Handbook for Probation Advisers

Centre for Academic Practice

Postgraduate Certificate in Academic Practice (TCPT01)

Handbook for Academic Probation Advisers

2015/16 [version September 2015]

PGCAP: Handbook for Academic Probation Advisers

Contents

Contents.............................................................................................................................................3

Introduction........................................................................................................................................1

Contact Information............................................................................................................................1

Training for Academic Probation Advisers.........................................................................................2

Section One: Overview of the PGCAP...............................................................................................3

What is the PGCAP?......................................................................................................................3Who is it for?...................................................................................................................................3

What are the benefits?...................................................................................................................3What does it involve?.....................................................................................................................3

Who oversees the PGCAP?...........................................................................................................4What is the impact of the PGCAP on academic probation?...........................................................4

When can participants start the PGCAP?......................................................................................4How much time does it take?.........................................................................................................4

Why is accreditation of the PGCAP important?..............................................................................5How is the PGCAP Structured?......................................................................................................5

What are the key dates?.................................................................................................................6How do the workshops fit in?..........................................................................................................7

Figure 1: Diagram Showing Professional Development Workshop Requirement for PGCAP....8Table 1: Professional Development Workshops for PGCAP 2015/16........................................9

What observations of teaching take place?..................................................................................10

Section Two: Supporting materials for Probation Advisers..............................................................11

Work Plan and Personal Research Plan......................................................................................11Completion of Probation Work Plans........................................................................................11

Probation Adviser Meetings..........................................................................................................12Summary of requirements for probationer....................................................................................12

Year 1.......................................................................................................................................12Year 2.......................................................................................................................................12

Year 3.......................................................................................................................................12Probation Advisers’ Planner.........................................................................................................13

Yearly Requirements (for New Lecturers following a standard 3-year probation)...........................14

Section Three: Alternative Provision................................................................................................16

LUPE (Loughborough University Portfolio of Evidence for Learning and Teaching)................16

List of Appendices............................................................................................................................17

Appendix 1 Programme Specification TCPT01...........................................................................18Appendix 2: UKPSF Diagnostic Tool:..........................................................................................22

Appendix 3: University Teaching Observation Report Form.......................................................25

Notes................................................................................................................................................28


IntroductionThis Handbook provides a guide to the Postgraduate Certificate in Academic Practice (PGCAP) for you, as a Probation Adviser supporting a new member of academic staff. It should inform you about the nature of the programme being undertaken by the New Lecturer and enable you to relate your discussions more effectively to its requirements.

Section One is an overview of the PGCAP, including how it is structured and assessed.Section Two relates to the role of the Probation Adviser in relation to the PGCAP with supporting materials that include suggestions for activities and discussion points.Section Three is a brief summary of alternatives to the PGCAP which might be relevant for non-standard academic probation.

Carol Newbold, PGCAP Programme Director

Contact Information

The PGCAP is provided by the Centre for Academic Practice, formerly the Teaching Centre.

Key contacts are:

Programme DirectorCarol Newbold

[email protected]. 223768

PGCAP AdministratorJayne Spendlove


Teaching Observation Co-ordinatorJo Wilkins


Director, Centre for Academic PracticeDr. Carol Robinson


Assistant Director (Academic Practice)Dr. Nick Allsopp

[email protected] 564662

General queries email: [email protected]

1© Centre for Academic Practice, Loughborough University 2015

mailto:[email protected]






Training for Academic Probation Advisers

Workshops about the role of the Academic Probation Adviser are led by representatives from the Centre for Academic Practice (CAP), Human Resources and the PVC(R) (or nominated representative).

The workshops in 2015/16 are:

Academic Probation Adviser Training 6 January 2016, 10am – 12 noon

13 April 2016, 10am-12 noon

Workshop booking is via my.HR using the Learning tab at the top of the home page: https://myhr.lboro.ac.uk/tlive_ess/ess/index.html#/login

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https://myhr.lboro.ac.uk/tlive_ess/ess/index.html#/login


Section One: Overview of the PGCAP

The following information provides general information about the programme in the form of questions. The programme specification is in Appendix One.

What is the PGCAP?The Postgraduate Certificate in Academic Practice (PGCAP) is a credit-bearing programme (TCPT01) comprising four 15-credit modules. It was launched in September 2014. It is based on a model of academic practice which demonstrates the interrelationships between teaching, research and enterprise. Research can be pedagogic-related and/or subject-specific. It is a part-time, two year course of study, delivered by blended learning.

Who is it for?The PGCAP is mandatory for new lecturers on academic probation at Loughborough University. It can also be taken by other staff seeking a qualification to support their academic practice.

What are the benefits?The PGCAP has been introduced in order to:

Extend opportunities for undertaking a teaching award to a wide range of staff

who teach and/or support learning in the University

Ensure taught accredited provision is integrated into the wider CPD

Framework of the University

Provide a progressive step within a suite of programmes that can also lead to

Postgraduate Diploma in Academic Practice or MA in Academic Practice

Offer professional recognition at Descriptor 2 of the UK Professional

Standards Framework (UKPSF), i.e. Fellow of the Higher Education Academy

(HEA)

The PGCAP replaces the non-credit bearing New Lecturers’ Course.

What does it involve?The blended learning delivery includes full-day and half-day Study Days and workshops, as well as self-study. The four modules, all compulsory are:

TCP001: Introduction to Academic Practice (year 1)

TCP002: The Responsive Curriculum (year 1)



TCP003: Research, Scholarship and Professional Practice (year 2)

TCP004: Evaluating and Enhancing Practice (year 2)

Participants are assessed by coursework and a Summative Teaching Observation must be passed in order to complete the Certificate.

Who oversees the PGCAP?The Centre for Academic Practice is the owning department for the Programme. It has been designated a School for the purposes of the suite of programmes of which the PGCAP is one part. An Academic Practice Programme Steering Committee ensures appropriate overview of the quality and standards of the provision.

What is the impact of the PGCAP on academic probation?Satisfactory completion of the PGCAP is a requirement for new lecturers on academic probation. The PGCAP takes into account contact time with the Probation Advisor, workshop attendance relating to research /enterprise and reflection on Work Plans and PRPs. Delivery is supported by the Research Office, Enterprise Office, Glendonbrook Centre and the Library. Reports on the progress of new lecturers taking the PGCAP will be made available to HR following the PGCAP Assessment Boards.

When can participants start the PGCAP?There are three start points for the PGCAP – September, January and April. A New Lecturer on academic probation will start on the date nearest to their probation date at the University. Instructions for completing the online application form are on the Centre for Academic Practice website: http://www.lboro.ac.uk/services/cap/

How much time does it take?The PGCAP takes two years to complete. A 60-credit programme has an expectation of approximately 600 hours of study. The PGCAP is designed to integrate into participants’ professional roles and a substantial proportion of study time will therefore comprise normal work-based activity. Meetings with the probation adviser are considered to be part of the study time.

In summary, successful completion over two years involves:

Eight hours for meetings with Probation Advisor Attendance of approximately 28 hours for face-to-face Study Days (16 hours

in year one; 12 hours in year two) Attendance of approximately 27 hours for face-to-face workshops (12 hours in

year one; 15 hours in year two) Satisfactory completion of ten summatively assessed tasks over four 15-credit

modules

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Two observations of teaching, one by an experienced colleague and one by a University Assessor; the latter is one of the summatively assessed tasks and must be graded Satisfactory or higher (TCP004)

Two peer observations of teaching, one where the participant observes an experienced colleague and one where a PGCAP colleague is observed (TCP001)

Sufficient self-study to enable satisfactory completion of assessments; module leaders will provide activities and resources to facilitate self-study

Why is accreditation of the PGCAP important?The programme is accredited by the Higher Education Academy (HEA). The programme aligns with Descriptor 2 of the UK Professional Standards Framework for teaching and supporting learning in higher education (UKPSF). Colleagues who successfully complete the programme will be automatically eligible for the conferred status of Fellow of the Higher Education Academy (FHEA) through the Academy's Professional Recognition Scheme. This is a portable asset of relevance to anyone teaching in UK higher education institutions. The University now collects data on teaching qualifications of staff for the Higher Education Statistical Agency (HESA). A self-diagnostic to map activities to the UKPSF is in Appendix 2. This can be used by New Lecturers at the start of the programme and reviewed at key points as they progress.

How is the PGCAP Structured?The PGCAP comprises four core 15 credit modules which are taken over a two year period TCP001, TCP002 and TCP003 each span one semester, whereas TCP004 runs over two semesters:

module code module title yearTCP001 Introduction to Academic Practice 1

TCP002 The Responsive Curriculum 1

TCP003 Research, Scholarship and Professional Practice 2

TCP004 Evaluating and Enhancing Practice 2



TCP001 and TCP002 must be successfully completed prior to starting year two of the PGCAP.There are nine graded assessments over the course of the programme. These include the following:

module task module weighting

TCP001 1. Work Plan or Pedagogy Strategy

20%

2. Literature Engagement 40%Peer observation 40%

TCP002 1. Online activity 20%2. Case study based on Teaching Practice

80%

TCP003 1. Group Poster 30%2. Action Research Proposal 70%

TCP004 1. Online Activity 20%2. Portfolio 60%3. Teaching Observation 20% (must be

passed)

What are the key dates?In 2015/16 there will be a September cohort and a January cohort. For members of staff who register after 11th January, there will be a third cohort in April to provide a further opportunity to undertake TCP001. January and April cohorts will combine for the second module, TCP002.Key dates for Study Days and assessment points for the first two modules are as follows:

Cohort TCP001 TCP002

Study Day

Assessment points Study Day

Assessment pointsTask 1 Task 2 Task 3 Task 1 Task 2

September 2015cohort 1

22/09/1523/09/15

09/10/15 06/11/15 11/12/15 13/01/16 26/02/16 01/04/16

January 2016cohort 2

11/01/1612/01/16

29//01/16 26/02/16 01/04/16

Sept 2016Date tbc

Nov 2016Date tbc

Dec 2016Date tbcApril 2016

cohort 311/04/1612/04/16

29/04/16 27/05/16 01/07/16

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Key dates for those who have already completed the first module are:

Study Day for TCP002

January and April 2015 starters 21/09/2015

Study Days for TCP003:

September 2014 starters 15/09/2015

January & April 2015 starters 21/01/2016

Study Days for TCP004:

September 2014 starters 18/09/2015 (A) and 15/01/2016 (B)

January & April 2015 starters 22/01/2016 (A) and 15/09/2016 (B)

How do the workshops fit in?Flexibility for each module is provided by half-day workshops that run independently from the Study Days. Participants on academic probation will note that there are specific workshops that must be taken in order to meet probation requirements. Workshop participation is integrated into the assessment requirements for the PGCAP. Two workshops must be selected and attended for each of the modules TCP001, TCP002 and TCP003. TCP004 is slightly different; with compulsory attendance on two sessions: Making the Most of your Voice and Planning for Impact from your Research. In addition, evidence of participation on one continuing professional development (CPD) activity is required. Figure 1 shows how the workshops are linked to each module. It also shows the compulsory workshops for those on academic probation.



Figure 1: Diagram Showing Professional Development Workshop Requirement for PGCAP

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Table 1 shows the ‘set list’ of professional development workshops available in 2015/16. They are identified through the broad themes of research, enterprise or teaching, together with an indication of how each aligns with the UKPSF. Starred workshops indicate compulsory attendance for participants on academic probation.

Table 1: Professional Development Workshops for PGCAP 2015/16

Workshop Title Theme UKPSF

Academia and Enterprise (TCP002)(compulsory for all participants)

Enterprise A5, K1, V3, V4

Communicating your Research to a Wider Audience ResearchEnterprise

A5, K1, V1, V2,V3, V4

Designing for Inclusivity Teaching A1, A4, V1,V2,V4

*Developing your Publication Strategy (TCP002) Research A5, K1, V3, V4

Embedding Ethical Thinking in Research and Teaching

TeachingResearch

A1, K6, V1, V4

Engaging Learning with Large Classes/Lectures Teaching A2, K2, K4

*Fundamentals of PhD Supervision (TCP003) TeachingResearch

A4, K1, V3, V4

Inclusive Assessment Teaching A1, A2, A3, K2, K4

Making the Most of your Voice (TCP004 – (compulsory for all participants)

Teaching A2, V2, V4

Managing Research Projects Research A5, K1, V3, V4

Plagiarism: Teaching to Avoid It Teaching A4, K3, V1

*Planning for Impact from your Research (TCP004) ResearchEnterprise

A5, K1, V3, V4

Presenting for Effective Learning Teaching A2, K5

Student Learning through Critical Thinking Teaching A2, K1,K3,V2

Supervising Undergraduate and Masters Projects TeachingResearch

A2, A5, K1, K3V1, V3

Teaching Small Groups Teaching A2, K2,V1

Teaching and Supporting Students with a Neurodiversity

Teaching A2, A4,K2,V1

*Working in the Current Research Environment (TCP001)

Research A5, K1, V3, V4

*Writing Successful Research Grant Proposals (TCP001)

Research A5, V4

*compulsory for academic probation


What observations of teaching take place?Your New Lecturer undergoes two teaching observations as part of the programme. The standard Teaching Observation Report Form is used. A copy of the form is in Appendix Three. The process for teaching observations, including advice about completing the form, is set out in the Handbook for Teaching Observations. This can be located on the PGCAP Handbook page on Learn http://learn.lboro.ac.uk/course/view.php?id=10013

1. Formative observation (year 1, part of module TCP002)This must be conducted by an experienced colleague in the School/department, often the Probation Adviser. However you can discuss alternative choices of observer with your probationer. As a ‘formative’ observation, the grading does not contribute to the final assessment mark. However, the New Lecturer is expected to draw on the experience and feedback to inform future practice. Depending on the teaching timetable, the formative observation may need to take place before TCP002 is started.

2. Summative observation (year 2, part of module TCP004)This is conducted by a University Assessor who may be from another, normally cognate, School/department, or from the Centre for Academic Practice. The grading received forms part of the final assessment mark. Furthermore, the grading must be satisfactory or higher in order to pass module TCP004. If the grading is not satisfactory, the New Lecturer can request another observation with a different University Assessor.

In past years, prior to the introduction of the PGCAP, there was a requirement for a second formative teaching observation in year 2 of probation with the summative observation taking place in year 3. As probationers usually find feedback on observations of their teaching to be useful, you should ensure a second formative observation in year 3. If the School/department has a peer observation process in place, it could form part of this process.

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http://learn.lboro.ac.uk/course/view.php?id=10013


Section Two: Supporting materials for Probation Advisers

The information in this section focuses on how the Probation Adviser can support the New Lecturer taking the PGCAP. Ideas are provided to help shape advisory discussions, particularly those concerning teaching and learning.

Work Plan and Personal Research PlanThe first assessment task is based on the Work Plan and Personal Research Plan. Participants are asked to write an analytical account of how the plans were put together. In the second year of the programme, they are asked to review any revised plans and use them to analyse their progress.

Completion of Probation Work PlansThere are three sub-sections of the Work Plan that relate to the PGCAP. All appear in Section 1. Teaching and Training.

Year 1

Assessment of Practical Teaching Record details of planned Year 1 Formative Teaching Observation

Teaching Portfolio Show that you have read the PGCAP Handbook and understand the assessment requirements

Show that you can access the e-Portfolio tool, Mahara, (or PebblePad for LUL staff) to be used

Record submission dates for the TCP001 and TCP002 assessment tasks (five tasks in total)

Training Provision List dates of Study Days and workshops for TCP001 and TCP002

List any other professional development sessions that you plan to attend

Year 2

Assessment of Practical Teaching Record details of planned Summative Teaching Observation

Teaching Portfolio Show that you have read and understood the assessment requirements for TCP003 and TCP004

Record submission dates for the TCP003 and TCP004 assessment tasks (four tasks, excluding teaching observation)

Training Provision List dates of Study Days and workshops for TCP003 and TCP004

List any CPD activities that you plan to undertake



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Year 3(two sub-sections only)

Assessment of Practical Teaching If applicable, record details of any teaching observation that has yet to take place

Teaching Portfolio Record outcome of PGCAP

Probation Adviser MeetingsNew Lecturers can draw significantly on teaching-related discussion when completing their assessment tasks, particularly for TCP004 where they are required to look back on their development throughout their probationary period. Possible discussion points might be:

Probation Advisers can suggest ways for New Lecturers to manage their time in order to fully participate on the PGCAP. Are they aware of the submission dates of the assessment tasks?

As this is an academic taught course, new lecturers are in the unusual position of being a Loughborough student as well as a member of staff. Does being a student bring advantages and/or disadvantages?

How are they progressing with the assignments? Are they learning anything? Have they received any feedback?

The Probation Advisers’ Planner includes module-linked discussion prompts to use.

Summary of requirements for probationer

Year 1 Meet regularly with Probation Adviser Meet with Personal Tutor for PGCAP Attend Study Days for TCP001 and TCP002 Attend module-linked workshops Undergo Formative Teaching Observation Submit all assessment tasks for TCP001 and TCP002

Year 2 Meet regularly with Probation Adviser Meet with Personal Tutor for PGCAP Attend Study Days for TCP003 and TCP004 Submit all assessment tasks for TCP003 and TCP004 Attend module-linked workshops Undergo Summative Teaching Observation Undertake one additional professional development activity for TCP004

Year 3 Meet regularly with Probation Adviser Ensure PGCAP has been completed Formative teaching observation (observed by experienced colleague in department/School)



Probation Advisers’ Planner

The following checklist combines probation monitoring activities (see HR website: http://www.lboro.ac.uk/admin/personnel/newacadprobationer/probation/timetableacademicstaff.html) and PGCAP activities to provide a suggested timetable for you and the New Lecturer.

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http://www.lboro.ac.uk/admin/personnel/newacadprobationer/probation/timetableacademicstaff.html

http://www.lboro.ac.uk/admin/personnel/newacadprobationer/probation/timetableacademicstaff.html

Yearly Requirements (for New Lecturers following a standard 3-year probation)

New Lecturer’s actions Probation Adviser’s actions Suggested topics for discussionYear 1 Agree and submit Year 1

Work Plan and Personal Research Plan (PRP)

Attend Study Days for TCP001 and TCP002

Attend workshops1 linked to modules (all four mandatory)

Observe two teaching sessions for TCP001 Task 2: Peer Observation

Undergo Formative Teaching Observation

Submit all assessment tasks for TCP001 and TCP002

Agree and submit Year 1 Report and Year 2 Work Plan and PRP

Agree and check submission of Year 1 Work Plan and PRP

Ensure New Lecturer is aware of PGCAP and submits online application

Discuss attendance at Study Days and workshops for TCP001 and TCP002 as priority

Discuss suitable colleagues to observe for TCP001 assessment task 2: Peer Observation

Conduct Formative Teaching Observation or arrange for another colleague to carry out the observation

Check that all assessment tasks for TCP001 and TCP002 have been submitted

Discuss feedback on assessments Agree and check submission of Year 1

Report and Year 2 Work Plan and PRP

TCP001: Introduction to Academic Practice challenges in both providing an excellent learning experience

for students and conducting first class research, as well as carrying out other duties

expectations of enterprise and what this means teaching methods appropriate to your discipline student engagement and active participation of students effective use of Learn and other technologies responsibilities of academic and personal tutors taking account of student diversityTCP002: The Responsive Curriculum influence of module learning outcomes on choice of teaching,

learning and assessment methods assessment and giving feedback to support student learning range of factors to take into account when planning teaching evaluation of teaching things that have worked well in teaching key changes to make to current practice addressing enterprise and what this might mean for students

Teaching Observations learning points from Peer Observations and Formative

Teaching Observation

New Lecturers’ actions Probation Advisers’ actions Suggested topics for discussion

1 TCP001 Working in the Current Research Environment + Writing Successful Research Grant ProposalsTCP002 Academia and Enterprise + Developing your Publication Strategy


Year 2 Attend Study Days for

TCP003 and TCP004 Submit all assessment

tasks for TCP003 and TCP004

Attend required workshops linked to TCP003 and TCP004

Select, book and attend option workshop for TCP003

Identify and undertake one CPD activity for TCP004

Undergo Summative Teaching Observation

Agree and submit Year 2 Report and Year 3 Work Plan and PRP

Discuss attendance at Study Days for TCP003 and TCO004

Discuss and confirm submission of all assessment tasks for TCP003 and TCP004

Discuss feedback on assessment Discuss attendance and choice of module-

linked workshops and CPD activity Ensure New Lecturer has arranged

Summative Teaching Observation through the Centre for Academic Practice

Discuss feedback on summative observation

Agree and check submission of Year 2 Report and Year 3 Work Plan and PRP

TCP003: Research, Scholarship and Professional Practice developments in teaching in your discipline incorporation of the latest research and/or professional

practice into teaching helping undergraduate and Masters’ students to understand the

processes of research and to increase their research skills, and/or enhance professional practice skills

the role of major research projects or professional practice activities in your discipline

good practice in supervisionTCP004: Evaluating and Enhancing Practice collection and use of feedback on teaching activities use of learning technologies in teaching CPD activities undertaken

Teaching Observation learning points from Summative Teaching Observation impact of UKPSF on practice development of practice (teaching, research, enterprise)

since start of probationYear 3 Agree and submit Year 3

Report Consider priorities for

future CPD Formative teaching

observation

Agree and check submission of Year 3 Report

Discuss experience of undertaking the PGCAP

Discuss future CPD Discuss formative teaching observation

future development needs and CPD activities planned for the future

next stages in assuming greater responsibility for teaching within the School/department

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Section Three: Alternative Provision

Occasionally new lecturers are not required to complete the full PGCAP. This may happen when:

A higher education teaching qualification is already held Fellowship of the Higher Education Academy (Associate Fellow or Fellow) is

already held There is substantive prior evidence of teaching in higher education in the UK

(i.e.three years or more full-time teaching in the UK with a full range of teaching/learning support duties including module design, delivery and assessment, academic guidance/personal tutoring and project supervision)

The probation period is 2 years or less

Subject to the terms of the appointment and agreement of the Dean and PVC (R) (chair of Probation Monitoring Group), alternative provision can be offered by the Centre for Academic Practice. The new lecturer is provided with an individualised action plan following a personal consultation. Depending on the situation, this could involve:

Research/Enterprise component only. i.e. Attendance at seven research/enterprise workshops. Teaching observations will also need to be undertaken.

Fellowship of the Higher Education Academy via the CPD Framework, LUPE (Loughborough University Portfolio of Evidence)

If an individual already holds Associate Fellow of the HEA (descriptor 1 of the UKPSF) s/he will be required to become a Fellow (descriptor 2) as a condition of academic probation. This can be achieved via

LUPE (see below) PGCAP (with exemption from TCP001 and TCP002).

LUPE (Loughborough University Portfolio of Evidence for Learning and Teaching)

LUPE is a professional development framework, linked to the UKPSF, .for all academics and those supporting student learning. It is accredited by the HEA and enables individuals to achieve professional recognition as:

Associate Fellow (Descriptor 1)Fellow (Descriptor 2)Senior Fellow (Descriptor 3)Principal Fellow (Descriptor 4)

Further information about LUPE can be found on the CAP website:

http://www.lboro.ac.uk/services/cap/procedures-schemes/lupe/

http://www.lboro.ac.uk/services/cap/procedures-schemes/lupe/


List of Appendices

Appendix 1: Programme Specification TCPT01

Appendix 2: UKPSF Self-Diagnostic

Appendix 3: Teaching Observation Report Form

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Appendix 1 Programme Specification TCPT01

PROGRAMME SPECIFICATION

Postgraduate Certificate, Postgraduate Diploma and MA in Academic PracticeAcademic Year: 2015-2016

This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if full advantage is taken of the learning opportunities that are provided.

This specification should be read in conjunction with:

• Regulation XX for Undergraduate Awards (http://www.lboro.ac.uk/governance/regulations/20/current/) or Regulation XI for Postgraduate Awards (http://www.lboro.ac.uk/governance/regulations/21/current/)

• Module specifications (http://cisinfo.lboro.ac.uk/epublic/wp5015.main)• The teaching, learning and assessment strategies used at Loughborough (URL to follow )• What makes Loughborough University programmes and its graduates distinctive (URL to

follow)

Awarding body/institution

School/Department

Loughborough University

Centre for Academic Practice

Teaching institution (if different)Details of accreditation by a professional/statutory body

Higher Education Academy accreditation for Descriptor 2 (Fellow) valid September 2014 – August 2017

Award(e.g .BA, MSc etc)

Postgraduate Certificate, Diploma, Masters

Programme title Academic Practice

Programme Code

UCAS code Not applicable

Length of Programme Postgraduate Certificate 2 years part-timePostgraduate Diploma 1 year part-timeMasters 1 year part-time

Admissions Criteria The programme is provided for Loughborough University staff who have a substantial teaching or learning support role relating to students or other members of staff. Members of staff who already have a postgraduate certificate in higher education, or are Fellows of the Higher Education Academy, may enter at diploma level, subject to satisfactory teaching observations.

Date at which the programme specification was written or

15 April 2015

http://cisinfo.lboro.ac.uk/epublic/wp5015.main

http://www.lboro.ac.uk/governance/regulations/21/current/

http://www.lboro.ac.uk/governance/regulations/20/current/


revised

1. Programme Aims:The programme offers a suite of professional development opportunities which can result in Postgraduate Certificate, Postgraduate Diploma or MA. A model of academic practice will be followed, integrating research, enterprise and teaching, where research can be pedagogic-related and/or subject-specific. The Programme will align with the UK Professional Standards Framework (UKPSF) for Teaching and Supporting Learning in Higher Education in order to meet professional recognition criteria for Associate Fellow, Fellow or Senior Fellow of the Higher Education Academy. By the end of the programme participants will be equipped to: plan, deliver and evaluate their teaching, learning, assessment, feedback and student

support strategies appropriate to their role and discipline; consider ways of integrating research and enterprise into their subject-specific teaching and

learning activities; engage in critical reflection, evidence-based innovative teaching practice and continuing

professional development in relation to discipline; contribute to learning communities that value professional attitudes, diversity and equality

of opportunity, inclusivity and ethical practice.

2. Relevant subject benchmark statements and other external and internal reference points used to inform programme outcomes:

The UK Professional Standards Framework (UKPSF) for teaching and supporting learning in higher education (2011) Descriptors 1,2,3

Reaccreditation documents for professional recognition by the Higher Education Academy QAA: Master's degree characteristics (2010) QAA: The Framework for higher education qualifications in England, Wales and Northern

Ireland. (2008) QAA: UK Quality Code for Higher Education (2011) QAA: Academic Credit in Higher Education in England (2006) Loughborough University Learning and Teaching Strategy Loughborough University Strategy 2013-2023: Building Excellence (2013)

3. Programme Learning Outcomes

3.1 Knowledge and understandingOn successful completion of this programme, participants should be able to:K1 Demonstrate the core elements of academic practice in a higher education and

subject-specific context including teaching, research and enterprise, and the interconnections between them;

K2 Critically assess theoretical underpinnings of learning and teaching, in general and in specific subject areas;

K3 Evaluate the professional values inherent in effective academic practice, including respect for individual learners, sound equality and diversity practices, ethical principles in research, widening participation;

K4 Analyse the national and international context in which universities operate and the implications for academic and professional practice.

In addition, for the Diploma and Masters:K5 Critically evaluate different models of academic leadership in relation to the

individual’s role in the institution.

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K6 compare, contrast and critically reflect upon a range of research paradigms and research methods and apply these to enhancing an aspect of academic practice to improve student learning.

3.2 Skills and other attributes:

a. Subject-specific cognitive skills On successful completion of this programme, participants should be able to:C1 Communicate subject specific knowledge at an academic level appropriate to

the teaching carried out;C2 Critically appraise teaching methods, assessment and feedback in their

subject area and at different levels in academic programmes;C3 Critically discuss how the norms of a subject discipline impact on student

learning;C4 Make informed choices concerning the use and value of learning

technologies within their academic programmes;C5 Appraise the implications of quality assurance and quality enhancement for

academic and professional practice.In addition for the Diploma and Masters:C6 Critically reflect upon the role of academic leaders as agents of changeC7 Apply initiative and originality in problem solving to aid decision making in

complex and unpredictable situations

b. Subject-specific practical skills On successful completion of this programme, participants should be able to:P1 Design, plan and evaluate learning activities and programmes of study

appropriate to discipline, level of study and student cohort;P2 Teach and support student learning effectively in their subject area,

incorporating appropriate learning technologies;P3 Design and conduct fair and valid assessments and provide effective

feedback;P4 Apply appropriate methods to evaluate the effectiveness of their teaching,

and to devise and implement measures to enhance their practice;P5 Ensure that teaching, research and enterprise are integrated beneficially

within their academic practice.In addition for the Diploma and Masters:P6 Critically evaluate their own strengths and weaknesses with regard to

academic leadership and plan effective ways to continually develop their practice;

P7 Design and deliver specific time-limited projects which apply knowledge and understanding gained throughout the programme.

c. Generic skills On successful completion of this programme, participants should be able to:T1 Interact with colleagues on academic matters, offering and receiving

feedback in a professional and respectful manner,T2 Enhance their practice through reflection on experience, using evidence-

informed approaches and the outcomes from research, scholarship and continuing professional development;

T3 Display effective interpersonal skills including effective oral and written communication, listening, and networking skills;

T4 Incorporate new ideas and try different strategies, applying critical thinking and creativity to resolve problems and enhance practice;



4. Programme structureThe programme is a flexible part-time course of study taught mainly as full-day and half-day seminars and workshops, plus individual projects for the Diploma and Masters. The Postgraduate Certificate in Academic Practice (PGCAP) is split into two parts: Part A (TCP001 and TCP002) will also constitute the Associate Teaching Programme. The PGCAP will have two enrolment dates in the academic year, coinciding with the beginning of semester 1 and semester 2. The summative Teaching Observation in TCP004 must be passed in order to complete the Certificate.

Module codes

Module titles C/O Weight

Postgraduate Certificate in Academic Practice

TCP001TCP002TCP003TCP004

Introduction to Academic PracticeThe Responsive CurriculumResearch, Scholarship and Professional PracticeEvaluating and Enhancing Practice

CCCC

15151515

Postgraduate Diploma in Academic Practice

Additionally:TCP005TCP006

Academic Practice ProjectAcademic Leadership

CC

3030

MA in Academic Practice

Additionally:TCP007 Major Research Project C 60

5. Criteria for Progression and Degree Award

In order to be eligible for the award of Postgraduate Certificate, Postgraduate Diploma or MA, candidates must satisfy the minimum credit requirements set out in Regulation XXI. To be awarded the Postgraduate Certificate in Academic Practice, participants must achieve a module mark of not less than 50% for every module and a grade of at least Satisfactory in the summative teaching observation in module TCP004. This ensures compliance for those on academic probation.

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Appendix 2: UKPSF Diagnostic Tool:Diagnostic Tool: What is my current profile for teaching and learning? Area of Activity Have you? Are you? Do you? How do you know?

Comments/reflections/observationsDesigned and planned teaching

Never Sometimes Unsure Novice Support

Always Often Confident Expert Lead

Designed programmes/modules



Taught or supported student learning at different levels and in different contexts



Assessed student work Never Sometimes Unsure Novice Support


Given feedback to students on their learning and progress



Developed effective learning environments



Developed approaches to student support and guidance



Engaged in CPD in subjects/disciplines and their pedagogy



Incorporated research, scholarship and evaluation of professional practices



Core Knowledge Level of Knowledge Do you?


Your subject area Novice Expert Manage Lead Contribute

Awareness of different strategies for teaching

Novice Expert Manage Lead Contribute

How students learn generally and within their subject discipline areas


Make effective use of and value appropriate learning technologies


Methods for evaluating the effectiveness of teaching


Implications of quality assurance and enhancement for academic and professional practice focusing on teaching


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Professional Values How often do you? Degree of Awareness/knowledge

How do you know?Comments/reflections/observations

Demonstrate respect for individual learners

Never Sometimes Unsure Confident Strategic

Always Often

Work with diverse learning communities


Always Often

Use evidence-informed approaches


Always Often

Incorporate outcomes from research, scholarship and CPD


Always Often

Acknowledge the wider context of HE and the implications of this for practice


Always Often

After completing the self-review, consider the following:

What are my main strengths?

Where does my profile fit on the UKPSF?

What areas do I need to develop to progress to the next descriptor?


Appendix 3: University Teaching Observation Report Form

LOUGHBOROUGH UNIVERSITY Please tick Centre for Academic Practice

Teaching Observation Report Form

Name: Date:

School/Department: Subject: Module/Course Unit:Assessor: Session Length (Hrs/Mins): Observation Length (Hrs/Mins):Level/Year: Mode ( FT/PT): Number of

Students/Participants:Type of Activity: Topic/Title: Composition of Group

Purpose and Aim of the SessionThe overall purpose/aim of the session is:

Specific Learning Objectives (eg objectives linked to knowledge and understanding; subject specific skills; generic skills)The students/participants should be able to:

Role of Learn pre- and post-sessionLearn is used to support student learning for the observed session as follows:

Relationship of Learning Objectives to Module Learning OutcomesThe learning objectives of this session support the following module learning outcomes:

Use of LearnLearn is used to support the module in the following ways:

New Lecturers’ Course/PGCAPAssociate Teaching Course/ATPBought-In-Teachers

Promotion to SL

CPD

Other (specify)


Practice Areas and Commentary (including strengths/weaknesses):

1 Clarity of purpose/aim and learning objectives

2 Planning and organisation

3 Learning and teaching methods

4 Presentation

5 Content

6 Student engagement and/or participation

7 Impact of accommodation and learning resources



Summary of the overall quality of the session in terms of the learning objectives sought.NB: This section should identify any key areas of practice for future enhancement activity and highlight areas of effective/innovative practice which may be appropriate to share with colleagues.

Please tick the box if you agree to elements of effective/innovative practice identified being shared.

Assessor’s Evaluation Excellent: Very high standards across all practice areas: learning objectives achieved.Highly Satisfactory: Generally very good though scope for minor improvements in one or two practice areas: learning objectives achieved.Satisfactory: Acceptable standards across all practice areas though scope for improvement in some areas: learning objectives achieved.Requires attention: Acceptable standards in most practice areas though one or two areas in need of significant improvement: some objectives not achieved.Unsatisfactory: Poor. Unacceptable standards in over three areas of practice with wide scope for major improvement: the majority of objectives not achieved.

Assessor’s signature:

Candidate’s comments (optional)

Candidate’s signature:

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Notes


Handbook for Probation Advisers

Documents

Transcript of Handbook for Probation Advisers