Programme Handbook - University of Sheffield/file/CiLT_Handboo… · Module 1 – Effective...

Postgraduate Certificate in Learning & Teaching

Programme Handbook

2015 -2016

Updated 22/01/2016

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The Programme Team

The Professional Development Team for Learning & Teaching is responsible for all aspects of the programme development, management and delivery1. The Team are part of the University’s Learning and Teaching Services (LeTS) within Academic and Learning Services (ALS) which is part of Student Services.

Programme Director & Tutor Nigel Russell SFHEA

Tutors Rachel Bovill Karen Ford SFHEA Sarah Moore SFHEA

Chair of the Board of Examiners The Pro-Vice-Chancellor for Learning & Teaching

Exam Board Secretary April Dawson

Contact Information

Programme Administrator April Dawson

Tel: 0114 2220401

e-mail: [email protected]

Learning and Teaching Services

New Spring House

231 Glossop Road

Sheffield

S10 2GW

Tel: (0114) 222 0401 or 20401 from an internal phone

http://www.shef.ac.uk/lets/cpd/cilt

1 The Programme falls under the School of Education for approvals and QA purposes.

mailto:[email protected]

http://www.shef.ac.uk/lets/cpd/cilt

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Contents

The Programme Team ........................................................................................................................................................ 2

Contact Information ............................................................................................................................................................ 2

Programme Overview ......................................................................................................................................................... 4

Programme Aims .............................................................................................................................................................. 4

Programme Delivery and Assessment .................................................................................................................... 4

Participant Support ........................................................................................................................................................ 5

CiLT and the Learning & Teaching Professional Recognition Scheme ......................................................... 5

The UK Professional Standards Framework: ...................................................................................................... 5

Remaining in Good Standing ....................................................................................................................................... 7

Probationary requirements ........................................................................................................................................ 7

Recognition of Prior Learning .................................................................................................................................... 7

Mapping exempted candidate’s experience to the UKPSF ........................................................................... 8

The Programme..................................................................................................................................................................... 9

Regulations ............................................................................................................................................................................ 10

Programme Aims ................................................................................................................................................................ 10

Programme Intended Learning Outcomes .............................................................................................................. 11

Module 1 Effective Teaching and Learning Environments ............................................................................ 12

Module 1 Intended Learning Outcomes ................................................................................................................ 12

Module 2 Curriculum Design and Development ............................................................................................... 13

Module 2 Intended Learning Outcomes ............................................................................................................... 13

Assessment ............................................................................................................................................................................ 14

Standardisation ............................................................................................................................................................... 17

Moderation ........................................................................................................................................................................ 17

Extensions to Assignments and Portfolios ........................................................................................................... 17

Unfair Means .................................................................................................................................................................... 18

Leave of Absence ............................................................................................................................................................ 19

Mitigating Circumstances .......................................................................................................................................... 19

External Examiner and Results ............................................................................................................................... 20

Appeals .............................................................................................................................................................................. 20

Evaluation and Feedback ........................................................................................................................................... 20

Mapping to the UKPSF .................................................................................................................................................. 21

APPENDIX: Programme Documents .......................................................................................................................... 49

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Programme Overview

The Postgraduate Certificate in Learning and Teaching (PGCertHE) most commonly referred to as CiLT is designed for academics and staff who are new to teaching or supporting learning in Higher Education. This 60-credit programme at M Level comprises two 30-credit modules: Module 1 – Effective Learning and Teaching Environments; and Module 2 – Curriculum Design and Development. The programme is part time and takes between 18 months and three years to complete.

Programme Aims

CiLT aims to support and encourage participants to:

1. Become confident, competent and enthusiastic teachers by engaging in peer supported teaching and discussion in an interdisciplinary environment, continuing professional development, scholarship and systematic self-evaluation to develop their teaching practice, support of learning and contribution to programme development throughout their teaching career.

2. Develop a sound interest in, and comprehension of: learning as a process; the factors influencing learners; a range of teaching methods/strategies to create and manage supportive learning experiences and environments appropriately to the given subject matter and academic level.

3. Share teaching practice, experience and expertise with colleagues in their department, faculty and the wider university to foster collegiate support, develop collaborative activities and relationships, consider the impact of collective efforts to support student learning, and engage with wider strategic issues in Higher Education.

Programme Delivery and Assessment

Each module begins with a Workshop Week which provides a platform for participants to develop their Learning and Teaching Portfolio. The Portfolio activities and assignments are designed to support participants to evidence engagement with the UK Professional Standards Framework (UKPSF) and the CiLT Programme aims and learning outcomes. Many of the assignments are focussed on capturing and evaluating the activities that participants will be already undertaking as part of their ongoing development as a teacher. The Portfolio is designed to provide an evidence base to draw on for the Viva examination with a CiLT Tutor and is assessed as either as a ‘proceed to Viva’ or a ‘resubmit’ in accordance with the module assessment criteria.

The Viva will usually last approximately one hour during which participants will be engaged through dialogue in a detailed discussion and self-evaluation of their teaching practice. Participants need to demonstrate they have met the ‘pass’ standard of the Assessment Criteria for the Viva to pass the Module. Participants are also observed by a CiLT Tutor during Module 2 and must achieve a pass before proceeding to the Module 2 Viva.

Throughout the Programme participants’ professional development is encouraged through exposure to a range of teaching techniques, styles of learning, application of principles of good practice in design, assessment and feedback, advice from experienced colleagues, the self-evaluation of teaching practice, participating in teaching observations and becoming members of the learning and teaching community at the University and beyond.

In addition to this Handbook, participants are provided with a detailed Workshop Guide and an Assessment Guide for each module to support their journey through the Programme. Both should be consulted alongside this Handbook.

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Participant Support Each participant will be allocated to a member of the CiLT Programme Team who will act as a personal tutor through the module; details are provided to participants after the CiLT Workshop Week. Participants are actively encouraged to consult with their tutor about any questions they may have about any aspect of their CiLT activities or issues relating to their teaching practice.

Participants also become a member of a CiLT Peer-Led Community of Learning which is designed to facilitate peer support and collaboration through peer-led discussion about teaching and learning. It is hoped that the connections and relationships formed through this activity will contribute to participants developing their own professional support network.

CiLT and the Learning & Teaching Professional Recognition Scheme

CiLT is one of the taught pathways to professional recognition via the University of Sheffield’s Learning & Teaching Professional Recognition Scheme (LTPRS). The Scheme is aligned to the UKPSF and accredited by the Higher Education Academy (HEA) for three (of four) categories of Fellowship which align to UKPSF descriptors.

UKPSF Descriptor 1: Associate Fellow (AFHEA) UKPSF Descriptor 2: Fellow (FHEA) UKPSF Descriptor 3: Senior Fellow (SFHEA)

The CiLT Programme is aligned to Descriptor 2 of the UKPSF and accredited at the category of Fellow of the Higher Education Academy (FHEA) under the LTPRS Scheme. Accordingly, on successful completion of the CiLT Programme, a participant will have demonstrated and evidenced the Areas of Activity, Core Knowledge and Professional Values for Descriptor 2 (presented on pages 6-7) and will gain professional recognition as a Fellow of the Higher Education Academy (FHEA) alongside The University of Sheffield Postgraduate Certificate in Learning and Teaching (PGCertHE).

The UK Professional Standards Framework:

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 activities.

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UKPSF Descriptor 2

Demonstrates 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:

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.

Participants will engage with the dimensions of the UKPSF throughout their time on the Programme; the detailed mapping presented on pages 21ff illustrates how each element of the Programme supports and promotes this engagement.

Remaining in Good Standing

On becoming a Fellow of the HEA it is expected that individuals will continue their professional development in learning and teaching and thereby remain in good standing as a practising Fellow. It is anticipated that on achieving Fellowship status, participants will continue their engagement with the University’s Learning & Teaching Professional Recognition Scheme (LTPRS) and work towards applying for Senior and/or Principal Fellowship as appropriate during their career.

Probationary requirements

Achieving FHEA is a requirement for academic probationers in accordance with the University’s HR policies and procedures. CiLT provides a taught pathway to achieving this while gaining a postgraduate qualification in teaching in Higher Education. Academic probationers with considerable teaching experience who do not wish to gain a postgraduate teaching qualification will follow the Personal Pathway of the University’s Learning & Teaching Professional Recognition Scheme to achieve FHEA. Probationers must make a decision about which route they wish to take to FHEA within three months of taking up their appointment. Probationary staff registering for CiLT will not be permitted to complete Module 1 and then apply for recognition via the Personal Pathway.

Recognition of Prior Learning CiLT applicants with significant teaching experience and/or relevant certificated learning and/or Associate Fellowship of the HEA can apply for maximum exemption of up to 50% of the total programme coursework and/or attendance (i.e. exemption from Module 1). Following the University’s RPL procedures, applicants need to map their experiential and/or certificated learning to the Module 1 intended learning outcomes and present supporting evidence with their application.

Given the unique nature of each applicant’s prior learning, those considering applying for partial exemption are required to complete a CiLT application form as a first step to determining their eligibility. The process is detailed at:

http://www.sheffield.ac.uk/lets/cpd/exemptions.

http://www.sheffield.ac.uk/lets/cpd/exemptions

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Mapping exempted candidate’s experience to the UKPSF Successful applicants will meet with a member of the Programme Team to map their existing experience to the UKPSF Dimensions of Practice mapped to Module 1. This is to identify any gaps that need addressing to ensure the applicant’s practice is aligned to the Dimensions of Practice in an equivalent manner to a participant who has completed Module 1. A plan for addressing any identified gaps will be developed with the applicant to ensure they will be able to meet the requirements for Descriptor 2 of the UKPSF on completion of the Programme.

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The Programme

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Regulations

EDUT119 LEARNING AND TEACHING (Postgraduate Certificate) (Part-Time)

1. A person may be admitted as a student who

(a) is employed as a full-time or part-time member of staff at the University of Sheffield; and

(b) is a recognised graduate or has gained educational qualifications deemed acceptable by the Head of Department.

2. The programme of study will be pursued part-time for not less than one year and will be subject to a time limit of three years.

3. A student will take

EDU6057 Effective Teaching and Learning Environments 30 credits

EDU6058 Curriculum Design and Development. 30 credits

4. On the recommendation of the Examiners, a student who has been awarded sixty credits in respect of units listed at 3 above, will be eligible for admission to the MEd in Teaching and Learning in Higher Education, provided that the student satisfies all the requirements of the Regulations as to eligibility for admission.

5. The General Regulations for Higher Degrees, Postgraduate Diplomas and Postgraduate Certificates relating to the reuse of credits towards another degree shall not apply to this programme.

Programme Aims

CiLT aims to support and encourage participants to:

1. Become confident, competent and enthusiastic teachers by engaging in peer supported teaching and discussion in an interdisciplinary environment, continuing professional development, scholarship and systematic self-evaluation to develop their teaching practice, support of learning and contribution to programme development throughout their teaching career.



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Programme Intended Learning Outcomes

Knowledge and understanding: UKPSF Dimensions

K1 Knowledge of learning as a process, factors influencing learners and a range of theories and models of learning and teaching. K3, K5 V3

K2 Knowledge of a range of teaching methods/strategies and their appropriateness to a given subject area and academic level. K2, K3,

K4 V3

K3 Knowledge of a range of models and methods of curriculum design, assessment and feedback and their appropriateness to a given subject area and academic level.

K4, K6

K4 Knowledge of the wider HE landscape and agenda and its relationship to their own teaching practice, that of their department and the wider university.

K6 V4

Skills and other attributes: UKPSF Dimensions

S1

Identify, evaluate and deploy teaching methods/strategies to design, plan and manage learning experiences appropriate to the given subject and academic level and assess their impact on students’ learning experiences.

A1, A2, A3

K2, K3, K4, K5 V3

S2

Identify, evaluate and deploy, teaching theories, models, methods/strategies to create and manage learning environments that engage students in the learning process and support the development of academic and transferable skills.

A2, A3, A4

K3, K4, K5, K6 V4

S3

Identify, evaluate and deploy models and methods of curriculum design, assessment, feedback and evaluation to the design of learning at the individual session level, and credit/unit level (eg. module or non-credit bearing equivalent) in light of the wider programme.

A1, A3 K2, K3, K4, K5, K6

V3, V4

S4 Identify and take account of learner diversity to facilitate equality of learning opportunity for their learners and the given learning community.

A4 K3, K4 V1, V2, V3

S5

Systematically analyse and evaluate their performance and experiences as teachers as routine practice to inform and develop their own practices, those of their team and department to support learners and learning.

A5 V3

S6

Confidently articulate, discuss and share their knowledge of theories, models and strategic issues associated with learning and teaching in Higher Education in relation to their personal teaching philosophy and practices and those of their team, department and wider university.

A5 K6 V3, V4

NOTE: UKPSF Dimension K1 is a pre-requisite for registration on the programme (as noted on page 21)

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Module 1 Effective Teaching and Learning Environments Module 1 examines a range of teaching theories, models and methods/strategies to create effective learning environments to meet a diverse range of learner needs and support learning in their subject area. As noted earlier, participants are provided with detailed Workshop Week and Assessment Guides for each module to support their journey through the Programme.

Aims

This module aims to support staff to:

1. Develop increased confidence, competence, and enthusiasm for teaching by engaging in peer supported teaching and discussion in an interdisciplinary environment, continuing professional development, scholarship and systematic self-evaluation of their personal teaching philosophy and teaching practices to support learning in their teaching context.

2. Examine a number of approaches, theories and models of: learning; learners; and teaching methods/strategies and evaluate and apply these to their own discipline/subject and teaching context to create and manage effective learning environments and experiences.

3. Share teaching practice, experience and expertise with CiLT peers, department and university colleagues to encourage the development of communities of learning to foster collegiate support, resilience and the development of collaborative activities and relationships across the university.

Module 1 Intended Learning Outcomes

By the end of the module participants will be able to:

Intended Learning Outcomes UKPSF Dimensions

1.1

Identify, evaluate and deploy teaching methods/strategies to design, plan and manage learning experiences appropriate to the given subject and academic level and assess their impact on students’ learning experiences.

A1, A2, A3

K2, K3, K4, K5, K6

V3

1.2

Identify, evaluate and deploy teaching theories, models, methods/strategies to create and manage learning environments that engage students in the learning process and support the development of academic and transferable skills.

A2, A3, A4

K3, K4, K5, K6

V4

1.3 Identify and take account of learner diversity to facilitate equality of learning opportunity for their learners and the given learning community.

A4 K3, K4 V1, V2

1.4

Take a systematic approach to analysing and evaluating their performance and experiences as teachers to inform and develop their own practices to support learners and learning.

A5 V3

1.5

Confidently articulate, discuss and share their knowledge of theories and models associated with learning and teaching in Higher Education in relation to their personal teaching philosophy and practices.

A5 V3, V4

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Module 2 Curriculum Design and Development Module 2 focusses on models of curriculum design at session credit/unit and programme level, and assessment and feedback practices. Strategic/policy issues for learning and teaching in HE and their impact on teaching practices and the student experience are also explored.

Aims


1. Develop confidence and competence in curriculum design, assessment and feedback practices, by engaging in discussion in an interdisciplinary environment, continuing professional development, scholarship and systematic evaluation of their own curriculum design, assessment and feedback practices and those of their department.

2. Examine a number of approaches, theories and models of curriculum design, assessment and feedback and evaluate and apply these to their own discipline/subject, teaching context and wider curriculum to create and manage effective learning experiences and environments to meet learner needs at session, credit/unit and programme level.

3. Share teaching practice, experience and expertise with CiLT peers, department and university colleagues by engaging with strategic issues in Higher Education to contribute to the implementation of the University’s Learning and Teaching strategy in their department.



Intended Learning Outcomes UKPSF Dimensions

2.1

Evaluate and apply models of curriculum to the design of learning at the individual session level, credit/unit level (eg. module or non-credit bearing equivalent) in light of the wider programme.

A1, A3 K2, K3, K4, K5, K6

V1, V2, V3

2.2

Identify, evaluate and deploy methods of assessment, feedback and evaluation appropriate to the given subject, academic level and needs of learners and the given learning community.

A2, A3, A4

K2, K3, K4, K5

V1, V2, V3

2.3

Systematically analyse and evaluate their performance and experiences as teachers as routine practice to inform and develop their own practices, those of their team and department to support learners and learning.

A5 V3

2.4

Confidently articulate, discuss and share their knowledge of theories and models associated with learning and teaching in Higher Education in relation to their personal teaching philosophy and practices and those of their team, department and wider university.

A5 K6 V3

2.5

Discuss and share relevant strategic/policy issues associated with learning and teaching in the Higher Education landscape and their implementation within their department.

A5 K6 V3, V4

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Assessment

Module 1 and Module 2 of CiLT are assessed independently. Both modules have to be successfully completed to satisfy the conditions for the award of PGCertHE. The modules are assessed in the following ways:

• Learning and Teaching Portfolio • Viva • Teaching observation by a CiLT Tutor (Module 2)

Refer to the relevant Assessment Guide for further details on all aspects of assessment and the Assessment Criteria for each module including engagement with formative peer, colleague and Tutor feedback throughout the development of the Portfolio. The UKPSF Dimensions associated with each element of the Programme are specified presented on page 15- 16 and at the beginning of the Assessment Guide for each Module to ensure participants know when and how they are engaging with the UKPSF as they progress.

CiLT Module 1 Assessment Mapping to UKPSF Dimensions


UKPSF Dimensions

PF activity/assignment 1.1 1.2 1.3 1.4 1.5 Areas Core Knowledge

Values

‘Engaging with Literature’ Document A5 K2-K5 V1, V3

Assignment 1 (a): Teaching Philosophy A4 K2, K3, K5 V1, V2, V3

Assignment 1 (b): Peer feedback on the Teaching Philosophy (online) A3, A4 K2-K6 V1

Assignment 1 (c): Reflection on associated academic article (prescribed) A5 K2, K3 V3

Assignment 2: Critical Reading on Effective Learning and Teaching Environments (four prescribed academic articles plus one selected by the participant)

A4, A5 K2-K5 V3

Assignment 3 Personal Tutoring Conversation A4, A5 K2, K3, K6 V1, V2, V3

Assignment 4 (a) CPD Record of impact of Supporting the Supporters Sessions * * * A4, A5 K2* V1, V2*V3*V4*,

Assignment 5: Evaluating and addressing students’ needs A4 K2, K4**K5 V1, V2,

Assignment 6: Teaching Practice Mapping 2 of A1-A5*** K2, K5 V1-3***V4

CiLT Peer Observation A (reciprocal) A1-A4 K2-K5 V1-V3 V4 ***

Departmental Colleagues Observations B (3) A4 K2-K5 V1-V4***

Experienced Departmental Colleague Observation C (reciprocal) A1-A4 K2-K5 V1-V3 V4 ***

“Good Teacher” Observation D A4 K2-K6* V1-V4***

Communities of Learning (3) A2, A3, A4, A5 K2-5*** V1-V3 V4***

* Dependant on the content and nature of the session selected by the participant. ** Dependant on the approach outlined in the assessment *** Dependent on the areas selected by the participant/s

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CiLT Module 2 Assessment Mapping to UKPSF Dimensions

Portfolio activity/assignment Module 1 Intended Learning Outcomes

UKPSF Dimensions

2.1 2.2 2.3 2.4 2.5 Areas Core Knowledge

Values

Glossary and associated pre-reading A1, A3, A5 K2, K6 V2, V3, V4

Assignment 1 (a): The email/notes from discussion with departmental contact regarding strategic focus, assignment design work from Day 3, preliminary work on the Response to a Key Strategy

A5 K6 V3, V4

Assignment 1 (b): Response to a Key Strategy document (draft) *** *** A1-5*** K2-5***K6 V1-2***V3, V4

Assignment 1 (c): Peer feedback on the Response to a Key Strategy (online) ***

A3 K2-K4, K6 V1-V4

Assignment 1 (d): Revision of Response to a Key Strategy document (sent to departmental contact)

*** *** A1-5*** K2-5***K6 V1-2***V3, V4

Assignment 1 (e): Evaluation of the Design of Assignment 1 A1-A5 K2-K6 V1-V4

Assignment 2: Critical Reading: Assessment and Feedback A2-A4 K2, K3, K6*** V3

Assignment 3: A Strategic Conversation with a departmental colleague A5 K6 V4

Assignment 4: A discussion with a departmental colleague Balancing Priorities: Teaching, Research and Personal

A5 K6 V3, V4

Assignment 5: Record of Impact of CPD Session(s) * * * A1-A4*** A5 K2-K6*** V1-V2*** V3-V4

Assignment 6: Evaluating and addressing students’ needs (design, assessment and feedback focus)

A1-A5 K2, K4**K5 V1-V3

Assignment 7: Curriculum Design Critique (using E1 Form) ALL ALL ALL

Assignment 8: Mapping practice to HEA Fellowship Status ALL ALL ALL

Final CiLT Teaching Observation (observed by CiLT Tutor) * A1-5 K2, K3, K4, K5 V1-V3, V4***

Peer Led Communities of Learning (3) A2, A3, A4, A5 K2-5*** V1-V3 V4***

* Dependant on the content and nature of the session selected by the participant. **Dependant on the approach outlined in the assessment ***Dependent on the areas selected by the participant/s and their departments

Standardisation All CiLT tutors undertake standardisation training as part of their induction process. This involves reviewing existing portfolios and associated feedback in light of the marking criteria to standardise themselves to the criteria. Inductees then blind mark a range of Portfolios that have been previously examined by the External Examiner and compare their assessment and feedback with the actual assessment and feedback given by the original assessor. This process is supported by one or more experienced markers from within the team. Inductees also listen to the Viva recordings and observe a number of Viva examinations before taking the examiner role with the support of an experienced tutor in the observer role before finally going solo.

Moderation

Participants’ Portfolios are first marked by their CiLT tutors. The Portfolio is designed to provide an evidence base to draw on for the Viva and is assessed as either as a ‘proceed to Viva’ or a ‘resubmit’ in accordance with the module assessment criteria. All participants will receive feedback for each of the assessment criteria. This will include highlighting areas for potential discussion in the Viva. All Viva examinations are recorded in full.

A range of portfolios from both modules is moderated through a double blind marking process and a sample of these with the feedback to participants is seen by the external examiner. Recordings of the Viva are also made available to the External Examiner.

Borderline cases: Portfolios which are assessed as being on the border of the ‘proceed to Viva’ and ‘resubmit’ divide for one or more criteria are subject to blind double-marking (the second marker does not see the original mark or comments given by the first marker). If the second marker does not concur with the first marker’s assessment, the portfolio will be subject to third double blind marking. The third marker’s decision will be final.

If the second marker concurs with the first marker, the Portfolio will be assessed as a ‘proceed to Viva’; both the first and second markers will then agree which areas need to be highlighted in the feedback for in-depth exploration in the Viva to support the candidate to demonstrate adequate/sufficient meeting of the Viva pass criteria. The Viva will be assessed by two tutors.

Portfolios assessed as a “resubmit” by the first marker will be blind second marked. If the second marker concurs with the first marker’s assessment, the Portfolio will be graded as a “resubmit”. In cases where the first marker assesses the Portfolio as a “resubmit” and the second marker assesses the Portfolio as a “proceed to Viva” or as a borderline case, the Portfolio will subject to third double blind marking. The third marker’s decision will be final.

For Portfolios assessed as a “resubmit” after second or third marking (as above), the markers will agree on what the candidate needs to do to demonstrate adequate/sufficient meeting of the requirements to “proceed to Viva”. The candidate will then be given one opportunity to act on the guidance and resubmit the Portfolio. If the resubmission meets the requirements, the candidate can then proceed to Viva. If they are unsuccessful the portfolio will be assessed as a “fail” and referred to the Board of Examiners. Subject to approval by the Board of Examiners, participants will then be offered a ‘referred’ opportunity to resubmit on a negotiated date. A second fail at this stage will constitute a final fail of the module in question.

Extensions to Assignments and Portfolios

Some assignments are submitted in order to receive formative feedback. Extensions of up to two weeks can usually be granted. Extension requests with regard to these assignments are therefore not subject to the same conditions as portfolio extension requests. Requests for extensions to assignments should be made before the deadline to [email protected] outlining the reasons for the request.

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The CiLT Administrator will send an email reminder to all candidates two weeks before the submission deadlines for Assignments 1 and 2 of each Module. Candidates are advised to use this prompt for an extension request if appropriate. Candidates who fail to meet the agreed extended deadline for assignments involving peer or tutor feedback will be unable to continue through the module with the cohort they joined in the Workshop Week and will instead be placed on the assessment schedule of the next available cohort for the module which may delay their completion of the Module and programme. A candidate may only be moved to the next assessment cohort on one occasion per module of study. Any candidate who fails to submit an assignment following the second opportunity, and has not presented mitigating circumstances for consideration, will be reported to their Head of Department (and their HR officer where the candidate is on probation) for lack of engagement in the programme and the CiLT Exam Board will formally record a “fail” for that Module. Where a candidate has a “fail” recorded the CiLT Exam Board may offer one further opportunity to re-sit the module within the following 12 months at its discretion. Any further fail is recorded as a final fail of the module concerned.

All candidates must pass their formal CiLT Teaching Observation, usually arranged as part of Module 2. Where a candidate does not pass this on their first attempt they will be given guidance from their CiLT Tutor and a second opportunity will be arranged. Should the Teaching Observation be failed at the second attempt a “fail” will be reported to the CiLT Exam Board who may, at its discretion, permit one further attempt within the following 12 months. The candidate’s Head of Department (and their HR officer where the candidate is on probation) will also be informed. Any further fail is recorded as a final fail.

For Portfolio extension requests, participants should formally apply for an extension in advance of the portfolio submission deadline using the Portfolio Extension Form (available to download from: http://www.sheffield.ac.uk/lets/cpd/cilt). The Programme Director (or nominated representative) has responsibility for accepting or rejecting the application and the participant will normally be informed of the outcome in writing within seven days of receiving the application. Only one extension is permitted.

University regulations state that the length of extension should be limited to ten working days. Although it is expected that participants will operate to the deadlines of the programme, it is recognised that situations can arise which may on occasion make this difficult. In this situation, extensions to deadlines can be negotiated within a specified framework that is in accordance with University regulations.

Portfolios submitted after the submission date without an approved extension or beyond the approved extension date will not be marked until the next submission deadline. A “fail” grade will be recorded if the second submission deadline is not met. Where a candidate has a “fail” recorded the CiLT Exam Board may offer one further opportunity to re-sit the module within the following 12 months at its discretion. Any further fail is recorded as a final fail of the module.

Unfair Means

Assessment of the CiLT programme is the means by which the University sets a standard in relation to teaching, and achieving this standard is normally integral to the probationary contract. It is fundamentally important that all participants are assessed fairly. As participants are academic members of staff, there is an additional expectation about the standards of academic practice on the CiLT programme.

In submitting a portfolio, participants sign a declaration stating “I certify that this work is my own original work and that material has not been copied from any other work (published or otherwise) without acknowledgement in the text”. Assessors on the CiLT programme use their judgement to detect unfair means, which if appropriate may include using Turnitin. Where

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assessors suspect unfair means, as defined by the University, have been used in the completing an assessment, or in assisting someone else to complete an assessment, the University’s procedures for investigating and acting will be followed. Information on unfair means can be found at http://www.shef.ac.uk/lets/design/unfair/intro.html

Leave of Absence If a participant feels they will not be able to engage with CiLT for a period of time or will be unable to meet the course requirements and assessment schedule for their cohort they should consider applying for a leave of absence. Securing a leave of absence will mean their registration upon CiLT is suspended for the duration of the absence. Possible reasons for doing this may include maternity or extended paternity leave, research or other obligations, long-term personal and medical circumstances etc. Participants are advised to consult with their CiLT Tutor in considering a leave of absence as University Regulations only allow participants to take a total of two years of absence over the course of their CiLT studies and any single period of leave within this must not exceed one year. Relevant forms can be obtained from the Course Administrator.

Mitigating Circumstances

It is the responsibility of participants to notify either their CiLT tutor, the CiLT Programme Director, or the CiLT Administrator, at the earliest opportunity if there are any extenuating circumstances that might have a bearing on their performance in assessments. Participants should provide notification by completion and submission of a Special Circumstances Form (available from the CiLT Administrator), along with any additional relevant documentary evidence where appropriate.

The deadline by which notification of any extenuating circumstances which participants wish the CiLT Exam Board to be made aware of is 1 August each year.

The CiLT Exam Board may take into account medical circumstances when considering performance in assessed work provided that adequate and written medical evidence is submitted. A participant should submit written medical evidence which states the nature, the date of onset and the duration (where this can be judged) of the medical problem. Where a participant has medical problems that are ongoing and/or chronic and that affect more than one CiLT module the participant should keep their tutor, the Programme Director or the CiLT Administrator informed and may be required to submit further written medical evidence for subsequent CiLT modules. Participants with ongoing medical conditions may be eligible for support from the Disability and Dyslexia Support Service (DDSS) and should refer to the DDSS website for information (www.shef.ac.uk/ssid/disability).

Where a participant has disclosed a disability and where details have been passed to the CiLT Programme Director by the Disability and Dyslexia Support Service, the participant will not be expected to submit further written evidence at subsequent assessment and examination periods. On occasion, where any additional information concerning the impact of the disability needs to be considered by the CiLT Exam Board, the participant should submit a Special Circumstances Form (available from the CiLT Administrator) but will not normally be expected to submit further written evidence. A participant will, however, be expected to provide evidence to support other extenuating circumstances, not related to their disability, as detailed above.

Where extenuating circumstances have affected assignment submission, the CiLT Programme Director will normally consider granting an extension to the deadline for submission in the first instance, as outlined on page 18.

http://www.shef.ac.uk/ssid/disability

20

Personal circumstances may be taken into account in the same way, but the evidence provided must satisfy the CiLT Exam Board that the participant has genuinely been affected by non-academic difficulties.

Medical and personal circumstances are regarded as confidential and discussions on whether the circumstances have affected a participant's performance or not, are restricted to a pre-meeting of the main CiLT Exam Board specifically set up to consider such cases. Membership of this is restricted to the Chair of the CiLT Exam Board, the CiLT Programme Director and the CiLT Administrator. A general recommendation, without communicating the details of the participant's special circumstances, is then passed to the main Examination Board.

Notification of medical or personal circumstances, including assessments of dyslexia, which have not been submitted by the 1 August deadline will not normally be considered by the meeting of departmental examiners and will need to become the subject of an appeal under the Academic Appeals Regulations following publication of examination results to students.

External Examiner and Results The CiLT External Examiner will have responsibility to monitor standards across the programme and to ensure that assessment systems are fair and equitable. This will involve inspection of a sample of participant portfolios and listening to a sample of Viva recordings. The CiLT exam board will be held once every academic year in August and all results will be published by 1 September. The External Examiner’s report and a response to the recommendations is published on the CiLT website at http://www.sheffield.ac.uk/lets/cpd/cilt

Appeals

Candidates who wish to apply for a reconsideration of a recommended grade for any module can make an appeal in accordance with the General Regulations for Academic Appeals which can be found at: http://www.shef.ac.uk/ssid/procedures/grid_academic

Evaluation and Feedback Feedback about all aspects is welcome and expected. Participants are requested to provide feedback shortly after the Workshop Weeks and at the end of each module. The CiLT Programme Team reviews the feedback in detail and provides a written response to the cohort. Additionally, participants are encouraged to raise any issues and make suggestions through their CiLT tutor or the wider team. Each new cohort is informed of any changes made due to feedback from previous participants.

On an annual basis the CiLT Programme Team undertakes a course review, considers external examiner and participant views and formulates action points for developing CiLT. This feeds into the Programme Director’s report to the School of Education’s Learning and Teaching Committee, the CiLT exam board, and the LTPRS Management Group.

21

Mapping to the UKPSF The tables below illustrate how each element of the CiLT Programme maps to each of the framework’s dimensions and its constituents. Some elements are marked with an asterisk * to indicate that engagement and/or evidence of the specific constituent is dependent on the particular area the participant has chosen to focus on for the given activity. Further details are provided in the individual assessment mapping for each CiLT Module as presented on page 22.

NOTES: 1. Consult the relevant Module Workshop Week Guide for full details of each workshop session. 2. Portfolio Activities: Activities designed to support participant engagement with the UKPSF and the CiLT Programme aims and learning outcomes which

are captured and recorded to create a Learning and Teaching Portfolio. 3. Summative Assessment: The Learning and Teaching Portfolio comprises the captured and recorded outcomes from the Portfolio Activities/Assignments

and Teaching Observations; refer to the relevant module Assessment Guide for details.

Areas of Activity CiLT Intended Learning Outcomes

Opportunities to engage with the UKPSF Evidence of engagement with UKPSF: Assessment

Programme Module Workshop Week sessions

Portfolio activities Formative Summative

A1

Design and plan learning activities and/or programmes of study

S1, S3 1.1

• Introduction to Peer Teaching and Feedback Sessions

• Designing and planning learning experiences

• Taking Stock Day 2 • Peer Teaching and

Feedback: Session one


Feedback: Session Two

• CiLT Peer Observation A (reciprocal)

• Experienced Departmental Colleague Observation C (reciprocal)

• Assignment 6: Teaching Practice Mapping*

• CiLT Peer Observation A (reciprocal feedback)

• Experienced Departmental Colleague Observation C (reciprocal feedback)

Module 1 Learning and Teaching Portfolio

Module 1 Viva

22





A1

Design and plan learning activities and/or programmes of study

S1, S3 2.1

• Introduction to Module 2

• Principles of Curriculum Design: Learning Outcomes

• Principles of Curriculum Design: Assessment Criteria

• Principles of Curriculum Design: Designing Learning and Teaching Activities

• Curriculum Design in Practice: Preparation and Presentation

• Constructive Alignment revisited and Next Steps

•

• Glossary and associated pre-reading • Assignment 1 (b): Response to a Key

Strategy document (draft)* • Assignment 1 (d): Revision of

Response to a Key Strategy document*

• Assignment 1 (e): Evaluation of the Design of Assignment 1

• Assignment 5: Record of Impact of CPD Session(s)*

• Assignment 6: Evaluating and addressing students’ needs (design, assessment and feedback focus)

• Assignment 7: Curriculum Design Critique (using E1 Form)

• Assignment 8: Mapping practice to HEA Fellowship Status

• Final CiLT Teaching Observation (preparation, teaching and self-evaluation)

• Assignment 1 (d): Revised Response to a Key Strategy document (tutor feedback and possible departmental feedback)

• Assignment 1 (e): Evaluation of the Design of Assignment 1 (tutor feedback)

• Final CiLT Teaching Observation (Tutor feedback)


Module 2 Viva

Final CiLT Teaching Observation

A2 Teach and/or support learning

S1 1.1, 1.2


• Peer Teaching and Feedback: Session one

• Peer Teaching and Feedback: Session Two




• Communities of Learning (3)




Module 1 Viva

23





A2 Teach and/or support learning

S1 2.2



• Assignment 1 (b): Response to a Key Strategy document (draft)*

• Assignment 1 (d): Revision of Response to a Key Strategy document*


• Creating Assignment 2: Critical Reading: Assessment and Feedback









• Assignment 2: Critical Reading: Assessment and Feedback (tutor feedback)



Module 2 Viva


24





A3 Assess and give feedback to learners

S3 1.1, 1.2




• Creating Assignment 1 (b): Peer feedback on the Teaching Philosophy (online)




• “Good Teacher” Observation D • Communities of Learning (3)

• Assignment 1 (b): Peer feedback on the Teaching Philosophy (online)



• “Good Teacher” Observation D* (feedback to colleague)


Module 1 Viva

25





A3 Assess and give feedback to learners

S3 2.1, 2.2




• Principles of Curriculum Design: Feedback


Strategy document (draft)* • Creating Assignment 1 (c): Peer

feedback on the Response to a Key Strategy (online)










• Assignment 1 (c): Peer feedback on the Response to a Key Strategy (online)






Module 2 Viva


26





A4

Develop effective learning environments and approaches to student support and guidance

S2, S4 1.2, 1.3




Feedback: Session one

• Creating and managing the learning environment

• Personal Academic Support


Feedback: Session Two

• Creating Assignment 1 (a): Teaching Philosophy

• Creating Assignment 1 (b): Peer feedback on the Teaching Philosophy (online)

• Creating Assignment 2: Critical Reading on Effective Learning and Teaching Environments

• Assignment 3 Personal Tutoring Conversation

• Assignment 4 (a & b) CPD Record of impact of Supporting the Supporters Sessions

• Assignment 5: Evaluating and addressing students’ needs




• Departmental Colleagues Observations B (3)

• “Good Teacher” Observation D • Communities of Learning (3)

• Assignment 1 (a): Teaching Philosophy (tutor feedback)


• Assignment 2: Critical Reading on Effective Learning and Teaching Environments (tutor feedback)





Module 1 Viva

27





A4

Develop effective learning environments and approaches to student support and guidance

S2, S4 2.2



















Module 2 Viva


28





A5

Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices

S5, S6 1.3, 1.4, 1.5

• Welcome to CiLT • Taking Stock day 1-4 • Meta me: What’s

that all about then? • Learner diversity

and approaches to teaching


• Moving forward: Module 1 Assessment Briefing

• ‘Engaging with Literature’ Document • Creating Assignment 1 (c): Reflection

on associated academic article (prescribed)






• Assignment 1 (c): Reflection on associated academic article (tutor feedback)



Module 1 Viva

29





A5

Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices

S5, S6 2.3, 2.4, 2.5


• Review of the Glossary of Key Terms

• The University of Sheffield Learning and Teaching Strategy





• Question Time: Strategic Issues and Developments in Learning and Teaching at the University of Sheffield and Beyond


• Glossary and associated pre-reading • Assignment 1 (a): discussion with

departmental contact regarding strategic focus, assignment design work from Day 3, creating preliminary work on the Response to a Key Strategy document




• Assignment 3: A Strategic Conversation with a departmental colleague

• Assignment 4: A discussion with a departmental colleague Balancing Priorities: Teaching, Research and Personal

• Assignment 5: Record of Impact of CPD Session(s)










Module 2 Viva


30

Core Knowledge CiLT Intended Learning Outcomes


Programme Module Workshop Week sessions Portfolio activities Formative Summative

K1 The subject material NA NA

All participants have a degree (or equivalent) in their subject/area of expertise before beginning the programme and therefore have significant knowledge of the subject material. This is however, referred to in Assignment 6: Teaching Practice Mapping (module 1), and Assignment 8: Mapping practice to HEA Fellowship Status (Module 2) which enable participants to confirm engagement with K1.

The Workshop Week Sessions and Portfolio activities support participants to explore their subject from learning and teaching perspective.

NA NA

31




K2

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

K2

S1 1.1

• Voice Works • Meta me: What’s that all about

then? • Learner diversity and

approaches to teaching • Designing and planning

learning experiences • Peer Teaching and Feedback:

Session one • Assessment and feedback • Creating and managing the

learning environment • Peer Teaching and Feedback:

Session two

• ‘Engaging with Literature’ Document • Creating Assignment 1 (a): Teaching

Philosophy • Creating Assignment 1 (b): Peer

feedback on the Teaching • Creating Assignment 1 (c): Reflection




• Assignment 4 (a & b) CPD Record of impact of Supporting the Supporters Sessions*


• Assignment 6: Teaching Practice Mapping

• CiLT Peer Observation A (reciprocal) • Departmental Colleagues

Observations B (3) • Experienced Departmental Colleague

Observation C (reciprocal) • “Good Teacher” Observation D* • Communities of Learning (3)*








Module 1 Viva

32




K2

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

K2

S1 2.1, 2.2









Strategy document (draft)* • Creating Assignment 1 (c): Peer

feedback on the Response to a Key Strategy (online)

• Assignment 1 (d): Revision of Response to a Key Strategy document








• Communities of Learning (3)*





• Final CiLT Teaching Observation (tutor feedback)


Module 2 Viva


33




K3

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

K1, K2

S1, S2

1.1, 1.2, 1.3

• Meta me: What’s that all about then?

• Learner diversity and approaches to teaching




• Peer Teaching and Feedback: Session two



feedback on the Teaching • Creating Assignment 1 (c): Reflection




• CiLT Peer Observation A (reciprocal) • Experienced Departmental Colleague

Observation C (reciprocal) • Departmental Colleagues

Observations B (3) • “Good Teacher” Observation D* • Communities of Learning (3)*








Module 1 Viva

34




K3

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

K1, K2

S1, S2 2.1, 2.2



• Creating Assignment 1 (c): Peer feedback on the Response to a Key Strategy (online)








• Communities of Learning (3)*







Module 2 Viva


35




K4 The use and value of appropriate learning technologies

K2, K3

S1, S2

1.1, 1.2, 1.3

• Assessment and feedback • Creating and managing the

learning environment

• ‘Engaging with Literature’ Document • Creating Assignment 1 (b): Peer

feedback on the Teaching Philosophy (online)


• Assignment 5: Evaluating and addressing students’ needs*










Module 1 Viva

36




K4 The use and value of appropriate learning technologies

K2, K3

S1, S2 2.1, 2.2







• Assignment 6: Evaluating and addressing students’ needs (design, assessment and feedback focus)*




• Communities of Learning (3)* •


• Assignment 1 (d): Revised Response to a Key Strategy document (tutor feedback and possible departmental feedback)*




Module 2 Viva


37




K5

Methods for evaluating the effectiveness of teaching

K1

S1, S3 1.1, 1.2





feedback on the Teaching • Creating Assignment 2: Critical

Reading on Effective Learning and Teaching Environments

• Assignment 5: Evaluating and addressing students’ needs*

• Assignment 6: Teaching Practice Mapping











Module 1 Viva

38




K5

Methods for evaluating the effectiveness of teaching

K1

S1, S3 2.1, 2.2









• Communities of Learning (3)* •





Module 2 Viva


K6

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

K4

S3, S6 1.1, 1.2


• Assessment and feedback • Personal Academic Support

• Creating Assignment 1 (b): Peer feedback on the Teaching (online)



• “Good Teacher” Observation D*

• Creating Assignment 1 (b): Peer feedback on the Teaching (online)



Module 1 Viva

39




K6

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

K4

S3, S6

2.1, 2.4, 2.5











• Creating Assignment 1 (b): Response to a Key Strategy document (draft)




• Creating Assignment 2: Critical Reading: Assessment and Feedback*










• Assignment 2: Critical Reading: Assessment and Feedback (tutor feedback)*


Module 2 Viva

40

Professional Values CiLT Intended Learning Outcomes


Programme Module

Workshop Week sessions


V1 Respect individual learners and diverse learning communities

S4 1.3



• Assessment and feedback




Philosophy • Creating Assignment 1 (b): Peer feedback

on the Teaching Philosophy (online) • Assignment 3 Personal Tutoring

Conversation • Assignment 4 (a & b) CPD Record of

impact of Supporting the Supporters Sessions



• CiLT Peer Observation A (reciprocal) • Departmental Colleagues Observations B

(3)* • Experienced Departmental Colleague

Observation C (reciprocal)* • “Good Teacher” Observation D* • Communities of Learning (3)







Module 1 Viva

41



Programme Module



V1 Respect individual learners and diverse learning communities

2.1, 2.2





• Assignment 1 (b): Response to a Key Strategy document (draft)















Module 2 Viva


42



Programme Module



V2

Promote participation in higher education and equality of opportunity for learners

S4 1.3






Philosophy • Assignment 3 Personal Tutoring

Conversation • Assignment 4 (a & b) CPD Record of

impact of Supporting the Supporters Sessions*





Observation C (reciprocal) • Good Teacher” Observation D* • Communities of Learning (3)






Module 1 Viva

43



Programme Module



V2

Promote participation in higher education and equality of opportunity for learners

S4 2.1, 2.2






Strategy document (draft)* • Creating Assignment 1 (c): Peer feedback

on the Response to a Key Strategy (online)














Module 2 Viva


44



Programme Module



V3

Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional dev

K1, K2

S5, S6

1.1, 1.4, 1.5

• Taking Stock day 1-4

• Meta me: What’s that all about then?



• Moving forward: Module 1 Assessment Briefing


Philosophy • Creating Assignment 1 (c): Reflection on

associated academic article (prescribed) • Creating Assignment 2: Critical Reading

on Effective Learning and Teaching Environments






Observation C (reciprocal) • Good Teacher” Observation D* • Communities of Learning (3)








Module 1 Viva

45



Programme Module



V3

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

K1, K2

S5, S6 2.1-2.5






























Module 2 Viva


46



Programme Module



V4

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

K4

S6 1.2, 1.5



• Assignment 4 (a & b) CPD Record of impact of Supporting the Supporters Sessions*

• Assignment 6: Teaching Practice Mapping • CiLT Peer Observation A (reciprocal)* • Departmental Colleagues Observations B


Observation C (reciprocal)* • Good Teacher” Observation D* • Communities of Learning (3)*





Module 1 Viva

47



Programme Module



V4

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

K4

S6 2.5









• Creating Assignment 1 (c): Peer feedback on the Response to a Key Strategy










• Assignment 1 (c): Peer feedback on the Response to a Key Strategy





Module 2 Viva


49

Appendix APPENDIX: Programme Documents

1 Programme Title Postgraduate Certificate in Learning and Teaching

2 Programme Code EDUT119

3 JACS Code (if applicable) N/A

4 Level of Study Postgraduate

5a Final Qualification Postgraduate Certificate in Learning and Teaching (CiLT)

5b QAA FHEQ Level 7

6a Intermediate Qualification(s) None

6b QAA FHEQ Level N/A

7 Teaching Institution (if not Sheffield) N/A

8 Faculty Social Sciences

9 Department School of Education

10 Other Departments involved in teaching the programme

Professional Development Team for Learning and Teaching from Learning and Teaching Services (LeTS) which is part of Academic and Learning Services within Student Services.

11 Mode(s) of Attendance Part Time

12 Duration of the Programme Up to three years

13 Accrediting Professional or Statutory Body Higher Education Academy

14 Date of production/revision October 2013

15. Background to the programme and subject area

The Certificate in Learning and Teaching is designed for academics and staff who are new to teaching or supporting learning in higher education. This 60-credit programme at M Level comprises two 30-credit modules: Module 1 – Effective Learning and Teaching Environments; and Module 2 – Curriculum Design and Development. The programme is part time and takes up to three years to complete. The Certificate was first introduced in September 2004 and was mapped to Descriptor 2 of the UK Professional Standards Framework and accredited by the Higher Education Academy to the category of Fellow (FHEA). Successful completion of the programme is a requirement for academic probationers in accordance with the University’s HR policies and procedures.

A comprehensive review of CiLT began in early summer 2012, following the April delivery of both modules. This review was timed to look forward to an application to the Higher Education Academy (HEA) in 2013 for re-accreditation and in anticipation of a significant increase in cohort numbers. This increase not only reflects a recent expansion in the numbers of early career academics joining the institution, but also recognises that University Teachers are now actively encouraged to attend CiLT. A series of focus groups were held with CiLT participants (past and present), departmental directors of learning and teaching, faculty directors of learning and teaching and other parties with an interest in CiLT. These stakeholder groups provided valuable insight into departmental and participants’ perceptions of the value of CiLT to their teaching and other working practices.

Key proposals from the review being implemented include: less time intensive Workshop Weeks, an interactive

Programme Specification A statement of the knowledge, understanding and skills that underpin a

taught programme of study leading to an award from The University of Sheffield

50

and peer-supported approach to workshops, information about university policies and their implementation contextualised within teaching practice, a multidisciplinary and staged approach to assessment, and clear communication to departments and other stakeholders regarding the nature and value of the programme. Accordingly, the CiLT workshops now provide a platform for development by taking an interdisciplinary peer supported learning approach through participants sharing experiences, discussing educational concepts, peer teaching and dialogue, self-directed learning and the giving and receiving of feedback. Throughout each module, participants undertake a series of staged activities including written assignments, teaching observations and engagement in professional development activities. The outcomes from these activities are compiled to create the Portfolio which is assessed to enable participants to proceed to Viva. During the second module, participants are also observed by a CiLT Tutor and must achieve a Pass for this activity before proceeding to the final Viva.

Although these changes are designed to have a significant positive impact on the learning experiences and professional practices of participants throughout their period of study and beyond, the changes have however, been implemented through a reconfiguration within the overarching delivery modes (workshops and associated activities) and assessment methods (portfolio, teaching observation and Viva) as specified in the original programme documentation; they do not therefore require major changes to the programme specification or associated modules. This Programme Specification and corresponding E1 Forms have therefore been updated in the interests of improving the clarity of the Aims and Intended Learning Outcomes for the Programme and Modules in light of the revised approach and the updated UK Professional Standards Framework. The updated programme has been mapped to the UK Professional Standards Framework and will be presented for reaccreditation at Descriptor 2 as part of the University of Sheffield’s submission to the Higher Education Academy for the (re) accreditation of its learning and teaching development provision. This means that on successful completion of the Programme, CiLT graduates will continue receive a Postgraduate Certificate and be recognised as Fellows of the HEA.

The Certificate will continue be a recognised pathway on to the M.Ed. Teaching and Learning for University Lecturers. The programme will continue to be facilitated by tutors from the Professional Development Team for Learning and Teaching in Learning and Teaching Services (LeTS) which is part of Academic and Learning Services (ALS) within Student Services. This team’s activities range from the design, delivery and review of credit bearing programmes, through to short courses and ad hoc advice, covering initial and continuing professional development and informing the development of Learning and Teaching at a strategic level across the University.

16. Programme aims

To support and encourage participants to: 1. Become confident, competent and enthusiastic teachers by engaging in peer supported teaching and

discussion in an interdisciplinary environment, continuing professional development, scholarship and systematic self-evaluation to develop their teaching practice, support of learning and contribution to programme development throughout their teaching career.



17. Programme learning outcomes

Knowledge and understanding:

K1 Knowledge of learning as a process, factors influencing learners and a range of theories and models of learning and teaching.

K2 Knowledge of a range of teaching methods/strategies and their appropriateness to a given subject area and academic level.

K3 Knowledge of a range of models and methods of curriculum design, assessment and feedback and their appropriateness to a given subject area and academic level.

K4 Knowledge of the wider HE landscape and agenda and its relationship to their own teaching practice, that of their department and the wider university.

Skills and other attributes:

51

S1 Identify, evaluate and deploy teaching methods/strategies to design, plan and manage learning experiences appropriate to the given subject and academic level and assess their impact on students’ learning experiences.

S2 Identify, evaluate and deploy, teaching theories, models, methods/strategies to create and manage learning environments that engage students in the learning process and support the development of academic and transferable skills.

S3 Identify, evaluate and deploy models and methods of curriculum design, assessment, feedback and evaluation to the design of learning at the individual session level, and credit/unit level (eg. module or non-credit bearing equivalent) in light of the wider programme.

S4 Identify and take account of learner diversity to facilitate equality of learning opportunity for their learners and the given learning community.

S5 Systematically analyse and evaluate their performance and experiences as teachers as routine practice to inform and develop their own practices, those of their team and department to support learners and learning.

S6 Confidently articulate, discuss and share their knowledge of theories, models and strategic issues associated with learning and teaching in Higher Education in relation to their personal teaching philosophy and practices and those of their team, department and wider University.

18. Teaching, learning and assessment

Development of the learning outcomes is promoted through the following teaching and learning methods: The Workshops are designed to introduce participants to models of learning and curricula and to methods of teaching, assessing and evaluating (K1-K4). Workshop tutors model a variety of approaches to teaching and participants are given the opportunity to practice these approaches and to evaluate their appropriateness through interdisciplinary discussion, peer teaching and the giving and receiving of feedback (S1-S7). Engagement in Continuing Professional Development (CPD) activities provides participants with the opportunity to explore and engage in learning and teaching CPD activities within and beyond their department and the University to inform their practice and those of their team and department e.g. attendance at CPD events, structured collegiate conversation (all ILOs but S5 and S6 in particular). Independent study requires participants to examine and pursue their own professional teaching preparation and practices critically, in the light of ideas and insights shared during the workshops, or gained from module reading (all ILOs, but S3 in particular). The online environment is used to provide participants with first-hand experience of working with a virtual learning environment to support the process of learning and teaching and for communication between tutors, participants and peers. Participants will actively engage in online review and feedback e.g. peer assessment for portfolio assignments (outcomes K2 + 3 and S1-S7). Teaching observations provide an opportunity for participants to evaluate the effectiveness of their teaching with the guidance of an experienced teacher and to learn from and be inspired by observing peers and colleagues and providing feedback to them (K1 – K3, S1,S2, S4 and S5) Personal tutorials and Communities of Learning provide an opportunity for participants to plan, discuss and evaluate their learning and teaching practices and development as a teacher with the guidance of a tutor and peers (all outcomes, but S5 and S6 in particular).

52

Workshops Engaging in CPD for Learning and

Teaching Independent

Study On-line

Learning Teaching

Observations Tutorials &

Communities of Learning

K1 K2 K3 K4 S1 S2 S3 S4 S5 S6 Opportunities to demonstrate achievement of the learning outcomes are provided through the following assessment methods: The staged portfolio activities provide participants with the opportunity to demonstrate their engagement with the programme aims through capturing and recording their development activities, teaching practices and achievements, personal evaluations, and development of knowledge and understanding, aligned to appropriate learning outcomes. The observation of a participant’s teaching by a CiLT tutor is undertaken to assess the participant’s approach to designing learning experiences in light of session learning outcomes, student diversity and engagement in the learning process. This allows participants to demonstrate their knowledge, understanding and ability to interpret the specified learning outcomes of this programme in the context of their own teaching practice and specific discipline requirements. The post observation self-evaluations and debrief are designed to enable participants to evidence their ability to evaluate their own teaching and how this process informs future practice. Participants cannot proceed to the Module 2 Viva until they have passed this final observation. The Viva enables an in-depth discussion of professional practices and the participant’s development as a teaching professional over the course of the programme and beyond. This allows an examination of the individual’s depth of knowledge and how this has or will be applied to personal, team and departmental learning and teaching practices and the impact of this on the learner and the learner experience. Portfolio Viva Final Teaching Observation K1 K2 K3 K4 S1 S2 S3 S4 S5 S6

53

19. Reference points

The learning outcomes have been developed to reflect the following points of reference: University of Sheffield Strategic Plan QAA Framework for Higher Education Qualifications M.Ed. Teaching and learning for University Lecturers The University Learning, Teaching and Assessment Strategy http://www.shef.ac.uk/lets/strategy/lts School of Education’s Learning and Teaching Strategy The University’s plan for the future http://www.shef.ac.uk/strategicplan/mvi Feedback from our external examiner Dilly Fung: http://www.sheffield.ac.uk/polopoly_fs/1.308340!/file/ExExRep2013.pdf UK Professional Standards Framework and associated HEA accreditation requirements: http://www.heacademy.ac.uk/ukpsf

20. Programme structure and regulations

The Certificate programme comprises two core 30 credit modules: Module 1 – Effective Learning and Teaching Environments; and Module 2 – Curriculum Design and Development. Successful completion of this programme is a probationary requirement for new lecturers as stipulated by institutional policy (Human Resources). The programme is structured to provide participants with a pathway to the M.Ed. Teaching and Learning for University Lecturers.

Detailed information about the structure of programmes, regulations concerning assessment and progression and descriptions of individual modules are published in the University Calendar available on-line at http://www.shef.ac.uk/govern/calendar/regs.html. 21. Student development over the course of study The creation of the portfolio is particularly important as an evolving record of participants’ increasing experience, knowledge and understanding of education as they progress through the programme. At the start of the programme, many participants have expert knowledge in their subject disciplines, but have less experience of teaching in higher education. The first module is designed to support participants to explore and develop their current conceptions of learning and teaching and to invite them to widen and deepen those conceptions, to embrace notions of active and student-centred learning and research-led teaching through an interdisciplinary peer supported learning approach. At the end of the first module, participants should be able to draw on an understanding of models of learning and a range of teaching techniques, to facilitate learning to meet the needs of a diverse group of learners. They should be able to demonstrate in their portfolio and in the Viva that they are gaining increased competence and confidence as practising teachers, with a broad understanding of the settings and contexts in which students learn in general and in their particular discipline. The second module is intended to introduce participants to good practice in course design and, in particular, to the roles that assessment and evaluation play in learning and the curriculum. This module focusses on conceptual frameworks of curriculum design and provides an interdisciplinary forum in which to design and critically evaluate learning and assessment activities. This module also requires participants to engage with strategic/policy issues associated with learning and teaching in the wider HE context and consider the role and impact these have on their own practice and those of their department and wider University. Participants should be able to demonstrate, in their portfolio and in the Viva, that they are able to apply models of curriculum design and that they can defend their design decisions in a scholarly manner. They should also be able to demonstrate their awareness of strategic/policy issues associated with learning and teaching in HE and their impact on their practice and those of their department and the University. Throughout both modules, participants experience the use of learning technologies via the on-line learning environment, providing opportunities to explore and evaluate the potential impact and appropriateness of its use in their own practice. 22. Criteria for admission to the programme To take part in the programme, applicants should normally hold a degree level qualification or equivalent in their discipline or subject/area of expertise. They must also have teaching commitments or be involved in the support of learning at the University of Sheffield.

http://www.shef.ac.uk/govern/calendar/regs.html

54

23. Additional information

This specification represents a concise statement about the main features of the programme and should be considered alongside other sources of information provided by the teaching department(s) and the University. In addition to programme specific information, further information about studying at The University of Sheffield can be accessed via our Student Services web site at http://www.shef.ac.uk/ssid.

For internal use only:

Programme specification approved by:

Andrew Callaghan Director of Learning & Teaching – Quality Assurance Faculty of Social Sciences

Date of approval: 21 November 2013

http://www.shef.ac.uk/ssid

55

FORM E/1 - PROPOSAL FOR A NEW UNIT This form is for departmental discussion/approval purposes only. For Faculty/University approval, new unit information must be loaded onto UMS.

APPROVING BODY Please specify Faculty/Faculties/Board of Collaborative Studies

Faculty of Social Sciences

PROPOSER’S NAME Dr Nigel Russell/Dr Karen Ford

PROPOSER’S TELEPHONE EXTENSION and E-MAIL ADDRESS

[email protected] Ext 22474 [email protected] Ext 20423

1. UNIT CODE EDU6057

2. UNIT TITLE (This is limited by the constraints of the CIS database. Please restrict the unit title to 50 characters.)

Effective Learning and Teaching Environments

3. SEMESTER TAUGHT AND SEMESTER OF ASSESSMENT

Units that continue throughout the summer (such as dissertations) should be shown as the Spring Semester. If the unit is taught to the same cohort in both sessions, please use either the Academic Year or Graduate Year

3.1 SEMESTER TAUGHT This module is offered up to three times per academic session. The attendance component is undertaken in a one week block which is timed to meet staff and departmental needs by avoiding teaching weeks wherever possible. Contact is then maintained throughout the rest of the module via the personal tutoring system and assessment activities.

3.2 SEMESTER OF ASSESSMENT (For RTP units only)

The Portfolio and Viva assessment occur approximately nine to ten months after participants start the module (exact timing depends on statutory holiday and university calendar arrangements for the year in question).

4. LOCATION OF UNIT DELIVERY Please indicate the location of unit delivery, if not the Sheffield campus.

N/A

5. PROPOSED DATE OF INTRODUCTION This module was first introduced in 2004; this form reflects recent updates due to the review of the Programme and composite modules.

6. CREDIT VALUE (The number of credits awarded upon successful completion of the unit)

30 Should this unit be available as unrestricted credit and therefore included in the “Guide to Unit Choice?

No

7. QAA FRAMEWORK (FOR HE) CREDIT LEVEL (Previously used level equivalences are indicated in parentheses)

M (UG or PG Level M)

8. VOCATIONAL/PROFESSIONAL NOTE

Should the unit be taken by a student with a view to seeking exemptions from professional examinations or satisfying other requirements of professional bodies relating to the programme of study?

This is one of two modules that comprise the Programme for the Postgraduate Certificate in Learning and Teaching which has been mapped to the UK Professional Standards framework (UKPSF) and will be submitted to the Higher Education Academy for reaccreditation at the Descriptor 2 category: Fellow of the Higher Education Academy (FHEA)



56

9. UNIT DESCRIPTION (100 WORDS MAXIMUM)

This is the first of two modules for staff new to teaching or supporting learning in Higher Education. Through interdisciplinary workshops and independent learning activities, participants examine a range of teaching theories, models and methods/strategies to create effective learning environments to meet a diverse range of learner needs and support learning in their subject area. Participants create an assessed Learning and Teaching Portfolio through a series of activities including: written assignments; engagement in professional development activities; peer and colleague teaching observations; and the systematic evaluation of participants’ own teaching practices. This provides the foundation for the end of module Viva.

10. TEACHING AND ASSESSMENT METHODS

The total teaching and assessment methods should be based on 10 notional learning hours per credit as agreed by the Learning and Teaching Committee; i.e. a total of 200 learning hours (teaching and assessment) for a 20-credit unit. The projected hours of independent study are intended as guidelines only, but are important to ensure a balanced workload between units. For further information on assessment please refer to LeTS policy pages on assessment http://www.shef.ac.uk/lets/pp/assessment/intro and the Toolkit for Learning and Teaching http://www.shef.ac.uk/lets/toolkit/f-a

(a) TEACHING AND LEARNING METHODS Learning Hours

Lectures Seminars Tutorials 2 Problem Solving/Example Classes Laboratory Sessions Field Work Work Placement

Supervised Clinical Activity Independent Study (including preparation for assessments) 257 Other Formal Contact (please give details below) Workshop Week (block attendance) Participation in peer and colleague observations across the University Peer Led Communities of Learning Engagement in CPD activities

20 12 3 6

(b) ASSESSMENT METHODS Proportion of Unit Mark Scheduled Duration (Hours)

Assessment methods should be linked to learning outcomes, as described in 14.4 below. Therefore the assessment must be capable of testing one or more of the stated learning outcomes. Careful consideration should be given to the number of assessments which are used. It should also be ensured that assessment is proportionate to the credit weighting attached to it. Proportion of Unit Mark Length / word count /

description as appropriate

Formal Examination and Duration of Examination (in hours)

http://www.shef.ac.uk/lets/pp/assessment/intro

http://www.shef.ac.uk/lets/toolkit/f-a

57

Essay(s)/Coursework and word length Proposers are reminded of the recommended guidelines agreed by the Programmes Committee: around 6,000 words for a 30-credit taught unit for which the main or only assessment is an essay.

100%

Production of a Learning and Teaching Portfolio which evidences participation in a series of staged activities that capture and record participants’ development activities, teaching practices and achievements, personal evaluations, and development of knowledge and understanding aligned to the learning outcomes (equivalent to 6000 words) Module Viva: an in-depth examination of the participant’s depth of knowledge and its application to personal, teaching practices and the impact of this on the learner and the learning experience.

Laboratory Work Field Work Project/Dissertation and word length If this method is used, please indicate the recommended word length of the dissertation. Proposers are reminded of the recommended guidelines agreed by the Programmes Committee: 10-20,000 words for a 60-credit dissertation.

Other Assessment and description of what this is(please give details, e.g. project or coursework presentation.)

(c) SUMMARY OF LEARNING HOURS

Total for Teaching and Learning Methods (including preparation for assessments and all assessment hours other than examinations)

300

Total for Assessment Methods (Examination Hours only) TOTAL LEARNING HOURS 300

11. SPECIAL RESTRICTIONS ON AVAILABILITY

Are there any special restrictions on availability not covered by the information provided in other sections of the form (for example, if the unit is restricted to students in a particular department or school)? If yes, please also give further details.

This module is only available for University of Sheffield Staff who teach or support learning.

58

12. CONTACT MEMBER OF STAFF (including for all queries on the proposal)

Name Dr Nigel Russell/Dr Karen Ford Department Professional Development Team for Learning

and Teaching Learning and Teaching Services (LeTS) Academic and Learning Services

Institution (if not Sheffield)

Please indicate if you do not want the Staff Contact’s email address to be supplied via the Web as a hyperlink from the Directory of Modules.

13. ADVISABLE QUALIFICATIONS/SKILLS

Are there any specific A Level requirements, or skills e.g. computer literacy?

Participants will normally hold a degree level qualification (or equivalent) in their subject or area of expertise.

14. UNIT AIMS AND LEARNING OUTCOMES

This section assists the process of evaluation and approval of the proposed unit. It is particularly important that the depth of detail provided is sufficient to enable this to take place. Where possible, answers should relate to any relevant QAA Subject Benchmark Statements (undergraduate units only), These are available at http://www.qaa.ac.uk/AssuringStandardsAndQuality/subject-guidance/Pages/Subject-benchmark-statements.aspx . If the aims and learning outcomes are numbered, this ensures ease of reference.

14.1

AIMS are the areas of knowledge or skill which will be covered in the unit. A single aim may generate more than one learning outcome.

Please describe the broad academic aims and principles of the unit.


1. Develop increased confidence, competence, and enthusiasm for teaching by engaging in peer supported teaching and discussion in an interdisciplinary environment, continuing professional development, scholarship and systematic self-evaluation of their personal teaching philosophy and teaching practices to support learning in their teaching context.

2. Examine a number of approaches, theories and models of: learning; learners; and teaching methods/strategies and evaluate and apply these to their own discipline/subject and teaching context to create and manage effective learning environments and experiences.

3. Share teaching practice, experience and expertise with CiLT peers, department and university colleagues to encourage the development of communities of learning to foster collegiate support, resilience and the development of collaborative activities and relationships across the university.

http://www.qaa.ac.uk/AssuringStandardsAndQuality/subject-guidance/Pages/Subject-benchmark-statements.aspx


59

14.2 LEARNING OUTCOMES can include the knowledge, skills, capabilities or aptitudes which students can expect to learn on the unit. Learning outcomes should be measurable and are linked to the aims.

Where appropriate, describe how the outcomes relate to any level-specific criteria and/or to QAA Subject Benchmarks. The outcomes of core units should be consonant with those for the programme(s) to which the unit will contribute.


1. Identify, evaluate and deploy teaching methods/strategies to design, plan and manage learning experiences appropriate to the given subject and academic level and assess their impact on students’ learning experiences.

2. Identify, evaluate and deploy teaching theories, models, methods/strategies to create and manage learning environments that engage students in the learning process and support the development of academic and transferable skills.

3. Identify and take account of learner diversity to facilitate equality of learning opportunity for their learners and the given learning community.

4. Take a systematic approach to analysing and evaluating their performance and experiences as teachers to inform and develop their own practices to support learners and learning.

5. Confidently articulate, discuss and share their knowledge of theories and models associated with learning and teaching in Higher Education in relation to their personal teaching philosophy and practices.

14.3 TEACHING METHODS are the means by which the unit is delivered in order to achieve the outcomes in 15.2. Links between teaching methods, and outcomes should be outlined. Teaching methods can include student-led or independent learning with some kind of guidance provided to students in the form of introductory lecture or handout etc.

Please describe how each of the teaching methods listed in section 10 above relate to unit content and enable the achievement of the aims and learning outcomes described above. 250 words

The Workshops introduce teaching theories, models, and methods/strategies. Workshop tutors model a variety of approaches which participants are given the opportunity to practice and evaluate through interdisciplinary discussion, peer teaching and the giving and receiving of feedback (ILO 1-5). Engagement in Continuing Professional Development (CPD) activities provides the opportunity to explore and engage in learning and teaching CPD activities within and beyond the participant’s department to inform their own practices and those of their team e.g. attending events, structured collegiate conversation (all ILOs but particularly 2, 3, 4). Independent study to create the Portfolio requires participants to examine their own professional teaching preparation and practices critically, in the light of ideas and insights shared during the workshops, or gained from module reading (all ILOs, but 1, 2 and 4 in particular). The online environment is used to provide participants with first-hand experience of working with a virtual learning environment to support the learning process. Participants actively engage in online review and feedback e.g. peer assessment for portfolio assignments (ILOs 1,2, 5) Teaching observations support participants to evaluate the effectiveness of their teaching, with peer and collegiate support and to learn from, and be inspired by observing peers and more experienced colleagues and providing feedback (all ILOs) Personal tutorials and Communities of Learning provide opportunities for participants to plan, discuss and evaluate their practice and development as a teacher with tutor and peer guidance (all outcomes, but 4 and 5 in particular).

60

14.4 ASSESSMENT METHODS. it must be clear exactly what is being assessed: eg, specific knowledge, an ability to undertake independent work, a skill. Assessment methods outlined in Section 10b should be outlined in more detail here. One method can test several outcomes.

Please describe how each of the assessment methods listed in section 10 above relate to unit content and enable the achievement of the aims and learning outcomes described above.

The summative assessment for this module comprises the submission of Learning and Teaching Portfolio and an end of module Viva.

The staged portfolio activities provide participants with the opportunity to evidence engagement with the programme aims and learning outcomes through capturing and recording their development activities, teaching practices and achievements, personal evaluations, and development of knowledge and understanding, aligned to appropriate learning outcomes. Participants receive formative feedback on elements of their Portfolio from their personal CiLT Tutor and peers throughout the portfolio development process.

The submitted Portfolio is designed to provide sufficient foundation for the in-depth exploration of the participant’s teaching practice and associated knowledge and is therefore assessed as either a ‘proceed’ (to Viva) or ‘resubmit’.

The Viva enables an in-depth discussion of professional practices and the participant’s development as a teaching professional over the course of the module. This allows an examination of the individual’s depth of knowledge and skills in relation to the Module learning outcomes and how these have or will be applied to personal teaching practices and the impact of this on the learner and the learning experience. Participants must achieve a pass for the Viva to proceed to Module 2 of the Programme. The Viva also offers opportunities for formative feedback and developmental planning with particular reference to the opportunities offered in Module 2.

14.5 STUDENT EVALUATION OF UNIT Please describe: How the unit will be evaluated by students; how the Department will consider and

address the results of the evaluation process; how the outcome of the evaluation process will be communicated to all students so that students are informed of the Department’s response to any issues arising through the evaluation process

Participants are asked to provide detailed qualitative feedback via an online form one week after attending the Workshop Week block. The feedback is then analysed by the team and a response to participants is published on MOLE approximately two weeks after the closing date for feedback responses. The team use the intelligence gathered through this activity to inform future delivery of the workshop week block for the following cohort (which will take place before the most recent cohort has completed the module). At the beginning of each module, participants are informed about this process and any implementation or change or revisions that they will experience as a result of the previous cohort’s responses. Feedback is also sought from participants on completion of the module both informally at the end of the Viva and through an online form with feedback analysed and utilised as described above. Other stakeholders e.g. Faculty Directors of Teaching and Learning are also invited to provide feedback to inform the development of the module/programme from a broader perspective.

15. PRE-REQUISITES, CO-REQUISITES, EXCLUDED UNITS Please do not list those units which are pre- or co-requisites by virtue of being core units for students on particular programmes. If the unit is to be offered as part of the RTP, please indicate whether pre-and co-requisite conditions can be waived for RTP candidates.

15.1 Pre-requisite units Units that must be studied before the unit being proposed, including any Autumn Semester units that must be studied before Spring Semester units in the same academic year.

No

15.2 Co-requisite units Units that must be studied during the same academic year as the proposed unit.

No

61

15.3 Excluded units Units that must not be studied at the same time as the unit being described.

No

16. ASSOCIATED PROGRAMMES

Please indicate the award-bearing programme(s), including CIS (not JACS) programme codes and titles, to which the unit contributes (e.g. CHMU04). Please also state whether the unit is core or approved. N.B. Further consultation is expected if the unit contributes to programmes run by another department.

Postgraduate Certificate in Learning and Teaching - core

17. OTHER CONTRIBUTING DEPARTMENTS

Occasional guest speakers

If other Departments contribute towards the unit please provide details:

Contributing Department Proportional Input %

% Total 0 %

Approvals: School of Education Learning & Teaching Committee – 12 November 2013 Andrew Callaghan, Director of Learning & Teaching – Quality Assurance, Faculty of Social

Sciences – 21 November 2013

62

FORM E/1 - PROPOSAL FOR A NEW UNIT This form is for departmental discussion/approval purposes only. For Faculty/University approval, new unit information must be loaded onto UMS.

APPROVING BODY Please specify Faculty/Faculties/Board of Collaborative Studies

Faculty of Social Sciences

PROPOSER’S NAME Dr Nigel Russell/Dr Karen Ford

PROPOSER’S TELEPHONE EXTENSION and E-MAIL ADDRESS

[email protected] Ext 22474 [email protected] Ext 20423

1. UNIT CODE EDU6058

2. UNIT TITLE (This is limited by the constraints of the CIS database. Please restrict the unit title to 50 characters.)

Curriculum design and development

3. SEMESTER TAUGHT AND SEMESTER OF ASSESSMENT

Units that continue throughout the summer (such as dissertations) should be shown as the Spring Semester. If the unit is taught to the same cohort in both sessions, please use either the Academic Year or Graduate Year

3.1 SEMESTER TAUGHT This module is offered up to three times per academic session. The attendance component is undertaken in a one week block which is timed to meet staff and departmental needs by avoiding teaching weeks wherever possible. Contact is then maintained throughout the rest of the module via the personal tutoring system and assessment activities.

3.2 SEMESTER OF ASSESSMENT (For RTP units only)

The Portfolio and viva assessments occur approximately nine to ten months after participants start the module (exact timing depends on statutory holiday and university calendar arrangements for the year in question).

4. LOCATION OF UNIT DELIVERY Please indicate the location of unit delivery, if not the Sheffield campus.

N/A

5. PROPOSED DATE OF INTRODUCTION This module was first introduced in 2004; this form reflects recent updates due to the review of the Programme and composite modules.

6. CREDIT VALUE (The number of credits awarded upon successful completion of the unit)

30 Should this unit be available as unrestricted credit and therefore included in the “Guide to Unit Choice?

No

7. QAA FRAMEWORK (FOR HE) CREDIT LEVEL (Previously used level equivalences are indicated in parentheses)

M (UG or PG Level M)

8. VOCATIONAL/PROFESSIONAL NOTE

Should the unit be taken by a student with a view to seeking exemptions from professional examinations or satisfying other requirements of professional bodies relating to the programme of study?

This is one of two modules that comprise the Programme for the Postgraduate Certificate in Learning and Teaching which has been mapped to the UK Professional Standards framework (UKPSF) and will be submitted to the Higher Education Academy for reaccreditation at the Descriptor 2 category: Fellow of the Higher Education Academy (FHEA)



63

9. UNIT DESCRIPTION (100 WORDS MAXIMUM) This entry contains the information provided to students in the following annual publications: Guide to Unit Choice for Level 1 Students, the Directory of Modules (http://www.shef.ac.uk/calendar/) and, where applicable, the RTP Handbook. The information should aim to assist students in selecting modules and should describe the aims and content of the module in general terms. Particular features of the delivery (eg, field work, group work) may also be mentioned. Please provide only a single paragraph of normally formatted text. Foreign language descriptions may be used, but an English language translation should be provided for purposes of Faculty approval.

This is the second of two modules for staff new to teaching or supporting learning in Higher Education (HE). Through interdisciplinary workshops and independent learning activities, participants focus on models of curriculum design at session credit/unit and programme level, and assessment and feedback practices. Strategic/policy issues for learning and teaching in HE and their impact on teaching practices and the student experience are also explored. Participants create an assessed Learning and Teaching Portfolio through: written assignments; engagement in professional development activities; observed teaching; and the systematic evaluation of teaching practices. This provides a foundation for the end of module Viva.

10. TEACHING AND ASSESSMENT METHODS

The total teaching and assessment methods should be based on 10 notional learning hours per credit as agreed by the Learning and Teaching Committee; i.e. a total of 200 learning hours (teaching and assessment) for a 20-credit unit. The projected hours of independent study are intended as guidelines only, but are important to ensure a balanced workload between units. For further information on assessment please refer to LeTS policy pages on assessment http://www.shef.ac.uk/lets/pp/assessment/intro and the Toolkit for Learning and Teaching http://www.shef.ac.uk/lets/toolkit/f-a

(a) TEACHING AND LEARNING METHODS Learning Hours

Lectures Seminars Tutorials 2 Problem Solving/Example Classes

Laboratory Sessions Field Work Work Placement Supervised Clinical Activity Independent Study (including preparation for assessments) 266

Other Formal Contact (please give details below) Workshop Week (block attendance) Final Teaching Observation (observed by a module tutor) Peer Led Communities of Learning Engagement in CPD activities

18 3 3 8

(b) ASSESSMENT METHODS Proportion of Unit Mark Scheduled Duration (Hours)

Assessment methods should be linked to learning outcomes, as described in 14.4 below. Therefore the assessment must be capable of testing one or more of the stated learning outcomes. Careful consideration should be given to the number of assessments which are used. It should also be ensured that assessment is proportionate to the credit weighting attached to it. Proportion of Unit Mark Length / word count /

description as appropriate

Formal Examination and Duration of Examination (in hours)

http://www.shef.ac.uk/lets/pp/assessment/intro

http://www.shef.ac.uk/lets/toolkit/f-a

64

Essay(s)/Coursework and word length Proposers are reminded of the recommended guidelines agreed by the Programmes Committee: around 6,000 words for a 30-credit taught unit for which the main or only assessment is an essay.

100%

Production of a Learning and Teaching Portfolio which evidences participation in a series of staged activities that capture and record participants’ development activities, teaching practices and achievements, personal evaluations, and development of knowledge and understanding aligned to the learning outcomes (equivalent to 6000 words) Module Viva: an in-depth examination of the participant’s depth of knowledge and its application to personal, team and departmental learning and teaching practices and the impact of this on the learner and the learning experience.

Laboratory Work Field Work Project/Dissertation and word length If this method is used, please indicate the recommended word length of the dissertation. Proposers are reminded of the recommended guidelines agreed by the Programmes Committee: 10-20,000 words for a 60-credit dissertation.

Other Assessment and description of what this is(please give details, e.g. project or coursework presentation.)

(c) SUMMARY OF LEARNING HOURS

Total for Teaching and Learning Methods (including preparation for assessments and all assessment hours other than examinations) 300

Total for Assessment Methods (Examination Hours only) TOTAL LEARNING HOURS 300

11. SPECIAL RESTRICTIONS ON AVAILABILITY

Are there any special restrictions on availability not covered by the information provided in other sections of the form (for example, if the unit is restricted to students in a particular department or school)? If yes, please also give further details.

This module is only available for University of Sheffield Staff who teach or support learning.

65

12. CONTACT MEMBER OF STAFF (including for all queries on the proposal)

Name Dr Nigel Russell/Dr Karen Ford Department Professional Development Team for Learning

and Teaching Learning and Teaching Services (LeTS) Academic and Learning Services

Institution (if not Sheffield) Please indicate if you do not want the Staff

Contact’s email address to be supplied via the Web as a hyperlink from the Directory of Modules.

13. ADVISABLE QUALIFICATIONS/SKILLS

Are there any specific A Level requirements, or skills e.g. computer literacy?

Participants will normally hold a degree level qualification (or equivalent) in their subject or area of expertise.

14. UNIT AIMS AND LEARNING OUTCOMES

This section assists the process of evaluation and approval of the proposed unit. It is particularly important that the depth of detail provided is sufficient to enable this to take place. Where possible, answers should relate to any relevant QAA Subject Benchmark Statements (undergraduate units only), These are available at http://www.qaa.ac.uk/AssuringStandardsAndQuality/subject-guidance/Pages/Subject-benchmark-statements.aspx . If the aims and learning outcomes are numbered, this ensures ease of reference.

14.1 AIMS are the areas of knowledge or skill which will be covered in the unit. A single aim may generate more than one learning outcome.

Please describe the broad academic aims and principles of the unit.


1. Develop confidence and competence in curriculum design, assessment and feedback practices, by engaging in discussion in an interdisciplinary environment, continuing professional development, scholarship and systematic evaluation of their own curriculum design, assessment and feedback practices and those of their department.

2. Examine a number of approaches, theories and models of curriculum design, assessment and feedback and evaluate and apply these to their own discipline/subject, teaching context and wider curriculum to create and manage effective learning experiences and environments to meet learner needs at session, credit/unit and programme level.

3. Share teaching practice, experience and expertise with CiLT peers, department and university colleagues by engaging with strategic issues in Higher Education to contribute to the implementation of the University’s Learning and Teaching strategy in their department.



66

14.2 LEARNING OUTCOMES can include the knowledge, skills, capabilities or aptitudes which students can expect to learn on the unit. Learning outcomes should be measurable and are linked to the aims.

Where appropriate, describe how the outcomes relate to any level-specific criteria and/or to QAA Subject Benchmarks. The outcomes of core units should be consonant with those for the programme(s) to which the unit will contribute.


1. Evaluate and apply models of curriculum to the design of learning at the individual session level, credit/unit level (eg. module or non-credit bearing equivalent) in light of the wider programme.

2. Identify, evaluate and deploy methods of assessment, feedback and evaluation appropriate to the given subject, academic level and needs of learners and the given learning community.

3. Systematically analyse and evaluate their performance and experiences as teachers as routine practice to inform and develop their own practices, those of their team and department to support learners and learning.

4. Confidently articulate, discuss and share their knowledge of theories and models associated with learning and teaching in Higher Education in relation to their personal teaching philosophy and practices and those of their team, department and wider University.

5. Discuss and share relevant strategic/policy issues associated with learning and teaching in the Higher Education landscape and their implementation within their department.

14.3 TEACHING METHODS are the means by which the unit is delivered in order to achieve the outcomes in 15.2. Links between teaching methods, and outcomes should be outlined. Teaching methods can include student-led or independent learning with some kind of guidance provided to students in the form of introductory lecture or handout etc.

Please describe how each of the teaching methods listed in section 10 above relate to unit content and enable the achievement of the aims and learning outcomes described above.

The Workshops introduce models of curriculum design, assessment and feedback practices. Participants are given the opportunity to practice these and evaluate their appropriateness through interdisciplinary discussion and the giving and receiving of feedback. Participants also discuss strategic/policy issues associated with learning and teaching in HE and their impact/influence on practice. (ILO 1-5). Engagement in Continuing Professional Development (CPD) provides the opportunity to explore and engage in learning and teaching CPD activities within and beyond the University to inform personal, team/department practices e.g. attendance at events, structured collegiate conversation (all ILOs but 3, 4 and 5 in particular). Independent study to create the Portfolio requires participants to examine their own professional teaching preparation and practices critically, in the light of ideas and insights shared during the workshops, or gained from module reading (all ILOs, but 1, 2 and 4 in particular). The online environment provides participants with first-hand experience of working with a virtual learning environment to support the learning process. Participants actively engage in online review and feedback e.g. peer assessment for portfolio assignments (ILOs 1,2, 5) The Final Teaching Observation provides the opportunity to evaluate one’s own teaching and capacity to examine current practices to inform future ones and identify areas for further development (ILOs 1 - 3). Personal tutorials and Communities of Learning provide an opportunity for participants to plan, discuss and evaluate their practices and development as a teacher with tutor and peer guidance and support (all outcomes, but 3, 4 and 5 in particular).

67

14.4 ASSESSMENT METHODS. it must be clear exactly what is being assessed: eg, specific knowledge, an ability to undertake independent work, a skill. Assessment methods outlined in Section 10b should be outlined in more detail here. One method can test several outcomes.

Please describe how each of the assessment methods listed in section 10 above relate to unit content and enable the achievement of the aims and learning outcomes described above.

The summative assessment for this module comprises the production of a Learning and Teaching Portfolio, the Final Teaching Observation (observation by a CiLT Tutor) and the end of Module Viva.

The staged portfolio activities provide the opportunity to evidence engagement with the programme aims and learning outcomes through capturing and recording development activities, teaching practices and achievements, personal evaluations, and development of knowledge and skills, aligned to appropriate learning outcomes. Participants receive formative feedback on elements of their Portfolio from a CiLT Tutor and peers.

The submitted Portfolio is designed to provide sufficient foundation for the in-depth exploration of the participant’s teaching practice and associated knowledge and is therefore assessed as either a ‘proceed’ (to viva) or ‘resubmit’.

The Final Teaching Observation enables participants to demonstrate the application of the knowledge and skills developed through the Programme to current practice. The observation is assessed through a combination of skills and knowledge demonstrated during the observed session, a personal evaluation and response to the observer’s feedback. Although formative in nature, participants must pass this element of the Module before proceeding to viva.

The Viva enables an in-depth discussion of the participant’s development as a teaching professional over the course of the programme and beyond. The individual’s depth of knowledge and skills is examined in relation to the Module learning outcomes and their application to personal, team and departmental practices. Participants must pass the viva to pass the module and complete the Programme. It also offers formative feedback and developmental planning opportunities.

14.5 STUDENT EVALUATION OF UNIT Please describe: How the unit will be evaluated by students; how the Department will consider and

address the results of the evaluation process; how the outcome of the evaluation process will be communicated to all students so that students are informed of the Department’s response to any issues arising through the evaluation process

Participants are asked to provide detailed qualitative feedback via an online form one week after attending the Workshop Week block. The feedback is then analysed by the team and a response to participants is published on MOLE approximately after the closing date for feedback responses. The team use the intelligence gathered through this activity to inform future delivery of the workshop week block for the following cohort (which will take place before the most recent cohort has completed the module). At the beginning of each module, participants are informed about this process and any implementation or change or revisions that they will experience as a result of the previous cohort’s responses. Feedback is also sought from participants on completion of the module (programme) both informally at the end of the viva and through an online form and with feedback analysed and utilised as described above. Other stakeholders e.g. Faculty Directors of Teaching and Learning are also invited to provide feedback to inform the development of the module/programme from a broader perspective.

15. PRE-REQUISITES, CO-REQUISITES, EXCLUDED UNITS Please do not list those units which are pre- or co-requisites by virtue of being core units for students on particular programmes. If the unit is to be offered as part of the RTP, please indicate whether pre-and co-requisite conditions can be waived for RTP candidates.

68

15.1 Pre-requisite units Units that must be studied before the unit being proposed, including any Autumn Semester units that must be studied before Spring Semester units in the same academic year.

Yes Module 1 of the Postgraduate Certificate in Learning and Teaching: Effective Learning and Teaching Environments is a pre-requisite for this Module.

15.2 Co-requisite units Units that must be studied during the same academic year as the proposed unit.

No

15.3 Excluded units Units that must not be studied at the same time as the unit being described.

No

16. ASSOCIATED PROGRAMMES

Please indicate the award-bearing programme(s), including CIS (not JACS) programme codes and titles, to which the unit contributes (e.g. CHMU04). Please also state whether the unit is core or approved. N.B. Further consultation is expected if the unit contributes to programmes run by another department.

Postgraduate Certificate in Learning and Teaching - core

17. OTHER CONTRIBUTING DEPARTMENTS

Occasional guest speakers

If other Departments contribute towards the unit please provide details:

Contributing Department Proportional Input %

% Total 100 %

Approvals: School of Education Learning & Teaching Committee – 12 November 2013

Andrew Callaghan, Director of Learning & Teaching – Quality Assurance, Faculty of Social Sciences – 21 November 2013

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