.

Section 1 Key Information

1.1 Welcome to the Course 3

1.2 Overview of the Course 4

1.3 Key Contacts 5

1.4 Entry Requirements and Enrolment 6

1.5 Progression and Awards 7

Section 2 Background and philosophy of the course

2.1 Introduction 8

2.2 The UK Professional Standards Framework 9

2.3 Learning and Teaching Approaches 12

2.4 Course Outline 2.5 Learning outcomes for the course

13 14

2.6 Assessment 15

Section 3 Supporting Student Learning

3.1 Aims and Learning Outcomes 17

3.2 Module Outline 3.3 Module Assessment

18 18

Section 4 Enhancing Student Learning

4.1 Aims and Learning Outcomes 20

4.2 Module Outline 21

4.3 Module Assessment 21

4.4 Mentoring 4.5 Suggested Reading

22 22

Section 5 Participant Support and Guidance

5.1 Introduction 27

5.2 Technical Support 27

Section 6 Quality Management and Enhancement

5.1 Course Management 30 5.2 Participant Evaluation 30 Marking criteria 31

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Key Information

1.1 Welcome to the Course

Welcome to the University of West London (UWL) and the Postgraduate Certificate in Academic Practice. This course is aimed at new members of academic and/or academic related staff. You will be introduced to good practice in the field of learning and teaching in UK higher education and to key agendas which are currently driving higher education policy. You will also be introduced to pedagogic research and evidence based practice.

The course is work-based so you must be teaching in UK higher education in order to complete the assessment. In addition, you will be expected to play an active part in shaping the course content when embarking on the Postgraduate Certificate in Academic Practice so that it is relevant to your own disciplinary context. The full Postgraduate Certificate provides eligibility for participants to become Fellows of the Higher Education Academy (HEA). The HEA Fellowship status will improve your professional standing. In addition to the assessments, participants will need to complete a document in which they map their teaching activities against the UKPSF (Descriptor 2). Furthermore, the course is accredited by the Nursing and Midwifery Council (NMC) and nurses and midwives who complete the course are therefore eligible to obtain teacher status and to record this with the NMC. Nurse teacher status enables staff to follow teaching career pathways both within the higher educational context and within clinical settings. Please note that in order to obtain this status, participants need to submit a record of teaching and learning activities mapped against specific NMC learning outcomes in addition to the course assessments. Please note that this handbook should be read in conjunction with the Student Handbook and the Postgraduate Supplement which can be accessed via the University website at http://www.uwl.ac.uk/students/current_students/Student_handbook.jsp We look forward to working with you. On behalf of the Course Team,

Jannie Roed, Course Leader

Section

1

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1.2 Overview of the Course

Although the ultimate aim of the PGCert in Academic Practice is to engage with the UK Professional Standards Framework (UKPSF) and gain Fellowship status of the HEA and/or nurse teacher status within the NMC, the course is also an opportunity for you to reflect upon your own professional practice, enhance your engagement with learning and teaching through scholarship and help you plan your academic and/or professional career. The course is closely aligned to Descriptor 1 and Descriptor 2 of the UKPSF (Please see Section 2 for details). Successful participants on the course will get opportunities to develop their professional profiles and progress within the UKPSF towards Senior Fellows and Principal Fellows of the HEA when their role allows them to. The PGCert in Academic Practice is a one year part-time 60 credits course at level 7. It consists of two modules – a 20 credits module Supporting Student Learning and a 40 credits module Enhancing Student Learning. The PGCert in Academic Practice is mandatory for all new members of staff who do not already hold a qualification to teach in HE. Successful completion of the PGCert in Academic Practice will normally be a condition for passing probation at UWL. Both modules are free of charge to members of staff at the University of West London. Academic staff from collaborative partner institutions will be charged a fee which will be negotiated with the University of West London.

Please note: Staff from collaborative partnerships and staff who are not employed by the University of West London (as is the case for some students on the NMC pathway) will be charged an extra fee for registering with the HEA. Currently it is £100 for Associate Fellowship and £200 for Fellowship.

Supporting Student Learning (20 credits) This module serves as an introduction to learning and teaching in UK higher education. You will engage with all three dimensions of the UKPSF and get an opportunity to explore in depth selected aspects of these activities in the context of your own practice. Details of the module can be found on p.20. The module is aimed at members of academic staff who are new to teaching in higher education, international academic staff new to teaching in UK

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universities, postgraduate students with minor teaching commitments, technicians, and staff from the library or central services who run sessions with students. Participants who successfully complete the module Supporting Student Learning only, will be awarded Associate Fellowship of the HEA. Enhancing Student Learning (40 credits) This module builds on the module Supporting Student Learning. It is focused on scholarship in learning and teaching and provides an opportunity for you to conduct a small innovative intervention related to teaching and learning within your own discipline. Further details of the module can be found on page 23 in this handbook. Fellowship of the HEA is gained by successfully completing the Postgraduate Certificate in Academic Practice. The certificate consists of 60 credits at level 7 – 20 credits from the module Supporting Student Learning and 40 credits at from the Enhancing Student Learning module. In addition to the assessments, participants will need to complete a document in which they map their teaching activities against the UKPSF (Descriptor 2).

This handbook contains information based on a Course Specification formally approved by the University. The relevant sections of the specification, for example, the course’s aims, module content, learning outcomes, teaching and learning methods, assessment requirements, are incorporated into the handbook. The full Course Specification is available from the Course Leader. For information regarding the University Regulations, Policies and Procedures, please see the current Student Handbook, relevant supplement and the UWL website. The regulations applying to a student will be those in place for the academic year of their enrolment.

1.3 Key Contacts

Course leader: Jannie Roed Administrative contact: Jane Nato Email: Jannie.Roed@uwl.ac.uk Email: Carol.Stock@uwl.ac.uk Telephone: 020 8231 2448 Location: St Mary’s Road, BY03.025 Location: St Mary’s Road BY03.021

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NMC lead: Claire Anderson Email: Claire.Anderson@uwl.ac.uk Telephone: 020 8231 4460 Location: 10th floor in Paragon House National Teaching Fellows and other colleagues from across the University regularly contribute to the teaching on the course, including Dr Frances Hunt, DR Deirdre Robson, Dr Siobhan Lynam, Professor Marcia Worrell, Dr Clive Marsland, Ms Anna Armstrong, Dr Agata Sadza, Dr Tanya Kynaston and Mr Matt Lingard.

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1.4 Entry Requirements and Enrolment

You must teach at level 4 or above and engage in a minimum of 180 hours teaching experience, inclusive of 60 hours of teaching in an academic year in order to enrol on the course. You should hold a first degree in the subject you teach. For the NMC requirement you will be expected to achieve at least 180 hours of teaching practice plus teaching experiences per year. ‘Teaching experiences’ are the wider experiences necessary for teaching to occur e.g. preparation of a teaching session, curriculum planning, and attending assessment and programme boards with colleagues. It could also include discussing educational practice between the workplace and educational institutions or facilitating student learning in tutorials. Staff members who already have Associate Fellowship of the HEA may be able to complete the second 40 credits module only in order to complete the full certificate. Please note that all such cases must be discussed with the course leader who needs to prepare and present a case to the University’s Accreditation Committee where the final decision whether to progress onto the PGCert in Academic Practice will be made. Staff with significant teaching experience in UK HE (five years or more) but no teaching qualification are advised to gain HEA Fellowship through the University’s CPD recognition route. Please discuss this with the course leader. A separate handbook for the CPD recognition route can be accessed through the INSTIL website or obtained in hard copy from the course leader. You can choose to complete the module Supporting Student Learning only. However, you must enrol on the full PGCert in Academic Practice and then get an exit award. If you successfully complete the mapping document of own practice (Descriptor 1), you are eligible for Associate Fellowship of the Higher Education Academy. APL/APEL processes You may complete the first module, Supporting Student Learning, and come back later to complete the rest of the course. In such cases, the Course Leader will complete the necessary paper work and present your case to the University’s APEL committee for approval. Courses or credits from other institutions cannot be counted towards the PGCert in Academic Practice. The application process Once you have decided the route to HEA Fellowship that is most appropriate for your, you must complete an online application form. Once you have received an email from the course administrator confirming that you have a place on the course, you must complete a Staff Development form (SD1) which must be signed off by your line manager. The SD1 form can be obtained online from the HR Learning and Development domain through My View. This form should be

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submitted to the course administrator, Jane Barry, who will then be able to guide you on how to do the online enrolment. Participants who wish to complete the course in order to gain nurse teacher status will be interviewed by the NMC lead before enrolling. This is to ensure that participants meet the requirements needed in order to successfully complete the course. Induction to the courses will form part of the first workshop on 21st September 2016. Please note that it essential that you attend all workshops. Materials and activities will be available online, but the face-to-face interaction with colleagues is a key part of the course. For further details please contact the course administrator Jane Barry. You will be expected to complete the Supporting Student Learning module within five months of starting the course. You will normally be expected to complete your PGCert in Academic Practice within 24 months of starting your employment.

Please note: Once you are enrolled on an accredited course it is your responsibility to make sure that you have the time to study, prepare and complete the required assignments. Five days development days are included in academic contracts, so do negotiate with your line-manager how best to use these In addition, you should negotiate time out with your line-manager to ensure that you get the time needed to complete your assignments. A heavy workload will not be accepted as a cause for mitigation. The INSTIL courses follow the University’s regulations with regard to mitigating circumstances and illness.

If, for some reason, you are unable to attend workshops, you must inform either the course administrator or the course leader. You will then have to wait until the workshop is next offered. Please note that the Course Leader is obliged to inform participants’ line-managers or Heads of Departments of their progress on the course, including poor attendance, drop-out, and failure to complete coursework For a full description of your entitlements and responsibilities please consult the Student Handbook. http://www.uwl.ac.uk/students/Current_students.jsp The course team and other University departments will always contact students via their student email address. So please ensure that you check your University email account regularly.

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1.5 Progression and Awards

The module Supporting Student Learning must be passed in order to progress to the next module Enhancing Student Learning. On successful completion of both modules you are awarded a Postgraduate Certificate in Academic Practice. Once the Assessment Board has ratified results, you will be notified by the course leader. Once your UKPSF mapping document against your own practice has been approved, the Course Leader will notify the HEA about your successful completion.

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Background and philosophy of the course

2.1 Introduction

The two courses Supporting Student Learning and the PGCert in Academic Practice are closely aligned with the UK Professional Standards Framework (UKPSF), and all aspects of the provision are underpinned by the framework’s four professional values. Whether you are aiming at Associate Fellowship or Fellowship you will need to demonstrate that you:

1. Respect individual learners and diverse learning communities 2. Promote participation in higher education and equality of opportunity for

learners 3. Use evidence-informed approaches and the outcomes from research,

scholarship and continuing professional development 4. Acknowledge the wider context in which higher education operates,

recognising the implications for professional practice. The assignments for the taught modules are all based on reflection on your own practice. The reflective cycle will often follow the process outlined below based on Kolb’s model of experiential learning:

Section

2

1. Description of an

event/situation

What happened?

4. Evaluation of the

intervention/action

Did my changes

work?

3 .Action plan: preparing

for next similar experience

What can I do to change

what happened?

2. Analysis and

generalisation: making

sense and finding

relationships

Why did it happen?

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Another way of thinking reflectively about your work is to think about

1. What do I do? 2. How do I do it? 3. Why do I do it like this? 4. How do I know that what I do is effective?

When writing your assignments you will need to demonstrate knowledge of and critical appraisal of appropriate literature and research within learning and teaching generally and within your own discipline.

2.2 The UK Professional Standards Framework (UKPSF)

Both courses are closely aligned with the UK Professional Standards Framework (UKPSF) which is developed by the UK HE sector and overseen by the HEA.

The framework aims to:

1. Support the initial and continuing professional development of staff engaged in teaching and supporting learning

2. Foster dynamic approaches to teaching and learning through creativity, innovation and continuous development in diverse academic and/or professional setting

3. Demonstrate to students and other stakeholders the professionalism that staff and institutions bring to teaching and support for student learning

4. Acknowledge the variety and quality of teaching, learning and assessment practices that support and underpin student learning

5. Facilitate individuals and institutions in gaining formal recognition for quality-enhanced approaches to teaching and supporting learning, often as part of wider responsibilities that may include research and/or management activities

Dimensions of the framework

There are three dimensions to the UKPSF, Areas of Activity, Professional Values and Core Knowledge. Below is a diagram showing the three dimensions with the specific aspects included in each dimension.

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Areas of Activity:

A1 Design and plan learning activities and/or programmes of study A2 Teach and/or support learning A3 Assess and give feedback to learners A4 Develop effective learning environments and approaches to student support and guidance A5 Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research scholarship and the evaluation of professional practice

Core Knowledge

K1 The subject material K2 Appropriate methods for teaching and learning in the subject area and at the level of the academic programme K3 How students learn, both generally and within their subject/disciplinary area(s) K4 The use and value of appropriate learning technologies K5 Methods for evaluating the effectiveness of teaching K6 The implications of quality assurance and quality enhancement for academic and professional practice with a

particular focus on teaching.

Professional values

V1 Respect individual learners and diverse learner communities V2 Promote participation in higher education and equality of opportunity for learners V3 Use evidence-informed approaches and the outcomes from research. Scholarship and continuing professional development V4 Acknowledge the wider context in which higher education operates, recognising the implications for professional practice

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The learning outcomes for the taught provisions – the CPPD and the Postgraduate Certificate in Academic Practice – are mapped against the three dimensions (please see below). Each level of Fellowship will be aligned to a descriptor, each of which is outlined in the next section.

Descriptors

Descriptor 1 – Associate Fellowship

An Associate Fellow of the HEA must be able to: Demonstrate an understanding of specific aspects of effective teaching, learning support methods and student learning. Individuals should be able to provide evidence of:

Successful engagement with at least two of the Areas of Activity

Successful engagement in appropriate teaching and practices related to these Areas of Activity

Appropriate Core Knowledge and understanding of at least K1 and K2

A commitment to appropriate Professional Values in facilitating others’ learning

Relevant professional practices, subject and pedagogic research and/or scholarship within the above activities

Successful engagement, where appropriate, in professional development activity related to teaching, learning and assessment responsibilities.

In order to be eligible for Associate Fellowship you can successfully complete the 12 weeks CPPD module, Supporting Student Learning.

Descriptor 2 – Fellow

A Fellow of the HEA must be able to: Demonstrate a broad understanding of effective approaches to teaching and learning support as key contributions to high quality student learning. Individuals should be able to provide evidence of:

Successful engagement across all five Areas of Activity

Appropriate knowledge and understanding across all aspects of Core Knowledge

A commitment to all the Professional Values

Successful engagement in appropriate teaching practices related to the Areas of Activity

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Successful incorporation of subject and pedagogic research and/or scholarship within the above activities, as part of an integrated approach to academic practice

Successful engagement in continuing professional development in relation to teaching, learning, and assessment, and, where appropriate, related professional practices.

In order to be eligible for Fellowship you must successfully complete the Postgraduate Certificate in Academic Practice. This course consists of the level 7 module Supporting Student Learning (20 credits) described above and the level 7 module Enhancing Student Learning (40 credits) The Post Graduate Certificate in Academic Practice is intended to build on your experiences whilst progressing your understanding of learning and teaching within a higher education context. The course prepares you to undertake a role in teaching and draws upon the theories and concepts of learning that can be applied in any setting. In addition, the course provides you with the tools to conduct research into your own practice. Please note: that participants MUST complete and pass the module Supporting Student Learning or already have the status of Associate Fellow of the HEA in order to complete the PGCert in Academic Practice. In some cases participants may have completed an equivalent course at another institution (in which case a certificate will be needed as evidence).

2.3 Learning and Teaching Approaches

The overall teaching and learning strategy of the course is to develop critically reflective practitioners who will continue with their professional development in learning and teaching after the course finishes. The curriculum has been designed to give participants experience of a range of current teaching and learning approaches as models of good practice. These include: lecture/presentation, small group work, blended learning, learning sets, online activities, peer observation, reflection-on-action, activity based learning, collaborative learning, action learning groups, peer support and feedback, and group presentation. Use of reflective statements and group activities will encourage active learning. Participants will be expected to give a discipline-based focus on their work, particularly in the second module. The course is practice-based, but in promoting the reflective practitioner approach it ensures that practice is informed by theory. Participants will have support to ensure that they fully understand the reflective practitioner approach. Learners are required to reflect on and analyse their own practice and give critical feedback to peers drawing on theory and relevant literature to attain Masters’ level. They are also required to find solutions to problems

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which do not have clear-cut answers. The taught modules will consist of both workshop activities, Action Learning Sets and online activities in accordance with the University’s blended learning strategy and will use the Virtual Learning Environment (VLE), Blackboard. This will give participants experience of using blended learning and model good practice. The flexibility afforded by use of e-learning will be of benefit to participants who will be working and/or researching possibly full-time. E-learning has also been widely recognised as offering good opportunities for reflection and developing learning communities. At the back of this handbook there is a reading list, but in addition, participants will be guided towards resources which will help them complete their assignments.

2.4 Course Outline

The course serves as an introduction to teaching in UK higher education and covers essential aspects of academic practice that you need to know in order to be an effective teacher in a continuously developing environment. Topics covered are:

Theories of learning

Theories of motivation

Student diversity

Student engagement

Institutional and national HE agendas and policies

Quality assurance and quality enhancement

Designing effective learning activities

Assessing students

Giving effective feedback to students and peers

Using scholarship of learning and teaching to inform practice

Effective use of learning technology

Evidence-based practice

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2.5 Learning Outcomes for the Course

Level 7 Relevant Modules1

UKPSF

A - Knowledge and Understanding

Critique and apply a wide range of learning theories

Demonstrate and critically appraise how teaching practice is informed by research and current institutional policies

Design and implement a pedagogical innovation

Critically engage with the development of learning communities

Engage in continuous professional development in learning and teaching

SSL; ESL SSL;ESL ESL SSL;ESL SSL;ESL

K3 K2;V3 A1;A2;K1;K5 A4 A5

B – Intellectual skills

Articulate and critique the values underpinning UK HE

Provide constructive feedback to peers and students based on educational theory

Integrate scholarship and research into professional activities relating to learning and teaching

Reflect on and critically evaluate a range of teaching practices in UK HE

SSL SSL SSL;ESL SSL;ESL

V1:V2;V4 A3;K3;K5 K1;K3;V3 A2;K2;K4;K6

C – Subject practical skills

Plan and deliver teaching/support sessions underpinned by educational theory

Critically evaluate teaching/support sessions

SSL SSL;ESL

A1;A2;K1;K3 A1;K3;K4;K5;K6

D – Key / Transferable skills

Give clear oral presentations on aspects of teaching and learning within their disciplinary context

Demonstrate Master’s level in academic literacy

Work effectively with colleagues from other disciplines

Engage effectively with technology to aid learning and teaching

Give and receive reflective and constructive feedback based on educational theory

SSL;ESL SSL;ESL SSL;ESL SSL SSL;ESL

K1;K2;V3 A4 K4 A3;A4;K5

1 Supporting Student Learning – SSL; Enhancing Student Learning - ESL

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Additional Completion of the UWL’s

UKPSF mapping document for Fellowship

SSL;ESL All three dimensions of the framework

2.5 Assessment

Participants develop a personal teaching portfolio which includes the following:

1. A clear, referenced articulation of your own values and educational

philosophy (V1-V4) using appropriate technology (K4). This part of the

assignment cannot be in written form

2. A critical discussion of two learning theories in relation to your own

practice (K1, K2, K3) (2,000 words or equivalent)

3. A reflective, referenced narrative of your own practice focusing on the

key aspect in one of the specialist workshop you have attended (A1,

A2, A4, K1, K2,K5) (500 words or equivalent)

4. One lesson plan, and three peer observations (four for the NMC

pathway)(A5, K5)

5. Report on a pedagogical innovation/intervention, including evaluation

based on peer and student feedback (A1, A3, A4, K1, K3, K5) (4,000

words)

6. A poster presentation based on the pedagogical innovation/intervention

7. Completion of the HEA Fellowship mapping

To ensure that decisions regarding successful completion are consistent and fair, all teaching portfolios are double marked and moderated. Please see Appendix I for assessment criteria.

2.6 Peer observations

As part of your assessment for the first module you are required to complete three peer observations - one where you are observing a course participant, one where you are being observed by a course participant, and one where you are being observed by a member of the course team. If participants are seeking the qualification to be recorded with the NMC they will be required to complete four observations – two in clinical settings and two in the classroom in an educational setting. Whilst there is often anxiety associated with having someone observing you in

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the classroom, such a critical friend can be very useful for self-development. The assessment for the modules is designed to help participants plan the components of their practice and allow them to develop ideas through a structured format. Participants will receive formative feedback and guidance on all aspects of their work and they are encouraged to engage with tutors and peers in terms of exploring ideas and approaches for the teaching and learning process. Peer observation need to take place in participants’ workplace and it would normally be the mentor who carries out the observation. For the purposes of observation of teaching practice ‘teaching’ is defined as a session containing teaching/learning activities which have been planned in advance by the teacher. It may be a formal classroom session, a laboratory or workshop session, online tutoring, giving feedback to learners, an independent learning event or (occasionally) one-to-one teaching. There will be a specific topic to be taught with aims and objectives and planned outcomes for the session. The observed sessions will usually be part of a normal scheduled teaching programme. Assessed teaching practice sessions will normally consist of half an hour briefing before the observation. This will be followed by an hour of observation followed by a personal feedback session, discussion and action planning taking about half an hour. Guidelines and templates for peer observation are available on Blackboard.

2.7 Mentors

All participants will be required to identify a mentor within the first two weeks of the course. Mentors must be colleagues who have experience of teaching in UK higher education and who are Fellows of the HEA. The mentor will support you throughout the course both in day-to-day planning of teaching and learning activities in your own disciplines and in preparing your assignments for the course. Mentors will also carry our peer observations. Mentors play a particular key role in the second module, Enhancing Student Learning, when you develop your small innovation project. Participants following the NMC route must ensure that mentors are aware of the NMC guidelines and standards for those who wish to be recorded on the register. Mentors must attend an introductory workshop organized by INSTIL to prepare them for their role. In addition regular meetings will be arranged between mentors and the course leader in order to provide ongoing support.

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2.8 Personal tutoring

All participants will be allocated a personal tutor who is a member of the course team. The personal tutor will meet with his or her tutor group (normally 5 participants) once a term for one hour to guide them through assignments and discuss any issues that may arise during the course.

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Supporting Student Learning (20 credits)

3.1 Aims and Learning Outcomes

Supporting Student Learning is a 20 credits course at level 7. The aims of the module are:

To introduce participants to UK Higher Education and contemporary teaching and learning methods appropriate for adult learners

To give an overview of UK Higher Education policy and current agendas This module runs in blended mode (face-to-face combined with online activities) and in an entirely on-line mode. If you are UWL staff you will be required to attend the blended learning mode. Staff belonging to partner institutions can enrol on the on-line version. On successful completion of the module participants should be able to:

Learning Outcome Descriptor 1

1. Articulate and critique the values they bring into their teaching context.

Engagement with K5 and V1

2. Apply and critique a range of learning theories to their own practice

Engagement with K2, K3, V1 and V2

3. Demonstrate and critically appraise how their own practice is informed by research and current institutional policies and legislation

Engagement with K1, V3, V4, A5

4. Plan and deliver teaching/support sessions and critically evaluate the outcome through effective feedback from peers and students

Engagement with K5, V1, V2, A1, A2, A3 and A4

5. Give reflective and constructive feedback to peers following a teaching observation

Engagement with K5 and A5

6. Engage confidently with IT to make appropriate use of a VLE for learning and teaching.

Engagement with K4 and V4

Section

3

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Please note: The K2, V3 A5 etc. refers to the three dimensions of the UKPSF.

3.2 Module outline

The course serves as an introduction to teaching in UK higher education and covers essential aspects of academic practice that you need to know in order to be an effective teacher. Topics covered are:

Theories of learning

Theories of motivation

Student diversity

Institutional and national HE agendas and policies

Quality assurance

Designing effective learning activities

Assessing students

Giving effective feedback to students and peers

Using research and scholarship to inform teaching

Effective use of learning technology

3.3 Module Assessment

Assessment Length Date of Submission

A clear, referenced

articulation of the

participant’s own values

and educational

philosophy (V1-V4) using

appropriate technology

such as podcast, video,

animation, PowerPoint

with voice-over or other.

Maximum 5 minutes

1st December 2017

Completed peer

assessment sheet

300 words 15t December 2017

A critical discussion of

TWO learning theories in

relation to the participant’s

own practice

2,000 words or equivalent

2nd February 2018

A reflective, referenced

narrative of your own

practice focusing on the

key aspect in one of the

specialist workshop you

have attended

500 words or equivalent

2nd February 2018

One lesson plan Template available 2nd February 2018

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Peer observations Template available 2nd February 2018

All assignments to be submitted through BlackBoard and Turnitin Please see Appendix I for marking criteria. Please note: Participants are expected to use the Harvard referencing system. For further details please see http://lrs.uwl.ac.uk/find/guides/general/harvard_reference.html

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Section

4

Enhancing Student Learning (40 credits)

4.1 Aims and Learning Outcomes

The overall aim of the Postgraduate Certificate in Academic Practice is to provide a course that integrates scholarship and practice and supports participants in meeting their professional needs and interests. Participants must pass the module Supporting Student Learning before they can start on the module Enhancing Student Learning. The two modules constitute the full Postgraduate Certificate in Academic Practice. The overall course will provide a learning environment where participants will:

critically apply a scholarly, research based approach to their practice

demonstrate knowledge, skills and values appropriate to their professional responsibilities within Higher Education

review, plan and meet their continuing professional development needs through reflection on practice and, where appropriate, develop their practice through this process.

actively contribute to a high quality learning environment .

demonstrate eligibility for Fellowship of the Higher Education Academy and meet Nursing and Midwifery Council rules and standards for Nurse Teacher Status where appropriate, within the PGCert.in Academic Practice.

By the end of the module Enhancing Student Learning successful participants should be able to:

Learning Outcome Descriptor 2

1. Design, implement and evaluate a pedagogical innovation (new-to-you) appropriate for their subject/discipline, taking account of learner diversity

Engagement with V1, V2, K1, K2, K3, K4, K5, K6, A1, A3, A4, A5

2. Integrate scholarship and research into their professional activities and academic practice

Engagement with V3

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3. Critically engage with the development of learning communities

Engagement with K4, A2

4. Demonstrate evidence of student engagement in their practice

Engagement with A4, K3, K5, V1 and V2

Please note: The K2, V3 A5 etc. refers to the three dimensions of the UKPSF.

4.2 Module Outline

Participants on this course will be divided into small Action Learning Sets (ALS) supported by a team member. The sets will meet fortnightly and will arrange their readings and discussions around the pedagogic innovations set members choose to carry out. A list of suggested readings can be found in this handbook, but participants are expected to identify appropriate resources themselves. It is the participants themselves who decide the content of their course.

On this module, participants are required to focus on a teaching and/or learning aspect within their own discipline. They will be supported in their project by the course team and their ALS members. In addition, they will be required to have a mentor from their own department to guide them within the pedagogical field of their own discipline.

4.3 Assessment

Assessment Learning Outcome met

A poster presenting the pedagogical innovation you have implemented and evaluated. The poster must be presented at UWL’s annual Teaching and Learning Conference.

LO1, LO3 and LO4

A full report:

Rationale and context for the pedagogical innovation based on existing research and evidence

Evaluation of the innovation/intervention by participant and

LO1, LO2, LO3 and LO4

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students

Completion of the UKPSF mapping of own practice document

NMC participants only: Completed NMC mapping grid Pass/Refer

See appendix III

All assignments to be submitted through BlackBoard and Turnitin

4.4 Suggested Reading

A general book which covers most aspects of teaching and learning in Higher education is: Fry, H, Ketteridge, S & Marshall, S (2009) (3rd Ed) A Handbook for Teaching & Learning in Higher Education London: Kogan Page.

You will be given this book once you have been accepted onto the course. You can find suggestions of further reading below.

Academic practice

Bamber, V., Trowler, P., Saunders, M. and Knight, P. (2009) Enhancing Learning, Teaching, Assessment and Curriculum in Higher Education. Buckingham: SRHE Biggs, J. and Tang, C. (2011) Teaching for Quality Learning at University: What the Student Does. Buckingham: SRHE Chikering, A. and Gamson, Z. (2002) Development and Adaptation of the Seven Principles for Good Practice in Undergraduate Education. New Directions for Teaching and Learning. Winter 1999, issue 80, 75-81. Clegg, S. and Rowland, S. (2010) Kindness in pedagogical practice and academic life. British Journal of Sociology of Education 32(6), 719-735.

Fanghanel, J. (2012) Being an academic. London and New York: Routledge. Knight, P (2002) Being a Teacher in Higher Education SRHE and Open University Press. Wenger, E (1998) Communities of Practice: Learning, Meaning and Identity. New York: Cambridge University Press.

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Action learning

Bourner, T. (2011) Developing self-managed action learning (SMAL). Action Learning: Research and Practice 8:2, 117-127. Johnson, C. (2010) A framework for the ethical practice of action learning. Action Learning: Research and Practice 7(3), 267-283.

Assessment

Biggs, J. (1996) Enhancing teaching through constructive alignment. Higher Education 32, 1-18. See also Biggs, J. and Tang, C. (2011) Teaching for Quality Learning at University: What the Student Does. Buckingham: SRHE Prosser, M. and Trigwell, K. (1999) Understanding Learning and Teaching. The Experience in Higher Education. Buckingham: SRHE and Open University. Yorke, M. (2003) Formative assessment in higher education: moves towards theory and the enhancement of pedagogic practice. Higher Education 45, 477-501 See also the following journals: Assessment in Education Assessment and Evaluation in Higher Education Educational Assessment

Diversity

Macfarlane, B (2004) Teaching with Integrity: the ethics of higher education practice London: RoutledgeFalmer Redmond, P (2003) “I just thought it was for people with loads of money.” Experiences and aspirations of widening participation participants. Paper from resources at www.heacademy.ac.uk Turner, J. (20110) Language in the Academy. Cultural reflexivity and Intercultural Dynamics.Multuilingual Matters: Britol.Bufalo.Toronto

Emotions in learning

Ahmed, S. (2004) The Cultural Politics of Emotion. Edinburgh: Edinburgh University Press. Jackson, C. (2010) Fear in Education Educational Review 62(1), 39-52. McWilliam, E. (1996) Touchy Subjects: a risky inquiry into pedagogical pleasure. British Educational Research Journal 22(3), 305-317.

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Morley, L. (1998) All you need is love: feminist pedagogy for empowerment and emotional labour in the academy. International Journal of Inclusive Education. 2(1): 15-27.

Employability

Knight, P. and Yorke, M. (2013) Learning, Curriculum and Employability in Higher Education. London: RoutledgeFalmer Morley, L. (2011) Employability, equity and elite formation. Higher Education Forum, 75-91.

Higher education in a global context

Altbach, P.G., Reisberg, L. and Rumbley, L. (2009) Trends in Global Higher Education: Tracking an Academic Revolution. A Report Prepared for the UNESCO 2009 World Conference on Higher Education. United Nations Educational, Scientific and Cultural Organisation. Published with support from SIDA/SAREC. Available on http://unesdoc.unesco.org/images/0018/001832/183219e.pdf Bologna (2010) Bologna beyond 2010. Report on the development of the European Higher Education Area. Available on http://www.ehea.info/Uploads/Irina/Bologna%20beyond%202010.pdf Brown, P., Lauder, H. and Ashton, D. (2011) The Global Auction. The broken promises of education, jobs and incomes. Oxford: Oxford University Press. Lauder, H. (2011) Education, economic globalisation and national qualifications framework. Journal of Education and Work 24(3-4), 213-221. John, P. and Fanghanel, J.(2015) Dimensions of Marketisation in Higher Education. London and New York: Routledge. Molesworth, M, Scullion, R. and Nixon, E. (Eds.) (2011) The Marketisation of Higher Education and the Student as Consumer. London and New York: Routledge, Peters, M. (2007) Higher Education, Globalisation, and the Knowledge Economy. Ubiquity 8(18), 1-27.

Learning technology

Laurillard, D. (2012) Teaching as a Design Science: Building Pedagogical Patterns for Learning and Teaching. London and New York: RoutledgeFalmer. Laurillard, D. (2001) Rethinking University Teaching: A Conversational Framework for the Effective Use of Learning Technologies. London and New York: RoutledgeFalmer Salmon, G. (2011) E-moderating. The Key to Teaching and Learning. London and New York: RoutledgeFalmer Salmon, G. (2002) E-Tivities: The Key to Active Online Learning. London and New

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York: RoutledgeFalmer

Reflection on own practice

Moon, J. (2004) A Handbook of Reflective and Experiential Learning. London and New York: RoutledgeFalmer

Researching own practice

Drake, P. and Heath, L. (2011) Practitioner Research at Doctoral Level. Developing coherent research methodologies. London and New York: Routledge. Sikes, P. and Pott, A. (2008) Researching Education from the Inside: Investigating from within. London and New York: RoutledgeFalmer.

Research supervision

Beasley, N. and Taylor, S. (2005) A Handbook for Doctoral Supervisors. London and New York: Routledge

Halse, C. (2011) ‘Becoming a supervisor’: the impact of doctoral supervision on supervisors’ learning. Studies in Higher Education 26(5), 557-570. Kamler, B. and Thomson, P. (2006) Helping Doctoral Students Write. Pedagogies for doctoral supervision. London and New York: Routledge. Lee, A.(2012) Successful Research Supervision. Advising students doing research. London and New York: Routledge.

Student learning

Boud, D., Cohen, R. and Sampson, J. (2001) Peer Learning in Higher Education. Learning From and With Each Other. London: Kogan Page Limited Jaques, D. and Salmon, G. (2006) Learning in Groups: A Handbook for Face-to-face and Online Environments. Taylor & Francis: London.

Student motivation

Barkley, E. (2010) Student Engagement Techniques. A Handbook for College Faculty. San Francisco: Jossey-Bass.

Brown, S., Armstrong, S. and Thompson, G.(eds.) (1998) Motivating Students. SEDA Publication.

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Theories of learning

Eraut, M. (2000) Non-Formal Learning and Tacit Knowledge in Professional Work. British Journal of Educational Psychology. 70, 113-136. Gould, J. (2009) Learning Theory and Classroom Practice in the Lifelong Learning Sector. Exeter: Learning Matters Ltd. Illeris, K. (2008) Contemporary Theories of Learning: Learning Theorists … In Their Own Words. London and New York: RoutledgeFalmer. Lave, J. and Wenger, E. (1991) Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.

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Section

5

Participant Support and Guidance

5.1 Introduction

Participants will be supported throughout the course by members of the course team and by allocated mentors in their own department. If you have a disability, information and support is provided by the University through: the Disability Team located in Student Services; the Disability Handbook: the Student Handbook and through the University website.

5.2 Technical Support

West London Online (Blackboard)

West London Online uses software called Blackboard to provide students with a Virtual Learning Environment. This site will give you access to learning and teaching resources uploaded by your lecturers, along with communication forums such as discussion boards and blogs to support your learning. On some modules you may also be required to submit work for assessment via Blackboard.

B

Logging on

Log on to West London Online at http://online.uwl.ac.uk You will have been provided with your login details shortly before the start of the course, via an email to your personal email account, and these details will also be available as part of your induction course. If you have any problems accessing or using your account, please:

See a member of staff in your nearest IT Suite or Library

Or use the Forgot Your Password routine to generate a new password Please note: you will need to be able to access your University email account in order to use this routine.

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If you do not see all of your modules in your Blackboard course list, please contact your School administrative office in the first instance, to check that you have been correctly enrolled.

Blackboard support

There are Help Pages, covering Blackboard at http://uwl.ac.uk/westlondononline All technical issues with Blackboard should be reported to the IT Service Desk. You do this by:

Speaking to staff in any IT Suite or Library

Calling 0300 111 4895 (internal phone extension 4895)

Emailing itservicedesk@uwl.ac.uk

The University Library

The University Library provides a wide range of services, resources, advice and help to support teaching, learning and research across the institution. There are two physical libraries:

The main campus Library in St Mary’s Road

The Health Library on the second floor of Paragon House

There is also a virtual library at the Berkshire Hub providing access to all our e-resources and which is fully supported with professional Library and IT help and advice.

The Library’s print resources currently consist of over 150,000 books, a range of printed journals and a wide selection of DVDs. Additionally, students and UWL staff have access to over 100 online databases, thousands of e-journals, approximately 450 e-books, and a digital archive of off-air broadcasts. All the Library’s resources are searchable by using our online discovery tool, Summon, which makes finding information simple and straightforward both within the University and externally. All students are automatically members of the Library. The Unique card is also the Library card, and borrowing rights are automatically set according to your course and student status. Self-service machines are available at all Libraries, allowing for independent borrowing when service desks are not staffed. The Academic Support Librarians provide help and support throughout the learner journey, running training sessions on a regular basis on topics such as Refworks and referencing, or database search strategies, and offering one-to-one advice on finding detailed resources for assignments by appointment.

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The University of West London is a member of the Society of College, National and UK Libraries (SCONUL), and M25 Libraries consortia. These organisations allow University of West London students access to other HE institutions’ libraries and specialist libraries within London and throughout the UK. Further information including opening hours and contact details is available at: http://library.uwl.ac.uk/use/sites/opening_hours.html A librarian for Education can be contacted by calling 020 8231 2251.

Section

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6

Quality Management and Enhancement

6.1 Course Management

The course team reports annually to the INSTIL Board in the form of an annual report including the number of staff members who have successfully completed the courses. The INSTIL Board also receives external examiners’ reports and minutes from annual course reviews.

6.2 Participant Evaluation

Participants will evaluate the courses both formally through course evaluation questionnaires and informally throughout the year. A Course Consultative Committee will be held on the following dates: [to be inserted]

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Appendix I

Postgraduate Certificate in Academic Practice2 - Level 7 assessment criteria

Reflection and critical analysis

Learning Outcomes

Knowledge, understanding and the application of relevant theory to practice, including evidence of engagement with literature and scholarship

Learning Outcomes

Final outcome

Pass

Demonstration of good use of analytical skills and reflective practice, and personal learning and growth, including personal development planning.

Demonstration of good insight into professional values, and principles and competencies needed for supporting learners effectively.

Evidence that the participant has engaged with all three dimensions of the UKPSF.

Evidence of student

SSLLO1 SSLLO4 SSLLO3 SSLLO1 SSLLO5 ESLLO3 ESLLO4 SSLLO4

Demonstration of knowledge and in-depth understanding of educational principles and concepts relevant for higher education.

Demonstration of an ability to critically apply theory to practice.

Evidence of independent reading and engagement with literature and scholarship in the field in a critical way – both generic and disciplinary specific.

Demonstrate knowledge of relevant institutional, national and

ESLLO1 SSLLO6 SSLLO2 ESLLO1 ESLLO1 ESLLO2 SSLLO3 ESLLO3

All module learning outcomes met

2 Adapted from the marking criteria used at University of Birmingham. Thank you to Dr Susan

Moron-Garcia from Centre for Learning and Academic Development for sharing these with UWL.

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engagement when planning learning activities

global initiatives, processes and policies and critically evaluate these in relation to own academic practice

Refer Largely descriptive accounts that fail to apply analytical or reflective skills.

Little or no evidence of personal growth and little or no evidence of engaging with professional values, or principles and competencies needed to support learners in higher education.

Little or no evidence that participant has engaged with all three dimensions of the UKPSF

Little or no evidence of student engagement

Little or no evidence of key educational principles and concepts.

Little or no demonstration of critical application of theory to practice.

No or little evidence of reading or engaging with scholarship in a critical way.

Little or no demonstration of knowledge of policies and/or processes institutionally, nationally or globally.

Some or none module learning outcomes met

SSLLO1 indicates Supporting Student Learning Learning Outcome 1 ESLLO1 indicates Enhancing Student Learning Learning Outcome 1 Please note: It is expected that assignments are clearly structured with correct grammar, spelling and referencing. Work that is not deemed to be of Master’s level with regard to presentation will be returned to participants for further work.

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Appendix II

Mentors to participants who are undertaking the Post Graduate Certificate in Academic Practice at the University of West London. Form of agreement I,…………………………………………………………………..agree to act as a mentor …………………………………….(name of student/participant) who is undertaking the Post Graduate Certificate in Academic Practice

I am a Fellow of the Higher Education Academy □ I am a Senior Fellow of the Higher Education Academy □ I confirm that I am familiar with the UK Professional Standards Framework and that I will attend a workshop for mentors for the PGCert in Academic Practice. I am willing to ensure that the participant gains opportunity for a minimum of 60 hours of teaching. This may be within the employment situation of the participant or in other settings but will include both practice/work based teaching and classroom teaching. I will also provide guidance and advice to the participant as a novice teacher. I am willing to assist the participant/student with exploring the available educational opportunities that are available so that s/he gains a breadth of experience. I am willing to provide the participants/students with feedback on their development and seek out opportunities for their progress in learning and teaching experiences. I will ensure that the information shared with me will be confidential and that I will only discuss the progress of the participant/student with the programme leader or the programme team. In the event that I may not be able to continue in my role I will notify the programme leader. Signed Dated

Please complete two copies of this form and submit one to the programme leader and keep the other copy for reference.

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Appendix III

Institute for Teaching, Innovation and Learning

Mapping of activities against the UK Professional Standards Framework (UKPSF) for gaining Fellowship of the Higher Education Academy (D2) through the CPD provision Fellowship (D2) Name: School: Date of submission:

Descriptor 2 Criteria

Evidence from your own practice. Please provide concrete examples – with dates if possible3

I.Successful engagement across all five Areas of Activity

II.Appropriate knowledge and understanding across all aspects of Core Knowledge

III.A commitment to all the Professional Values

IV.Successful engagement in appropriate teaching practices related to the Areas of Activity

V.Successful incorporation of subject and pedagogic research and/ or scholarship within the above activities, as part of an integrated approach to academic practice

VI.Successful engagement in continuing professional development in relation to teaching, learning, assessment and, where appropriate, related professional practices

3 If this mapping exercise is carried out as part of the PGCert in Academic Practice you can use your

assignments as evidence against some of the criteria. The 2,000 words requirement does not apply in

those instances.

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Signature of applicant: ______________________________________________________ Signature of Course Leader: _________________________________________________ Signature of External Examiner: _______________________________________________