Postgraduate Certificate in Learning and Teaching … · Postgraduate Certificate in ... Mapping of...

Postgraduate Certificate in

Teaching in Higher Education

Programme Handbook

2016

Programme Leader

Dr. John Bostock

E-mail: [email protected]

Telephone: (01695) 650848

Extension: 7848

Contents Page

Introduction 2

1

Centre for Learning and Teaching (CLT) 2

Professional accreditation 3

Programme aims 6

Modules 7

Structure of the programme 10

Assessment 11

Student regulations, procedures and policies 17

Attendance 17

Personal Academic Tutors (PATs) 17

Equal opportunities 18

Evaluation 19

Further sources of information 19

Appendices

Appendix I: Mapping of module learning outcomes against the UKPSF

20

Appendix 2: Mapping of module learning outcomes against NMC Stage 4 Teacher Standards

22

Appendix 3: Guidelines for the submission of a portfolio

27

2

Introduction

Welcome to the Postgraduate Certificate in Teaching in Higher Education

(PGCTHE). This programme is run by the Centre for Learning and Teaching

(CLT) and administered and quality assured through the Graduate School.

We hope you enjoy the PGCTHE and find that your practice improves as a result

of your participation in the programme. As you will see from the programme aims

(see below) the course places a strong emphasis on critical reflection,

collaborative learning and the scholarship of teaching and learning. We believe

that this is the best way to help staff at Edge Hill improve their practice and their

own students’ learning.

At the beginning of the course you will be allocated a Personal and Academic

Tutor (PAT). They will provide academic and pastoral support throughout the

programme.

It is hoped that once you have completed the PGCTHE you will continue to

reflect on your practice and engage in activities such as seminar/conference

attendance and research in order to continually improve your teaching.

Centre for Learning and Teaching (CLT)

CLT is situated in the Lodge by the St Helen’s Road entrance at the Ormskirk

campus. The Centre contributes and supports colleagues to achieve the aims of

the University’s Learning and Teaching Strategy.1 This is achieved by promoting

the development of good practice in learning and teaching. Research is seen as

pivotal to this which means CLT draws upon externally published research and

also research carried out by staff at Edge Hill.

1 See http://www.edgehill.ac.uk/clt/homepage/about/strategies-and-policies/

http://www.edgehill.ac.uk/clt/homepage/about/strategies-and-policies/

3

Professional accreditation: membership of The Higher Education Academy

The United Kingdom Professional Standards Framework (UKPSF) for teaching

and supporting learning in higher education:

1. Supports the initial and continuing professional development of staff

engaged in teaching and supporting learning.

2. Fosters dynamic approaches to teaching and learning through creativity,

innovation and continuous development in diverse academic and/or

professional settings.

3. Demonstrates to students and other stakeholders the professionalism that

staff and institutions bring to teaching and support for student learning.

4. Acknowledges the variety and quality of teaching, learning and

assessment practices that support and underpin student learning.

5. Facilitates 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.

There are three dimensions to the UKPSF:

Areas of activity

Professional values

Core knowledge

4

The mapping of the areas of activity, core knowledge and professional values to

modules is included in Appendix 1 of this handbook. A copy of the UKPSF can be

found on Blackboard (under General Programme Information) and by accessing

The Higher Education Academy (HEA) website (http://www.heacademy.ac.uk).

Reference to the UKPSF will be made throughout the programme. You will find it

particularly useful to refer to the UKPSF when you are working on your

assignments. You will also be required to show how you have met the

requirements of the UKPSF in order to qualify for membership of the HEA.

Associate Fellowship of the HEA

The programme is designed so that successful completion of the first module

‘THE7001: Exploring Practice in Teaching and Learning’ meets the requirements

of Descriptor 1 of the UKPSF (see page 4 of the UKPSF:

http://www.heacademy.ac.uk/assets/documents/ukpsf/UKPSF_2011.pdf). When

you have completed THE7001 you will, therefore, be eligible to become an

Associate Fellow of the Higher Education Academy (AFHEA).

Fellowship of the HEA

Successful completion of the full programme means the requirements for

Descriptor 2 are met. This means you will be eligible to become a Fellow of the

Higher Education Academy (FHEA) (see page 5 of the UKPSF:

http://www.heacademy.ac.uk/assets/documents/ukpsf/UKPSF_2011.pdf).

http://www.heacademy.ac.uk/

http://www.heacademy.ac.uk/assets/documents/ukpsf/UKPSF_2011.pdf


5

When you complete the first module or the programme (whichever is relevant to

you) we will arrange for you to become an Associate Fellow or Fellow of the

HEA.

Further information about membership is available from the HEA website2 or from

the Programme Leader.

Nursing and Midwifery Council (NMC)

The programme also meets the NMC standards for nurse and midwife

educators.3 The NMC’s (2008) ‘Standards to Support Learning and Assessment

in Practice’ is a single developmental framework for mentors and teachers. The

framework defines and describes the knowledge and skills practitioners should

apply when supporting and assessing students undertaking NMC approved

programmes that lead to registration or a recordable qualification on the NMC

register. The NMC teacher standard is mandatory for those nurses and midwives

who are teachers employed in higher education supporting students on NMC

approved programmes. The mapping of the programme’s module learning

outcomes against the NMC Stage 4 Teachers Standards is included in Appendix

2. Further information about meeting NMC standards is available from the

Faculty of Health and Social Care.

2 https://www.heacademy.ac.uk/ 3 NMC (2008) Standards to Support Learning and Assessment in Practice, 2nd edition, Nursing &

Midwifery Council, London. http://www.nmc-

uk.org/Documents/Standards/nmcStandardstoSupportLearning%20AndAssessmentInPractice2008.pdf

https://www.heacademy.ac.uk/

http://www.nmc-uk.org/Documents/Standards/nmcStandardstoSupportLearning%20AndAssessmentInPractice2008.pdf

http://www.nmc-uk.org/Documents/Standards/nmcStandardstoSupportLearning%20AndAssessmentInPractice2008.pdf

6

Programme aims

Participants on the PGCTHE are expected to:

Develop an understanding of how students learn and how the economic,

social and cultural context within which their students experience university

life influences their learning.

Improve their awareness, knowledge and understanding of different

approaches to teaching, supporting learning and assessment in higher

education, including the use of appropriate technologies to support student

learning.

Develop skills relevant to teaching and facilitating learning in higher

education.

Develop a reflexive and self-critical approach to professional practice.

Develop a scholarly and research-based approach to teaching in higher

education.

Improve their knowledge and understanding of the institutional, national and

international context within which they operate and develop their awareness

of the implications for their practice and professional development.

Develop appropriate strategies to deal with ethical dilemmas that arise

whilst engaged in professional practice.

7

Modules

The programme consists of three 20 point modules:

Exploring Practice in Teaching and Learning (THE7001)

This module aims to support the professional development of those involved in

teaching or facilitating learning in higher education through a process of critical

reflection. The module covers topics such as the influence of the higher

education environment on professional practice; the nature of different roles

(academic and support) within higher education institutions; and the application

of different theories of teaching, learning and assessment to practice.

Participants are required to reflect on these topics from the perspective of their

approach to teaching and facilitating learning so that they can enhance their own

students’ learning.

On successful completion of the module participants will be able to:

1. Discuss the nature of the higher education environment within which they operate

and critically analyse its influence on their practice.

2. Explain and critically analyse, drawing upon relevant literature, the factors

influencing the students’ learning experience (both generally and in their subject)

and how it impacts upon approaches to teaching and assessment, including the

appropriate use of learning technologies.

3. Critically evaluate their practice utilising a collaborative approach that draws upon

peer and student feedback and takes into account their personal and

professional values and the values of others.

4. Demonstrate that they are able to identify and critically analyse different ways of

improving their practice and their students’ learning.

5. Demonstrate the ability to keep to the assignment guidelines set out in the

module and programme handbooks.

8

Curriculum Design for Learning (THE7002)

In this module participants are encouraged to critically analyse a range of

definitions of curriculum and to consider these from the perspective of their

particular role or discipline. Staff will interrogate the ways in which curriculum

design can inhibit or extend opportunities for students from a range of social and

cultural backgrounds. The module centres on the participants’ reflections of their

role in the planning, delivery and evaluation of the curriculum. Particular attention

will be paid to the curriculum in relation to the distinctive nature of their

subject/discipline.

On successful completion of the module participants will be able to:

1. Critically reflect on the planning, delivery and evaluation of a unit of curriculum.

2. Critically evaluate current literature in order to demonstrate an awareness of the

complex nature of concepts relating to student diversity and equity in higher

education.

3. Demonstrate an understanding of quality assurance and enhancement processes

in relation to curriculum design.

4. Critically reflect on their practice identifying areas for further development.



9

Developing Practice through Pedagogic Research (THE7003)

This module focuses on how to design and implement a small scale pedagogic

research project that will inform and enhance practice. The module covers topics

such as planning a research project (including the consideration of ethical

issues); carrying out a literature review; collecting data using surveys, interviews,

observation, documents and focus groups; analysing both quantitative and

qualitative data; and writing-up research for publication in refereed journals. The

module also discusses the different philosophies underpinning the research

process and looks in depth at methodological approaches commonly used by

pedagogic researchers such as case studies, ethnography and action research.

On successful completion of this module participants will be able to:

1. Design and complete a small scale, but rigorously conducted, piece of

pedagogical research.

2. Critically engage with a range of literature relevant to a topic being researched

and analyse the relationship between the literature and their own empirical

findings.

3. Demonstrate the ability to present and critically evaluate the findings of their own

research and apply these findings to improving their practice and the student

experience.

4. Identify and critically analyse the ethical issues arising from the research process

and present well reasoned and coherent arguments to support the decisions they

have made in relation to how they conducted their research.



10

Structure of the programme

The course commences in January and May each year and the taught element

runs for one calendar year. There is a combination of face-to-face sessions and

on-line support. Taught sessions run on a fortnightly basis. The diagram below

provides an overview of the way the programme is structured.

Postgraduate Certificate in Teaching in Higher Education (January start)

THE7001 ----------------------------------------------------------------------------------- Assignments

January March April/May

THE7002 ----------------------------------------------------------------------------------

April/May June Beginning of September

THE7003 -----------------------------------------------------------------------------------

September November End of June Following year

The modules have to be completed in the order set out in the diagrams above

because this provides a logical sequence that facilitates the process of learning

and professional development.

Assessment

Assessment on the programme is by coursework. The module handbooks should

be consulted for full details of assignment tasks and assessment criteria.

Exemptions/alternative assessment

Staff can obtain exemption from one module on the basis of their past

qualifications and experience. Members of staff who feel they have covered the

learning outcomes and content of a particular module are required to submit an

Application for the Recognition of Prior Learning (RPL) to the Programme

11

Leader. Further details (including a downloadable copy of the RPL form) are

available from the CLT website and through Blackboard.

Staff who have relevant experience and qualifications may also be able to submit

a portfolio rather than an assignment (see Appendix 3 for further details). There

is no limit on the number of modules staff can submit a portfolio for. However,

staff should note that they have to produce a separate portfolio, with a supporting

reflective statement, for each module (see Appendix 3 for guidelines on the

submission of a portfolio).

Assignments

All assignments (and the portfolio) will be assessed on a four point scale:

Distinction, Merit, Pass, and Refer. Assignments which are referred fall short of

the standard required and participants will be provided with feedback and support

from their PAT in preparing a resubmission. Resubmissions can obtain no higher

than a pass mark. Participants with unsuccessful second attempts may be

granted further attempts by the Assessment Board in accordance with Edge Hill

University’s Academic Regulations.

You may submit a draft of your assignment to your PAT for comment. Your PAT

will comment on your plan, a sample of your writing and your referencing.

Guidelines for submitting assignments:

It is important that you submit your assignments within the deadlines set. A

failure to meet deadlines will lead to an automatic referral at the Assessment

Board. If you are unable to meet any deadlines you should apply for an

extension to your PAT.4 If the extension means your mark will be unavailable

4 PATs can give an extension for up to 14 days. For periods more than 14 days you will have to

apply for an extension from the Programme Leader by submitting an extension request form

12

for the Assessment Board you will have the opportunity to apply for

exceptional circumstances to be taken into account.5 Alternatively, you may

choose to intercalate (i.e. temporarily withdraw from the programme).

Applications for exceptional circumstances and intercalation should be

addressed to the Programme Leader.

Assignments should be submitted electronically through Blackboard’s Grade

Centre and also Turnitin. Make sure your name, student number, e-mail

address and module name/number appear on the assignment. You should

ensure you keep an electronic copy of your work.

Assignments should be word processed using a font size of 11 or 12. Try to

use a font style and size that is easy to read. Line spacing should be 1.5 lines.

Quotations from books, articles etc. should include the page number.

Quotations longer than two lines should be indented. Number all pages in

your assignment.

Referencing should be at a standard for Level 7 as set out in Edge Hill

University’s policy on the assessment of academic referencing.6 You will be

expected to use the Harvard system of referencing. Guidelines are available

from Learning Services. It is appreciated that there are different styles within

the Harvard system. However, it is important that you are consistent in the

style you adopt. Also, note that the list of references should only include

publications/sources that you have read and referred to in your assignment. If

either of these conditions is not satisfied then you do not include the

which has the support of your line manager. This form is available on Blackboard under ‘General

programme information’ then go to ‘Programme resources’. 5 Please note that exceptional circumstances only apply to significant events such as a severe

debilitating illness; the death or critical illness of a dependent/close relative; or serious family

problems. 6 There is a link to this policy on Blackboard under ‘General Programme Information’. The policy is also available from the CLT website.

13

publication in the reference list. The list of references should be in

alphabetical order.

It is essential that you respect confidentiality in your submitted work. As such,

do not name people (unless you have received written permission). It is also

important to appreciate that people can be identified by giving details of their

organisation, department, role, etc. You may find that you have to leave some

detail out in order to protect a person’s anonymity.

Assessment process

There are two key stages to the assessment process:

Stage 1: The assignment will be checked to see that the work meets all the

learning outcomes at pass standard A failure to meet one or more learning

outcomes will result in a refer and the resubmitted assignment will not be able to

achieve a mark higher than a pass.

Stage 2: The assignment will be graded using the assessment criteria contained

in the module handbooks.

All assignments are marked by a participant’s PAT. Assignments are then

moderated by the module leader (and sometimes by other PATs) before a

sample is sent to the external examiner.

Feedback is provided electronically by a participant’s PAT using the format on

the following page. Participants will also be offered the opportunity to discuss

their feedback and progress to date with their PAT.

On successful completion of the programme participants are awarded an overall

grade of Pass, Merit or Distinction. To be recommended for an overall award of

Merit or Distinction at least two modules must be in the relevant grade or above.

15

Assignment Feedback

Student’s name ………………………………………………………………………… Module …………………………………………………………………………………… Date of submission …………………………………………………………………….. PAT ………………………………………………………………………………………..

Learning outcomes

UKPSF Areas of Activity (A), Core Knowledge (K) Professional Values (V) engaged with:

Pass standard?

1.

Feedback:

2.

Feedback:

3.

Feedback:

4.

Feedback

5.

Feedback

16

General comments: Summary of key issues to take into account for the next assignment: Grade:

17

Student regulations, procedures and policies

These can be viewed in Edge Hill University’s Go-portal and include:

Student Handbook

Student Charter (incorporating complaints procedure)

Student Regulations

Code of Practice

Student Bullying and Harassment Policy

Attendance

Failure to attend the face-to-face sessions will adversely affect your ability to

complete this programme successfully. Whilst this course is supported by

materials on Blackboard (and you are expected to engage with these), this is no

substitute for the learning that takes place in the face-to-face sessions.

Please note that line managers may ask for a record of attendance.

Personal and Academic Tutors (PATs)

You will be allocated a PAT at the beginning of the programme. PATs are

experienced members of staff from across the university. PATs have a high level

of involvement in the programme. They are, for example, involved in the

programme’s quality enhancement procedures and they may provide input into

modules. PATs are also responsible for marking their tutees’ assignments and

providing them with written feedback. This high level of involvement enables

PATs to provide both academic and pastoral support to their tutees.

You are expected to contact your PAT in the first few weeks of the programme

for an initial face-to-face meeting. There is also an expectation that you will

18

maintain regular contact so that your PAT can help facilitate your professional

development.

Equal opportunities

Edge Hill University’s vision is to provide a learning environment where everyone

is able to participate, contribute, enjoy and influence their educational

experience. At Edge Hill inclusive practices underpin everything we do. Respect

for difference and the celebration of individual diversity shapes institutional

strategy, direction and behaviour. Edge Hill also seeks to identify, and to

eradicate, any practices which promote racism or sexism; or which discriminate

against disabled people, those from particular socio-economic backgrounds; or

people on the basis of age or sexual orientation.7

If you feel that anything we do (or do not do) means we fail to meet Edge Hill’s

Equality and Diversity Policy please inform the Programme Leader.

It is our aim to make the programme accessible to everybody. If you need us to

present our resources and information in a different format, or need any other

modifications, we will do our best to accommodate your requirements.

As part of Edge Hill’s commitment to equal opportunities the Inclusion Team

within Student Services provide information, guidance and support for both

students and staff. See the following link for more information and contact details:

https://go.edgehill.ac.uk/wiki/display/studentservices/Inclusive+Services

7 See Edge Hill University’s Equality and Diversity Policy. This is available on the Go-portal under ‘Staff

Resources/Strategy and Policies’.

https://go.edgehill.ac.uk/wiki/display/studentservices/Inclusive+Services

19

Evaluation

There is an opportunity provide formal feedback through module evaluation forms

at the end of each module. In addition, a Student-Staff Consultative Forum/

Programme Board meets twice a year. This is attended by participants on the

PGCTHE, PATs and module leaders and is chaired by the Programme Leader.

This Board is run informally which enables issues to be raised and discussed in

an open and collegiate atmosphere. Participants on the PGCTHE are also

encouraged to provide informal feedback during the modules.

Further sources of information

This booklet provides key information and more detailed information is available

from:

Blackboard (this includes general information about the programme and

details of the three modules making up the programme).

CLT website: accessed through A-Z of Departments on the Edge Hill website.

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Appendix 1: Mapping of Module Learning Outcomes against the UK Professional Standards Framework

Areas of activity Module learning outcomes

A1. Design and plan learning activities and/or programmes of study.

THE7002 LO1

A2. Teach and/or support student learning.

THE7001 LO2, LO4

A3. Assess and give feedback to learners.

THE7002 LO1

A4. Developing effective learning environments and approaches to student support and guidance.

THE7001 LO2, LO4 THE7002 LO1, LO2

A5. Engage in continuous professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation professional practices

THE7001 LO2, LO3, LO4 THE7002 LO2, LO4 THE7003 LO1, LO3

Core knowledge Module learning outcomes

K1. The subject material. THE7001 LO2, LO4 THE7002 LO1

K2. Appropriate methods for teaching and learning in the subject area and at the level of the academic programme.

THE7001 LO1, LO2, LO4 THE7002 LO1, LO2

K3. How students learn, both generally and within their subject/disciplinary area(s).

THE7001 LO1, LO2 THE7002 LO2

K4. The use and value of appropriate learning technologies.


K5. Methods of evaluating the effectiveness of teaching.

THE7001 LO3 THE7002 LO1, LO3, LO4 THE7003 LO1, LO2, LO3

K6. The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching

THE7002 LO1, LO3

21

Professional values Module learning outcomes

V1. Respect individual learners and diverse learning communities.

THE7001 LO3 THE7002 LO2 THE7003 LO4

V2. Promote participation in higher education and equality of opportunity for learners.

THE7001 LO1 THE7002 LO2

V3. Use evidence-informed approaches and outcomes from research, scholarship and continuing professional development.

THE7001 LO4, LO2 THE7002 LO4 THE7003 LO3

V4. Acknowledge the wider context in which higher education operates recognising the implications for professional practice.

THE7001 LO1, LO4 THE7002 LO2, LO4 THE7003 LO3

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Appendix 2: Mapping of Module Learning Outcomes against the NMC Stage 4 Teacher Standards8 DOMAIN 1 Establishing effective working relationships

Module learning outcomes

a) Demonstrate effective relationships with other members of the teaching teams in practice and academic settings based on mutual trust and respect.

THE7001 LO3

b) Maintain appropriate supportive relationships with a range of students, mentors, practice teachers and other professionals.

THE7001 LO3

c) Foster peer support and learning in practice and academic settings for all students.


d) Support students to integrate into new environments and working teams to enhance access to learning.

THE7001 LO2

DOMAIN 2 Facilitation of learning


a) Promote development of enquiring, reflective, critical and innovative approaches to learning.

THE7001 LO4 THE7002 LO1, LO4 THE7003 LO1, LO3

b) Implement a range of learning and teaching strategies across a range of settings.

THE7001 LO4 THE7002 LO1, LO4, LO5

c) Provide support and advice, with ongoing and constructive feedback to students, to maximize individual potential.

THE7001 LO2

d) Co-ordinate learning in an interprofessional learning and working environment.


e) Facilitate integration of learning from practice and academic settings.


f) Act as a practice expert to support development of knowledge and skills for practice.


8 Note this is currently mapped against the previous UKPSF. This mapping exercise was carried out for

accreditation by the HEA in 2011.

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DOMAIN 3 Assessment and accountability


a) Set and maintain professional boundaries that are sufficiently flexible for inter-professional learning.

THE7001 LO3

b) Develop, with others, effective assessment strategies to ensure that standards of proficiency for registration or recordable qualifications at a level beyond initial registration are met.

THE7001 LO3

c) Support others involved in the assessment process, students, mentors and peers.

THE7001 LO2

d) Provide constructive feedback to students and assist them in identifying future learning needs and actions, manage failing students so that they may either enhance their performance and capabilities for safe and effective practice or be able to understand their failure and the implications of this for their future.

THE7001 LO2

e) Be accountable for their decisions in relation to fitness for practice for registration or recordable qualifications, underpinning such decisions with an evidence-base derived from appropriate and effective monitoring of performance.

THE7001 LO3

DOMAIN 4 Evaluation of learning


a) Determine and use criteria for evaluating the effectiveness of learning environments, acting on findings, with others, to enhance quality.


b) Foster and participate in self and peer evaluation to enable students to manage their own learning in practice and academic settings and to enhance personal professional development.

THE7001 LO3 THE7002 LO3, LO4

c) Evaluate the effectiveness of assessment strategies in providing evidence to make judgements on fitness for practice.

THE7001 LO2

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d) Report on the quality of practice and academic learning environments to demonstrate that NMC requirements have been met, particularly in relation to support of students and achievement of standards of proficiency.


DOMAIN 5 Creating an environment for learning


a) Develop, in partnership with others, opportunities for students to identify and access learning experiences that meet their individual needs.


b) Ensure such opportunities maintain the integrity of the student’s professional role whilst responding to the interprofessional context of practice.


c) Determine, with others, audit criteria against which learning environments may be judged for their effectiveness in meeting NMC requirements.

THE7001 LO2, LO3

d) Support and develop others involved to ensure that learning needs are effectively met in a safe environment.


e) Explore and implement strategies for continuous quality improvement of the learning environment.


DOMAIN 6 Context of practice


a) Support students in identifying ways in which policy impacts on practice.

THE7001 LO2

b) Contribute effectively to processes of change and innovation, implementing new ways of working that maintain the integrity of professional roles.


c) Negotiate ways of providing support to students so that they can achieve their learning needs within the context of professional and interprofessional practice.


25

d) Act as a role model to enable students to learn professional responsibilities and how to be accountable for their own practice.


e) Adapt to change, demonstrating to students how flexibility may be incorporated whilst maintaining safe and effective practice.


DOMAIN 7 Evidence-based practice


a) Advance their own knowledge and practice abilities through access to and involvement in, where appropriate, research and practice development.

THE7001 LO1, LO4 THE7002 LO4 THE7003 LO1, LO2, LO3, LO4

b) Consider how evidence-based practice, involving patients, clients, carers and other members of the health and social care team, enhances care delivery and learning opportunities.

THE7001 LO 3 THE7002 LO 4 THE7003 LO 2, LO3, LO4

c) Empower individuals, groups and organisations to develop the evidence-base for practice.

THE7001 LO4

d) Disseminate findings from research and practice development to enhance the quality of learning, care delivery and academic environments.


DOMAIN 8 Leadership


a) Demonstrate effective communication skills to facilitate delivery of educational programmes that lead to registration or a recordable qualification.


b) Initiate and lead programme development and review processes to enhance quality and effectiveness.

THE7001 LO4 THE7002 LO1, LO3, LO4 THE7003 LO1, LO3

c) Develop effective relationships with practice and academic staff, who are involved in programme delivery, to ensure clarity of contribution and


26

strategies that respond to evaluation of learning experiences.

d) Demonstrate strategic vision for practice and academic development relevant to meeting NMC requirements.


e) Manage competing demands to ensure effectiveness of learning experiences for students.


f) Lead, contribute to, analyse and act on the findings of evaluation of learning and assessment to develop programmes.

THE7001 LO4 THE7002 LO1, LO3 THE7003 LO2, LO3

g) Provide feedback about the effectiveness of learning and assessment in practice.


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Appendix 3: Postgraduate Certificate in Teaching in Higher Education (PGCTHE) - Guidelines for the submission of a portfolio assignment

Introduction

A portfolio is submitted by those who feel their previous experience, and if

relevant, their certified qualifications, do not make it necessary for them to

engage in the face-to-face sessions of a module.9 It can also be submitted by

those who prefer to submit a portfolio to the ‘normal’ assignment. A portfolio must

be completed for each module and it should be submitted by the assignment

deadline for that module. This will enable the mark received to be processed at

the appropriate assessment board.

The portfolio must include evidence that the learning outcomes for a module

have been met (staff should refer to the appropriate module handbook). The

portfolio must also demonstrate that the relevant areas of activity, core

knowledge and professional values of United Kingdom Professional Standards

Framework (UKPSF) for teaching and supporting learning in higher education10

have been engaged with. The learning outcomes for the modules on the

Postgraduate Certificate in Teaching in Higher Education have been mapped

against the UKPSF (see Appendix 1 in this handbook and also the relevant

module handbook).

9 Staff may of course choose to attend any of the face-to-face sessions they feel may enhance their

professional development. They can also engage with materials on the virtual learning environment.

10 See http://www.heacademy.ac.uk/assets/documents/ukpsf/UKPSF_2011.pdf


28

Structure of the portfolio

The portfolio can be submitted as a hard copy or electronically. It should include

the following:

Introduction

The portfolio should include a short introduction that sets out the context within

which your learning took place. This will include factual information about the

place(s) this took place and the nature of this experience.

Commentary

The introduction should be followed by a commentary that clearly identifies how

each of the learning outcomes and different dimensions of the UKPSF have been

met. It is useful to provide a table which links particular pieces of evidence to

specific learning outcomes and dimensions of the UKPSF.

Reflection

This section will focus on what you have learned from the experiential/certified

process and how you have developed your knowledge, understanding, skills and

values over time. You might want to consider the context (social, cultural, etc.)

within which this learning took place and how this has influenced you. It may be

useful to provide examples of how you have put what you have learned into

practice.

You should also demonstrate how you have kept up-to-date with the learning you

have previously acquired (especially certified learning). This may, for instance,

have been achieved by reflecting on the practical application of your learning and

through staff development activities, including participation in the PGCTHE. It is

particularly important that you demonstrate how your professional practice has

been kept up to date in the context of changes taking place in higher education

and in the subject or service area within which you practice.

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Action plan

Finally, you should reflect on aspects of your practice that you feel need further

development. From this reflection you should include a plan of how you propose

to further develop your practice in the future.

It is important that the reflective element of your portfolio writing demonstrates

master’s level writing. This means you should adopt a critical approach which

draws upon the relevant literature (see assessment criteria below). As such,

references to relevant literature should be included in the reflective statement.

The Harvard System of referencing should be used.

It is expected that the reflection component of the portfolio would normally be in

the range of 1,500-2,000 words. The number of words required for the remainder

of the portfolio (introduction, commentary and action plan) will depend on

individual circumstances. However, you should try to be succinct.

If you have received feedback on an assignment on the PGCTHE you should

include in your portfolio a response to this feedback.11 This should include a

discussion of how the comments on your previous assignment have been taken

into account when undertaking this portfolio.

11 There is a course requirement for participants on the PGCTHE to provide a brief written response to

feedback received on their previous assessment. This may, if relevant, include comments about how they

have addressed any issues raised in their previous assignment that are relevant to the next assignment. The

length of the response will depend upon the nature of the feedback they have received, but is expected to be

between 200–500 words.

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Evidence

The portfolio should comprise of one or both of the following:

Certified learning: This should include copies of relevant qualifications and

transcripts. You also need to include detailed evidence of the content covered in

these qualifications.

Experiential learning: This should include evidence of your participation in

activities that you are claiming experience for. Where the work involved a team of

people you must specify your exact role and have this verified by the others

involved.

Further details of the requirements relating to each module are provided below.

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THE7001: Exploring Practice in Teaching and Learning

Summary of the type of evidence to be included in your portfolio

Leaning outcomes On successful completion of the module participant’s will be able to: 1. Discuss the nature of the higher education environment within which they operate and critically analyse its influence on their practice. 2. Explain and critically analyse, drawing upon relevant literature, the factors influencing the students’ learning experience (both generally and in their subject) and how it impacts upon approaches to teaching and assessment, including the appropriate use of learning technologies. 3. Critically evaluate their practice utilising a collaborative approach that draws upon peer and student feedback and takes into account their personal and professional values and the values of others. 4. Demonstrate that they are able to identify and critically analyse different ways of improving their practice and their students’ learning. 5. Demonstrate the ability to keep to the assignment guidelines set out in the module and programme handbooks.

Evidence of experiential learning could include: examples from teaching sessions, module handbooks, evidence of revisions made over time, minutes of module/programme team meetings, module evaluations, evidence of peer review of teaching, etc. It is important that you include evidence of the impact of any changes you have made. Evidence can be submitted electronically and can include audio and video files. Evidence from previous study could include module content, assignments, feedback received, etc.

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THE7002: Curriculum Design for Learning


Leaning outcomes On successful completion of the module participant’s will be able to: 1. Critically reflect on the planning, delivery and evaluation of a unit of curriculum. 2. Critically evaluate current literature in order to demonstrate an awareness of the complex nature of concepts relating to student diversity and equity in higher education. 3. Demonstrate a understanding of quality assurance and enhancement processes in relation to curriculum design. 4. Critically reflect on their practice identifying areas for further development. 5. Demonstrate the ability to keep to the assignment guidelines set out in the module and programme handbooks.

Evidence of experiential learning could include module handbooks, extracts from teaching and learning resources you have developed, evidence of participation in periodic review and validation processes (e.g. minutes of meetings, contribution to documents), etc. Evidence can be submitted electronically and can include audio and video files. Evidence from previous study could include module content, assignments, feedback received, etc.

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THE7003: Developing Practice through Pedagogic Research


On successful completion of this module participant’s will be able to:

1. Design and complete a small scale, but rigorously conducted, piece of pedagogical research. 2. Critically engage with a range of literature relevant to a topic being researched and analyse the relationship between the literature and their own empirical findings. 3. Demonstrate the ability to present and critically evaluate the findings of their own research and apply these findings to improving their practice and the student experience. 4. Identify and critically analyse the ethical issues arising from the research process and present well reasoned and coherent arguments to support the decisions they have made in relation to how they conducted their research. 5. Demonstrate the ability to keep to the assignment guidelines set out in the module and programme handbooks.

Evidence of experiential learning would include the publication of pedagogic research, especially in refereed journals; but also in the form of reports, conferences and professional journals. There should be evidence of how the results of this research have been disseminated and put into practice. Evidence can be submitted electronically and can include audio and video files. Evidence from previous study could include module content, assignments, feedback received, etc.

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Assessment criteria

Pass Merit Distinction

Reflective statement

Context within which the participant’s learning has taken place is clearly set out The way in which learning outcomes and the dimensions of the UKPSF have been met are, in the main, clearly explained Evidence of a good, but not necessarily in-depth, knowledge and understanding of the issues covered by the learning outcomes and the relevant dimensions of the UKPSF Coherent reflection supported by reference to some relevant publications Demonstrates some understanding of different perspectives Demonstrates some awareness of their strengths and weaknesses

Context within which the participant’s learning has taken place is set out very clearly and there is some attempt to demonstrate how the environment within which learning takes place has influenced them The way in which learning outcomes and the dimensions of the UKPSF have been met are clearly explained Evidence of an in-depth knowledge and understanding of the issues covered by the learning outcomes and the relevant dimensions of the UKPSF Well-structured and coherent reflection supported by a range of relevant and up-to-date references Makes use of different perspectives in their reflective account Demonstrates an awareness of their strengths and weaknesses and the implications for their own professional development

Context within which the participant’s learning has taken place is set out very clearly and there are pertinent comments about how the environment within which learning takes place has influenced them The way in which learning outcomes and the dimensions of the UKPSF have been met are very clearly explained Evidence of a knowledge and understanding of the issues covered by the learning outcomes and the relevant dimensions of the UKPSF which is at the forefront of our current understanding of such issues. Very well structured and coherent reflection supported by an extensive range of relevant and up-to-date references Sustained level of analysis making use of a range of different perspectives Demonstrates a sophisticated awareness and critical appreciation of their strengths and weaknesses and the implications for their own professional development

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Pass

Merit

Distinction

Portfolio

Generally well organised, referenced and clearly set out for the reader to navigate Sufficient evidence to show that the participant’s has met all the learning outcomes and relevant dimensions of the UKPSF

Well organised, referenced and clearly set out for the reader to easily navigate Comprehensive evidence indicating some depth of experience/learning relating to the learning outcomes and relevant dimensions of the UKPSF

Very well organised, referenced and set out making it very easy for the reader to navigate the portfolio Very comprehensive evidence indicating considerable depth of experience/learning in meeting the learning outcomes and relevant dimensions of the UKPSF

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