programme handbook 2011-2012 - bangor university€¦ · 1 programme handbook 2011-2012 academic...

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Programme Handbook 2011-2012

ACADEMIC

DEVELOPMENT

UNIT

POSTGRADUATE CERTIFICATE IN HIGHER

EDUCATION (PGCERTHE)

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Contents

1. The PGCertHE at Bangor University ................................................................ 4

1.1. Introduction ........................................................................................................ 5

1.2. Collaboration and accreditation ..................................................................... 6

1.3. Research-teaching links .................................................................................. 6

1.4. The UK Professional Standards Framework (UKPSF) .............................. 9

1.5. Outcomes for the Programme and stages ................................................. 11

1.5.1. Programme outcomes ............................................................................... 11

1.5.2. Stage 1 Learning Outcomes ..................................................................... 11

1.5.3. Stage 2 Learning Outcomes ..................................................................... 11

1.6. The UKPSF and the PGCertHE ................................................................... 12

1.7. Criteria for Exemption .................................................................................... 13

1.8. The Academic Development Unit ................................................................ 14

1.9. Your Teaching Adviser .................................................................................. 14

1.10. Booking and Registration .......................................................................... 15

1.11. Welsh and English ...................................................................................... 16

1.12. Course structure ......................................................................................... 16

2. Assessment ........................................................................................................ 18

2.1. Stage 1 Portfolio ............................................................................................. 18

2.2. Stage 2 Portfolio ............................................................................................. 23

2.3. Assessments in detail .................................................................................... 28

2.3.1. Residential assignments ........................................................................... 28

2.3.1.1. A short learning statement ......................................................................... 28

2.3.1.2. Presentation: .............................................................................................. 28

2.3.1.3. Poster: ........................................................................................................ 28

2.3.2. Peer observations ....................................................................................... 29

2.3.3. Learning cycles: .......................................................................................... 29

2.3.4. Evaluation of workshops ........................................................................... 31

2.3.5. Action-based research project (Stage 2 only) ............................................... 31

2.3.6. Negotiated study ......................................................................................... 32

2.3.7. Presentation of project or cycle at PGCertHE Conference ........................... 33

2.4. Criteria for Assessment ................................................................................. 34

2.5. Submission of Portfolio .................................................................................. 35

2.6. Assessment Panel ......................................................................................... 36

2.7. Referrals and Fails ......................................................................................... 36

2.8. PGCertHE Examination Boards ................................................................... 36

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3. Introductory Resources ..................................................................................... 37

3.1. Websites .......................................................................................................... 37

3.2. Key reading ..................................................................................................... 38

3.3. Examples of journals available online at Bangor University .................... 40

3.4. Examples of other useful journals ............................................................... 40

4. Information for Advisers .................................................................................... 41

4.1. Advisers ........................................................................................................... 41

4.2. Adviser Training .............................................................................................. 42

4.3. Adviser Responsibilities ................................................................................ 42

4.3.1. Residential ................................................................................................... 42

4.3.2. Adviser Meetings ........................................................................................ 42

4.3.3. Teaching Observations .............................................................................. 44

4.3.4. Participant Presentations ............................................................................... 44

4.3.5. Submission of Portfolio ................................................................................. 45

4.3.6. Assessment of Portfolios ............................................................................... 45

4.3.7. Resources to support meetings with your practitioner. ................................. 45

Appendix 1 The Programme and the UKPSF ....................................................... 46

Appendix 2 PGCertHE Scheme Meeting with Teacher Adviser ........................ 53

Appendix 3 Example Session Plan ........................................................................ 54

Appendix 4 Evaluation of workshop (300-500 words) ......................................... 56

Appendix 5 Application form for extension ............................................................ 57

Appendix 6 Assessment sheet for Stage 1 Panel ................................................ 59

...................................................................................................................................... 59

Appendix 7 Assessment sheet for Panel ............................................................... 70

Appendix 8 PGCertHE Scheme Teaching Development Agreement ............... 81

Appendix 9:Planning Schedule ............................................................................... 82

Appendix 10 Adviser - Approval of Submission ................................................... 83

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1. The PGCertHE at Bangor University

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1.1. Introduction Successful development of teaching in higher education relies on a clear understanding of the processes and practices involved. The programme assists educators in evaluating the purpose and methods of teaching in diverse environments, which forms the basis for the continued development of professional skills throughout a career in higher education. On successfully completing the PGCertHE participants should feel confident that, at an appropriate level for a newly trained member of the profession, they can demonstrate competence in personal reflection and the use of feedback to improve practice in relation to their continuing professional development. The PGCertHE scheme is informed by the Aberystwyth/Bangor University Learning and Teaching Strategy. In addition, it is subject to Bangor University Regulations, Codes of Practice, Procedures, Guidelines and Rules for postgraduate programmes. Candidates should familiarise themselves with these http://www.bangor.ac.uk/regulations. In addition, colleagues should familiarise themselves with the Bangor University Research Ethics Framework particularly if intending to publish research conducted as part of the PGCertHE. Please direct queries relating to ethics to the Registrar‟s Office in the first instance. Successful completion of the programme is normally a formal requirement for newly appointed unqualified staff with less than three years teaching experience, although other participants may elect to follow the programme. In addition, the programme currently forms an option within the Early Researcher Development Programme run through the Academic Development Unit at Bangor University. It should be noted however, that a minimum requirement of 120 Hours teaching is necessary over the course of the award (60 hours in each stage) as the assessment is based on action research within the context of one‟s own teaching experiences. The teaching experience must be varied enough and suitable to fit the requirements of the PGCertHE. If in doubt, please consult with the PGCertHE Director.

http://www.bangor.ac.uk/regulations

http://www.bangor.ac.uk/ar/ro/recordsmanagement/REFpart1.php.en

http://www.bangor.ac.uk/adu/grad_prog.php.en

http://www.bangor.ac.uk/adu/grad_prog.php.en

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1.2. Collaboration and accreditation

The PGCertHE programme is offered to anyone who wishes to develop their knowledge and skills in the areas of teaching, learning and assessment, including academic staff, research assistants and postgraduates. Working alongside an experienced Teaching Adviser and ADU Tutor, participants draw and build on experiences gained during their normal teaching duties to prepare a portfolio demonstrating innovative and reflective professional practice underpinned with theoretical concepts. The PGCertHE Programme is run in partnership with Swansea University, Aberystwyth University, Trinity St. David, and the University of Wales Institute Cardiff. This provides participants with the opportunity to further their knowledge of teaching through contact with colleagues throughout Wales. Successful completion of the programme leads to a Master‟s level qualification in the form of a Postgraduate Certificate, as well as registration with the Higher Education Academy as a Fellow (FHEA). The PGCertHE scheme is accredited by both the Higher Education Academy and the Nursing and Midwifery Council.

1.3. Research-teaching links Bangor University recognises the importance of developing a research culture which articulates with teaching in a scholarly environment. The PGCertHE is designed to strengthen and augment this nexus and is deliberately planned to be flexible to maximize opportunities for sharing good practice in teaching and research across Bangor University and beyond. This articulates closely with the UK Professional Standards Framework philosophy:

http://www.swan.ac.uk/

http://www.aber.ac.uk/

http://www.trinitysaintdavid.ac.uk/en/

http://www.trinitysaintdavid.ac.uk/en/

http://www3.uwic.ac.uk/English/Pages/home2.aspx

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


http://www.nmc-uk.org/

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“The framework recognises that the scholarly nature of subject inquiry and knowledge creation, and a scholarly approach to pedagogy, combine to represent a unique feature of support for student learning in higher education institutions.” (UKPSF, 2006)

The emphasis given to investigating the research-teaching nexus and providing guidance on pedagogical research are examples of how the PGCertHE provides research-related support within an overarching context of teaching. By closely aligning the programme with the school-based activities of the participants, the programme seeks to build strengths in teaching generally and in the discipline. The programme also enhances peer interaction within the institution and across the collaborating partners. In addition, the scheme incorporates an annual learning and teaching conference.

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The academic development workshops which run throughout the year embody this principle and usually incorporate examples from the speaker‟s own research and sometimes provide opportunities to become involved in pedagogical research and present at conferences. The University has a clearly articulated policy regarding the importance of research and teaching.

„Students are not the enemy of research success; they are its life-blood. Good teaching and research are complementary: each should stimulate the other.‟

The University‟s Mission expects

„highest levels of support for learners and world standards in research.‟

Through its delivery of the PGCertHE, the Academic Development Unit contributes to research-related activity by coordinating and delivering programmes for the personal and professional development of researchers (PhD and contract research staff) using „Roberts‟ skills training funds. This arrangement enhances the links between teaching and research through staff and educational development. To maximize opportunities for staff, the ADU promotes linkages between each of these schemes and with partner institutions such as Aberystwyth University. The PGCertHE scheme embraces the ethos and values contained in the Strategic Plan 2005-2010. The University states its commitment to equality

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and diversity and to sustaining a culture of mutual respect in which the Institution benefits from an ethos that enables all its members, including both academic and support staff, to contribute equally to its future success. The Academic Development Unit works closely with both internal and external partners to promote good policy in equality and diversity. There are workshops offered during the year which are aimed specifically at promoting a deeper understanding of key issues such as inclusive teaching strategies (compulsory workshop in Stage 1) and working with international students (two workshops per year). The workshops are based around the areas of activity, core knowledge and professional values contained in the UKPSF and typically include sessions on themes such as assessment and feedback, designing for teaching small and large groups, evaluating your teaching, blended learning, discouraging plagiarism and reflective practice.

1.4. The UK Professional Standards Framework (UKPSF) The PGCertHE is accredited by the Higher Education Academy (HEA), and participants successfully completing the programme are entitled to become a Fellow of the HEA (FHEA). Those who are entitled to exit the award after successful completion of the first 30 credits will be eligible to apply for Associate Fellowship status with the HEA (subject to accreditation). The UKPSF launched in February 2006, is a flexible model which uses a descriptor-based approach to professional standards. The UKPSF was proposed in the White Paper „The Future of Higher Education‟ (2003). The UK HE funding bodies invited the Higher Education Academy to develop the Framework. It recognises the distinctive nature of teaching in higher education, respect for the autonomy of higher education institutions, and recognition of the sector‟s understanding of quality enhancement for improving student learning.

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The Framework is a descriptor based approach which allows HE institutions to determine their own criteria based on the Framework In order to demonstrate application of the standards. The following table includes the six areas of activity, core knowledge and professional values identified in the UKPSF. These have been applied to learning outcomes and assessment activities within the PGCertHE at Bangor University.

AREA OF ACTIVITY, CORE KNOWLEDGE AND PROFESSIONAL VALUES WITHIN THE UKPSF

Areas of activity

1. Design and planning of learning activities and/or programmes of study

2. Teaching and/or supporting student learning

3. Assessment and giving feedback to learners

4. Developing effective environments and student support and guidance

5. Integration of scholarship, research and professional activities with teaching and supporting learning

6. Evaluation of practice and continuing professional development

Core knowledge

Knowledge and understanding of:

1. The subject material

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

3. How students learn, both generally and in the subject

4. The use of appropriate learning technologies

5. Methods for evaluating the effectiveness of teaching

6. The implications of quality assurance and enhancement for professional practice

Professional values

1. Respect for individual learners

2. Commitment to incorporating the process and outcomes of relevant research, scholarship and/or professional practice

3. Commitment to development of learning communities

4. Commitment to encouraging participation in higher education, acknowledging diversity and promoting equality of opportunity

5. Commitment to continuing professional development and evaluation of practice

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1.5. Outcomes for the Programme and stages

1.5.1. Programme outcomes By the end of the programme successful participants will be able to:

1. Apply a theoretical basis to processes and practices in teaching and learning in Higher Education.

2. Demonstrate an understanding of the student learning experience through engagement with all areas of activity, core knowledge and professional values; the ability to engage in practices related to all areas of activity;

3. Show how their teaching and contribution to learner support is informed by reflective practice, scholarship and continued professional development.

1.5.2. Stage 1 Learning Outcomes

On successful completion of this stage, participants will be able to:

1. Provide appropriate support and guidance to students using

approaches consistent with the professional values associated with their role.

2. Demonstrate an understanding of the student learning experience in at least two of the at least 2 of the 6 areas of activity, appropriate core knowledge and professional values identified in the UK Professional Standards Framework.

3. Integrate current scholarship, research and professional activities with teaching and supporting learning

4. Demonstrate the ability to reflect on their own practice

1.5.3. Stage 2 Learning Outcomes On successful completion of this stage, participants will be able to:

1. Express and apply a theoretical basis for judging the appropriateness of processes and practices in teaching and learning in Higher Education.

2. Demonstrate an understanding of the student learning experience through engagement with all areas of activity within the Professional Standards Framework

3. Show a critical awareness of the ways in which research, scholarship and professional activities can be integrated with supporting learning and teaching.

4. Demonstrate a reflective approach to evaluating their teaching and continuing professional development and respond to the observations and comments of others.

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1.6. The UKPSF and the PGCertHE The UKPSF informs both aims and the assessment structure of the award and, therefore, the portfolio of evidence that is the primary assessment model for the Scheme. Leading to either Associate Fellow (Stage 1) or Fellow (Stage 2) of the Academy, the scheme portfolio demonstrates the lecturer‟s engagement with the UKPSF in terms of the areas of activity, core knowledge

and professional values. The tables in Appendix 1 indicate the relationships between the UKPSF and course learning outcomes

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1.7. Criteria for Exemption

In order for new staff to be exempt from having to complete the PGCertHE Programme they must meet at least one of the following criteria:

3 + years consistent and substantial teaching experience in HE (this cannot be constituted as having been teaching at Bangor whilst registered for, and not successfully completing the PGCertHE).

Fellow of Higher Education Academy.

Teachers arriving at Bangor with more than three years relevant experience in higher education and are not Fellows of the HEA should seek accreditation direct through the HEA Recognition Scheme. The residential is compulsory and marks the official starting point for the PGCertHE. It is from this point only that all elements of summative assessment start including the action research element of the portfolio. Candidates preparing for the PGCertHE or those waiting for a suitable residential date are encouraged to engage with the learning and teaching literature and liaise with PGCertHE staff to gain advice about how they might make the most effective use of their time prior to starting.

http://www.heacademy.ac.uk/ourwork/professional/recognition/scheme

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1.8. The Academic Development Unit The PGCertHE programme is coordinated through the Academic Development Unit (ADU) which provides professional development for academic staff at all stages of their careers. Current staff include:

Sue Clayton, ADU Director [email protected]

01248 386024

Dr Charles Buckley, Educational Developer/Director PGCertHE [email protected]

01248 383086

Michelle Underwood, Skills Development Coordinator [email protected]

01248 382799

Hannah Chester ADU Administrator [email protected]

01248 383195

We offer, for both new and experienced academic staff, opportunities for the development and enhancement of skills and good practice in a range of aspects of teaching, learning and assessment. We also coordinate the Early Researcher Development Programme designed to help postgraduate research students at Bangor University to meet the requirements of the Joint Skills Statement of the UK Research Councils The ADU promotes and conducts research into effective teaching & learning, and encourages and supports innovation to enhance the practice and understanding of effective teaching.

1.9. Your Teaching Adviser Following the residential, you will work alongside a Teacher Adviser. These are established staff who act as advisers to junior colleagues. Where you have been allocated a Mentor by your Head of School, that person will normally act as the Teacher Adviser. You are expected to have a Teacher Adviser from your own disciplinary area wherever possible. Please consult your Head of School to assign a suitable person. Advisers act as the first line of peer review and assessment of the candidate‟s portfolio. The following is a description of what is expected of Teacher Advisers and some of the ways in which these expectations have been interpreted by colleagues during the development of PGCertHE. It is expected that your Teacher Adviser will:

http://www.bangor.ac.uk/adu/about.php.en?menu=10&catid=4944&subid=0

http://www.bangor.ac.uk/adu/about.php.en?menu=10&catid=4944&subid=0

mailto:[email protected]




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1. Have regular meetings with you (see Appendix 2 for template to record

meetings).

i. the meetings may be informal feedback about a teaching session or a meeting to discuss any issues raised;

ii. it will be helpful to keep a record of all meetings and conversations about aspects of your progress.

2. Ensure that you are familiar with the areas of responsibility of colleagues in the School, reporting lines and “local” practices in respect of regulations relating to student learning.

3. Provide evaluative feedback to you on activities related to:

i. design of teaching sessions and other learner support action; ii. assessment and giving feedback to students; iii. activity to develop and extend the ethos of learning for personal

growth; iv. reflective practices and personal development.

4. Provide help (where needed) to organise opportunities for you to

observe or work alongside more experienced colleagues. The role should be interpreted flexibly. The primary consideration is to encourage and develop confidence in the teaching role in the context of the individual‟s development as an academic. This also means offering guidance on such matters as:

5. Help in prioritising teaching, research and other responsibilities within the School;

6. Provide guidance on how best you might make contributions to the wider academic life of the University in formal and informal ways (e.g. committees, working groups and projects).

7. The Teacher Adviser should provide you with formative feedback on

the development of your portfolio throughout the scheme. Teaching Advisers also undertake peer review of the participant, and will participate in the assessment of portfolios.

1.10. Booking and Registration The PGCertHE is open to all staff teaching at any level, both full time and part time. However practitioners completing the full award must evidence a minimum of 120 hours teaching (including preparation, assessment, support of web-based learning etc) whilst enrolled on the whole programme. The teaching experience must be congruent with the learning outcomes of the PGCertHE which is based around action research, intervention and evaluation

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to enhance provision. Formal registration for the programme takes place prior to the residential. To request and book a place on the programme please follow the links on the ADU website. Once a place has been allocated, participants should return the Confirmation Form at least four weeks before the date for the Residential (please refer to the PGCertHE Website for dates)

1.11. Welsh and English The PGCertHE is committed to the Bangor University‟s strategy to promote learning and teaching through the medium of Welsh. There is the opportunity to take the residential programme and a number of workshops in Welsh. The intention is to increase the provision for Welsh medium in the medium to long-term. Practitioners enrolling on the course are advised to liaise with the PGCertHE team to ensure that the workshops they choose fulfil the requirements of the Uk Professional Standards Framework The programme is delivered through the media of English and Welsh as appropriate. In common with all Bangor University courses, assessed work may be submitted in either English or Welsh. The Academic Development Unit work closely with Y Coleg Cymraeg Cenedlaethol who provide a range of suitable academic development workshops through the medium of Welsh. These are listed alongside those workshops available in English on the ADU website.

1.12. Course structure Stage 1: „Teaching and Supporting Learning in Higher Education‟ 6 months-1 Year Stage 2: „Developing and Enhancing Academic and Professional Practice in Higher Education‟ Up to 3 years (including time taken to complete Stage 1). The course follows an action-based learning approach whereby you reflect upon your teaching throughout the award working with a Teaching Adviser. You are also assigned an ADU Tutor at the start of the course who is able to offer advice on completing the portfolio, continuing professional development and supporting your pedagogical research. Following an Introductory day and two-day residential in Gregynog, there are a further two full days at Bangor University: Teaching and Supporting Learning and Inclusive teaching. In addition, there are academic development workshops running throughout the year, a learning and teaching conference, roundtables and support sessions. The following table provides an overview of a typical award for Stage 1 and 2 including an indication of typical milestones.

http://www.bangor.ac.uk/adu/the_scheme/induction.php.en?catid=&subid=5947

http://www.heacademy.ac.uk/ourwork/policy/framework

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Stage 1 Stage 2

Sem. 1 Sem 2 Sem. 3 Sem. 4

Induction Activities

Introduction

Residential

Teaching and supporting Learning

Facilitating effective learning environments

Learning Cycles

First Learning Cycle

Present First or second Learning Cycle

Second Teaching Cycle

Third Teaching Cycle

Pedagogic Research Project or negotiated study

CPD Workshops

Core Workshops (2 at stage 1, 4 per year at stage 2)

Adviser meetings

Adviser meetings (2 per sem.)

Teaching Observations

Observations by adviser

Observation by ADU Tutor (1)

Observation by peer

Observations by you

Optional Group and Individual Meetings

Group meetings

Individual meetings

Submissions of Portfolio

Intention to submit form

Final preparation of portfolio

Adviser reads and approves

Submission of portfolios

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2. Assessment The PGCertHE is assessed through portfolios submitted at the end of each stage. A teaching portfolio is a personal record of your professional development as an HE educator. It consists of a carefully selected collection of material gathered from your teaching work. These are collated into a structured, evidenced presentation of your achievement of the learning outcomes for the programme. The PGCertHE is assessed via portfolios because it provides a way for individual participants in different teaching contexts to evidence the development of their own expertise. Most importantly, the portfolios should indicate that you have reflected on your experiences over the course of the Scheme and this has guided your thoughts about continuing professional development. Feedback from students should also be seen to guide this process. In addition, there needs to be evidence that you have engaged with relevant pedagogical and academic literature and indicated how this has influenced your teaching. In brief, the required content (please make sure you include all of the following as missing content will affect assessment and likely result in a referred portfolio) for the PGCertHE portfolio is:

2.1. Stage 1 Portfolio 1. Residential assignments

A short learning statement (1-2 pages)

Presentation and feedback 2. Poster presentation (on learning cycle) and feedback 3. Three session observations and associated session plans to be undertaken by:

Teaching Adviser

Peer

Peer (ADU Tutor if probationary requirement) (New for Sept 2011) 4. An account of a learning cycle fully discussed /theorized and evaluated (with respect to 2 of 6 areas of PSF OR QA2 form completed with accompanying narrative which theorizes and justifies the design/delivery/assessment/evaluation decisions taken. 5. Evaluation of 2 workshops 6. Plan for cycles or project at Stage 2 (new from Sept 2011)

The portfolio can be presented in any appropriate format, such as a ring binder or a bound document. Please do not put everything in plastic pockets (except the poster) as this makes it difficult to read. In addition, practitioners are encouraged to complete the Stage 1 Matrix Index below. This helps reflect on the award and identify where, in the portfolio, the participant has evidenced their performance of the learning outcomes and

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engaged with the UKPSF. You should enter details in the relevant boxes of examples from your portfolio, one example is provided.

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Stage 1 Matrix Index

Stage 1 Learning outcomes

Provide appropriate support and guidance to students using approaches consistent with the professional values associated with their role

Demonstrate an understanding of the student learning experience in at least two of the at least 2 of the 6 areas of activity, appropriate core knowledge and professional values identified in the UKPSF

Integrate current scholarship, research and professional activities with teaching and supporting learning

Demonstrate the ability to reflect on their own practice

Areas of Activity


Attendance at workshop on Reflective Practice organised by ADU (date) see

pages 43-44 portfolio. Learning Cycle 3 in portfolio (page

numbers) based on student reflective diaries.



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Core Knowledge








Professional Values


22





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2.2. Stage 2 Portfolio

1. Stage 1 portfolio (Please include your Stage 1 portfolio) 2. Contents page (At the front of the portfolio, please provide a contents page with page numbers to make material easily accessible). 3. Letter of approval from teaching adviser: Please organise for your Teaching Adviser to write a brief letter (usually just one side of A4) which should outline your progress over the Award. They should comment on issues such as your particular strengths, effectiveness and clarity of your interventions through the three teaching cycles and identify potential areas for continuing professional development. 4. Action-based pedagogic research project – potentially publishable (4,000 words) or negotiated study or 2 Learning cycles written as reports (2000 word each) 5. Presentation of project or cycle at the annual PGCertHE Conference. 6. 2 peer observations 7. Evaluation of academic development workshops (4 per year). In addition, for each Continuing Professional Development workshop participants should include a report, normally of one to two sides of A4. Previous participants have found it easier to write the report immediately after the workshop. The report may include:

An account of the key issues in which you have gained knowledge.

Your critical assessment of the knowledge gained, particularly from your disciplinary perspective.

How you might integrate your new understanding with your teaching practice

What further Continuing Professional Development might be useful in this area?

Please include your certificate of attendance which you should receive at each workshop. 8. Revised learning statement including plan for continued professional development. Please provide a document which outlines your experience in learning and teaching. This could provide a list of your experience and reflective account of your roles as a learner and teacher. There should also be an outline of your present teaching environment (which might have evolved over the course of the PGCertHE. including potential constraints and opportunities. As part of the Residential you were asked to write a statement about learning and studying at university. The final substantial part of the portfolio requires a Personal Commentary which is usually written at the end of the programme once the remainder of the portfolio is complete. The aim of the Personal Commentary is to evaluate how your understanding of learning and teaching in your own particular workplace context has developed through the course of the programme. You may find it useful to refer back to the statement you wrote in advance of the Residential. The Personal Commentary provides an opportunity to demonstrate to the assessors how you have critically engaged with academic understandings of learning and teaching, and integrated your engagement with your teaching practice and professional development.

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The Personal Commentary is usually 5-10 pages of A4, and should include:

A brief account of your personal history in learning and teaching.

A brief presentation of your current teaching context.

A discussion of your personal understanding of learning and teaching in higher education.

Your plans for future Continuing Professional Development 9. References and sources: All references and sources should be cited in the text and identified in a reference list using the Harvard system. In addition, practitioners are encouraged to complete the Stage 2 Matrix Index below. This helps reflect on the award and identify where, in the portfolio, the participant has evidenced their performance of the learning outcomes and engaged with the UKPSF. You should enter details in the relevant boxes of examples from your portfolio, one example is provided.

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Stage 2 Matrix Index


Express and apply a theoretical basis for judging the appropriateness of processes and practices in teaching and learning in Higher Education.

Demonstrate an understanding of the student learning experience through engagement with all areas of activity within the Professional Standards Framework

Show a critical awareness of the ways in which research, scholarship and professional activities can be integrated with supporting learning and teaching.

Demonstrate a reflective approach to evaluating their teaching and continuing professional development and respond to the observations and comments of others.

Areas of Activity


Pedagogical action research project on

blended learning (pages in portfolio) resulted in changes

to online assessments in Module XJ214. Attendance at

Blended learning workshop (date)

organised by ADU

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Core Knowledge







27


Professional Values






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2.3. Assessments in detail

2.3.1. Residential assignments

2.3.1.1. A short learning statement

(1-2 pages) on the topic of „Learning and studying at university‟ is submitted for peer review by at least two others during the residential. This learning statement represents the programme participants‟ thoughts and perceptions on teaching and learning in higher education, in particular, in their subject area. It is intended to be reflective and to provide a basis for discussion. It will provide a baseline from which to develop professionally as a teacher and facilitator of learning. Programme participants will be given the opportunity in the first session of the residential course to discuss their and others‟ statements. Any feedback they receive should be recorded and included in their portfolio along with the essay itself. Five copies of the essay will be required at residential.

2.3.1.2. Presentation:

During the residential, each programme participant will give a 10 minute presentation to a small group on a topic relating to their teaching and learning. The presentation may be delivered in any way chosen by participant. Participants will be given the opportunity to decide with their peers the type of feedback they would like to receive, but it will probably include the strengths and weaknesses of the content, style, form and delivery. Feedback will be given at the end of each presentation and should be recorded and included in the portfolio along with the presentation itself and a short reflective account. A data projector, laptop, flipcharts and OHP will all be available and it is up to the individual as to what resources they chose to use – it is as perfectly acceptable to stand and talk without visual aids as it is to bring a pre-prepared PowerPoint presentation.

2.3.1.3. Poster:

Following the residential, participants attend a day event at Bangor to present an A1 flipchart outlining their plan for their first proposed teaching intervention. It should include: • A description and evaluation of present teaching situation and participant‟s reasons for wishing to undertake development • The teaching innovation participant wishes to apply supported by theoretical underpinning • The evaluation method participant will use to assess its success Word processed A4 versions of the poster should be available as handouts at the presentation and posted at least two days in advance of the workshop into

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the Blackboard site for the PGCertHE. The flipcharts will be discussed within a small group and feedback should be recorded and included in the portfolio. Programme participants should include in their portfolios, an A4 copy of the poster, personal reflections and any modifications made to the action plan following the discussion. Feedback notes should be included in the portfolio.

2.3.2. Peer observations

Each participant is expected to submit peer observations with associated session plans. (see Appendix 3 for an example). These observations have 4 sections to them: • A summary of the session being observed including learning outcomes and areas that require feedback • Feedback from the observer • A joint discussion between the observer and teacher about the feedback provided • An action plan by the teacher for future sessions. Teaching observations may be undertaken in any order and at any point during the award (it is recommended however, that they are evenly spread to allow for evaluation and reflection), involving teaching in any context (not only lectures but seminars, tutorials, supervisions, practical classes, fieldwork, video conferencing or e-learning activities). In the case of a one-to-one event, permission should be asked of the student involved. Template forms are available on the PGCertHE website. Each teaching observation form should be included in the portfolio. It is particularly important to complete the final page of the teaching observation form, outlining the professional development taking place as a result of the observation.

2.3.3. Learning cycles:

Much of the learning in the programme is work-based. The programme participant‟s normal teaching duties provide the context for teaching interventions, which form some of evidence base for the portfolio. The method used for the teaching interventions, action research, is one of self-reflective enquiry in cycles of planning, acting, observing and reflecting to improve the understanding and quality of one‟s own educational practice. Action plans, specified in terms of expected outcomes, allow interim modifications to be made, and actual outcomes are recorded, interpreted and reviewed for future application. Reflective practitioners automatically use such planning and reviewing activities as part of their professional behaviour. The PGCertHE programme is predicated on the belief that good teaching at university level relies on the enthusiastic and disciplined understanding of a subject by the teacher which is linked to some degree of research activity. It is also predicated on the need for teachers to be reflective practitioners in higher education who provide models of scholarship and lifelong learning. A learning

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cycle is a mini-research project investigating the impact of a particular teaching practice on the student learning experience. It is known as a teaching cycle as it involves the following stages of action:

Identify an issue to be researched.

Engage with scholarship on issue.

Plan teaching practice and intended outcomes.

What teaching methodologies are you going to implement to make this development – including referenced theoretical underpinnings?

Undertake the teaching practice.

Gain feedback on the student learning experience.

Use interim modifications to the teaching practice if necessary.

An evaluation of action - self (personal reflection - important element), peer, student

Plan future developments in teaching practice. Please note that the term ‘learning cycle’ should not be confused with the academic year cycle – a cycle can take place over a relatively short period of time e.g. four weeks. At Stage 1 in particular, the cycle might take place over a relatively short period although it will embody the principles identified above. Teaching and learning cycles are widely used in education as a means of planning and reviewing teaching and learning activities with a view to developing professional practice. They enable educators to identify expected outcomes, plan teaching activities, gain feedback from students, and evaluate the impact of their teaching. For the purposes of the PGCertHE, the learning cycle is important evidence of the participant‟s developing knowledge and skills of teaching and learning in their particular context, as well as their ability to evaluate practice and develop professionally. Choosing appropriate areas of focus for the cycle is therefore crucial to producing a successful portfolio. A suggested structure for the report of a learning cycle (although this is open to individual interpretation) is: 1. An account of the issue including reference to appropriate literature on

teaching and learning in HE. 2. A plan highlighting proposed teaching practice, intended outcomes and

method of evaluation. 3. Progress notes on teaching practice and any interim modifications. 4. Summary of relevant data and feedback on student learning. 5. Evaluation of student learning experience in relation to intended outcomes. 6. Comments on implications for professional development of teaching

practice. The report of the cycle should be underpinned by relevant theoretical analysis using a suitable range of learning and teaching literature. The length of each report should be approximately 2000 words (excluding references) and be referenced using the Harvard style. The report can be written in the style of an

31

article to be submitted for publication. The style of presentation is flexible although it should provide a coherent analysis of the situation, present a clear argument and demonstrate a good command of grammatical conventions. Regardless of format, the report should demonstrate an understanding of how aspects of pedagogical theory inform practice. This should be commensurate with working at postgraduate level. Cycles can be presented as a report. One of the cycles may be presented in the form of a poster. The ADU encourage a flexible approach to the style used to produce reports which may take the form of an academic journal article. Practitioners may choose to use the process of producing the QA2 as a basis for their learning cycle. In this way, there should be a narrative which theorizes and justifies the design, delivery, assessment, evaluation decisions taken.

2.3.4. Evaluation of workshops Programme participants are required to attend and evaluate workshops identified as counting for the PGCertHE during the programme. The series of workshops is designed to address the key requirements of the UKPSF. The workshops offer the opportunity to engage with current scholarship and practice in higher education in order to inform participants‟ approaches to understanding student learning in their own specific context. Knowledge gained from the workshops provides a useful basis for planning the teaching cycles. Participants need to provide an evaluation of each workshop (one to two pages). The evaluation should be presented in a suitable format although the subheadings are not prescribed. Should you prefer to use a template, please see Appendix 4. Evaluations will likely report on things such as implications for the participant‟s teaching, critical comment on the potential of the theoretical underpinnings presented and any planned interventions as a result of attending the workshop. The evaluations should be submitted in the end-of-course portfolio. You will be issued with a certificate of attendance; a photocopy of this should be included with each evaluation. The workshops are delivered by the programme team and external trainers. Please see the ADU website for updated lists of workshops.

2.3.5. Action-based research project (Stage 2 only)

At Stage 2, practitioners have the choice of continuing with two more learning cycles following the one they produce for Stage 1. Alternatively, they can opt to work on a pedagogical action research project which should be written as a potentially publishable article for a learning and teaching journal. This provides an opportunity for colleagues to focus in more depth over stage 2 into a specific area of pedagogic research and it would be expected that there will be a critical engagement with appropriate literature with a sound methodology and method to underpin the project.

32

2.3.6. Negotiated study This assessment aims to enable practitioners to explore an aspect of their current practices of research within their discipline and show how these have influenced their learning and teaching practice. Practitioners will critically evaluate different research approaches and consider the impact of these on their academic practice. The focus of the study should be negotiated with the practitioner‟s Adviser with the support of the ADU Tutor prior to starting Stage 2. Colleagues can select an appropriate mode of assessment to demonstrate critical and professional understanding in this area ensuring that the work is equivalent to 4000w. Topics might include:

What is research and how can it influence student learning?

Involving students in the research process.

Disciplinary research collaborations and their potential for enhancing

the student learning experience.

Exploring the differences between pedagogic and disciplinary research.

Using research methodology to help structure student learning

Collaborative research with students

Supervising research students

Submissions will be assessed against the learning outcomes for this module. The table below indicates how the learning outcomes might be applied to this study.

Stage 2 Outcomes Example assessment


Identify the philosophical underpinnings associated with your disciplinary research and indicate how these might inform your university practice.


Indicate how your research practice has been used to inform module assessments, planning for teaching and develop a deeper approach to learning amongst your students.


Demonstrate critically how your research has been used within teaching to enhance the student learning experience.


Critically evaluate on feedback from student evaluations about your research and reflect upon ways in which this has influenced your teaching practices.

33

2.3.7. Presentation of project or cycle at PGCertHE

Conference The Academic Development Unit organise a learning and teaching conference each year. At some stage during the award, preferably at the start of Stage 2, you should provide a 10 minute presentation of your first or second learning cycle (or progress on action-based research project) as part of a parallel session at the conference. It would be useful to write this as a short report (include your slides/resources if you wish) including any ideas/feedback you received to help inform your practice.

34

2.4. Criteria for Assessment

GRADING OF ASSIGNMENTS AT MASTERS‟ LEVEL AT BANGOR UNIVERSITY The following is an „official‟ description of the level of Master‟s work, as defined in the University‟s Code of Practice for the Assessment of students. Masters degrees, Postgraduate Certificates and Postgraduate Diplomas are awarded to students who have demonstrated a: a) systematic understanding of knowledge and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic disciplines, field of study, or area of professional practice; b) a comprehensive understanding of techniques applicable to their own research or advanced scholarship; c) originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline; d) conceptual understanding that enables the student to evaluate critically current research and advanced scholarship in the disciplines and to evaluate methodologies and develop critiques of them and, where appropriate, to propose hypotheses. A. Assignments (in this case, portfolios) will be given marks within the following broad guidelines

Outstanding in power of analysis, argument, originality, range of research, organisation and stylistic quality.

70%+ Dist

Shows significant insight, offers sustained and relevant analysis, well researched and referenced and written with a clear structure and style.

60-69%

Merit

Clear evidence of planning leading to a good structure, sound understanding of theories and analysis, and good use of research supported by appropriate evidence.

50-59%

Pass

Some consideration given to planning and structure, limited in depth of analysis and use of research, but demonstrating some understanding of the subject matter.

40-49% Pass

Deficient, with little attempt to address the requirements of the assignment

<40% Fail

35

(The PGCertHE uses four grades: Distinction, merit, pass, fail/refer. A distinction grade would be given to work which shows evidence of competence at an exemplary professional and academic standard. A useful indicator would be the BANGOR UNIVERSITY criteria for 70%+. For a merit grade, this would be 60-69%. In a similar way, work which is referred would indicate that the portfolio received less than 40%). B. In practice, a „Model Answer‟ for each Assignment should therefore reflect all or most of the following:- 1. Evidence of effective planning 2. Evidence of depth and thoroughness of reading 3. Accuracy and clarity of expression 4. The use of evidence which is varied and of significance 5. Depth of research 6. Relevance of content 7. Evidence of balanced judgement(s) 8. The judicious use of quotations (accompanied by appropriate comments) 9. An ability to communicate effectively (using a variety of means where appropriate) 10. An ability to reflect on own/others‟ professional context/practices 11. A clear understanding of concepts/principles/theories 12. Evidence of analysis, discussion and interpretation 13. The effective construction and development of argument(s) 14. Conclusions which are defended and derived logically from the discussion 15. Both critical awareness and critical evaluation 16. A clarity of structure 17. An ability to relate theory to practice and practice to theory 18. The demonstration of critical and analytical skills in the development and refinement of arguments 19. An ability to make useful recommendations 20. A quality of presentation which meets the standards required by the Examination Board N.B. Assignments which simply describe experience or research, without any accompanying analysis and reflection, are not satisfactory at Masters‟ level.

2.5. Submission of Portfolio There are two submission opportunities per year. Two Portfolios should be submitted at any point specified by the ADU up to three years after registration. If candidates do not submit within the three year period will fail by default. Should there be extenuating circumstances and a request for an extension, there will need to be a form (Appendix 5) endorsed by the Teaching Adviser, Head of School and PGCertHE Director) which will be considered by the Chair of the Teaching and Learning Task Group. Candidates should send in the „Intention to submit‟ form and requests for extensions at least 8 weeks before the intended submission date so that

36

appropriate assessors from adjoining disciplines can be booked. Please indicate on the form if you intend to submit through the medium of Welsh so that Welsh-speaking assessors can be approached. All portfolios require a letter from the Adviser indicating that he or she has read the submission, and confirming that the participant has addressed all the Learning Outcomes for the programme. Any additional comments on the candidate are also welcome. Two copies of the portfolio should be submitted to the Academic Development Unit in the Eifionedd Building, Normal Site. Portfolios will only be accepted if there are two copies of the complete version, along with an Adviser form/letter. A receipt will be provided for accepted portfolios. The learning cycles should also be submitted electronically.

2.6. Assessment Panel Each portfolio is assessed by two people, at least one of whom will have prior experience as an assessor. The assessors complete the assessment sheet (see Appendix 6 and 7) and where both agree their findings this recommendation will be forwarded to the examination board. Where the assessors seek further clarification or evidence, they may decide to ask the candidate to provide further material or to attend a viva. Where the assessors disagree, the Internal Moderator will normally also assess the portfolio.

2.7. Referrals and Fails Where assessors judge that a portfolio does not meet the requirements to achieve a pass, the portfolio is referred. Referred portfolios will also be read by the internal moderator, and where the referral is agreed by the Examination Board, the candidate will be informed and given guidance concerning what needs to be done to demonstrate performance of the learning outcomes. Referred portfolios and fails must be re-submitted within one year of the initial submission date. Portfolios may be resubmitted on one occasion. For those who do not pass following the re-submission deadline for whom the PGCertHE is a requirement of probation, the candidate must re-register for the PGCertHE as they would not be deemed to have reached the necessary level of competency expected by Bangor University. Re-registering would also require that the participant attends all aspects of the Residential and complete a new set of learning cycles.

2.8. PGCertHE Examination Boards There is an Exam Board which currently meets twice each year to determine the award of Distinction, Merit, Pass or Fail to each participant. The External

37

Examiner will also read a selection of the submissions. The Board is chaired by the Head of the School of Education and Lifelong Learning. 3. Introductory Resources

3.1. Websites

Higher Education Academy (HEA) http://www.heacademy.ac.uk/ The Academy's role is to be a nationwide focus for enhancing teaching, learning and students' experiences in higher education. They work with institutions, discipline groups and individual staff within the four countries of the UK.

Staff and Educational Development Association (SEDA) http://www.seda.ac.uk/ SEDA is the professional association for staff and educational developers in the UK, promoting innovation and good practice in higher education.

Jorum is an online portal sharing and discussing learning and teaching resources, shared by the UK Further and Higher Education community.http://www.jorum.ac.uk/

Joint Information Systems Committee http://www.jisc.ac.uk/ The mission of the Joint Information Systems Committee (JISC) is to provide world-class leadership in the innovative use of ICT to support education and research.

Quality Assurance Agency for Higher Education http://www.qaa.ac.ukThe mission of the QAA is to safeguard the public interest in sound standards of higher education qualifications and to inform and encourage continuous improvement in the management of the quality of higher education.

Technical Advisory Service for Images http://www.tasi.ac.uk/training/training.html The Technical Advisory Service for Images is a JISC funded service. It provides advice and guidance to the UK's Further and Higher Education community on the issues of: Creating digital images (including raster, vector and animated formats); Delivering digital images to users; using digital images to support teaching, learning and research and managing both small and large scale digitisation projects.

Deliberations http://www.londonmet.ac.uk/deliberations/ is an international website on issues of learning and teaching for the higher education community.

Centre for Recording Achievement http://www.recordingachievement.org/ is a national network organisation and a registered educational charity. It seeks to „promote the awareness of recording achievement and action planning processes as an important element in improving learning and progression throughout the world of education, training and employment‟.


http://www.seda.ac.uk/

http://www.jorum.ac.uk/

http://www.jorum.ac.uk/

http://www.jisc.ac.uk/

http://www.qaa.ac.uk/

http://www.tasi.ac.uk/training/training.html

http://www.londonmet.ac.uk/deliberations/

http://www.recordingachievement.org/

38

3.2. Key reading

There is a more extensive reading list on the ADU website

Barrett, T and Moore, S. (2010) New Approaches to Problem-based Learning: Revitalizing your Practice in Higher education. London, Routledge Beetham, H. and Sharpe, R. (Eds) (2007) Rethinking Pedagogy for a digital Age. Designing and Delivering e Learning London Routledge. Boys, J. and Ford, P. (2008) The e Revolution and Post-Compulsory Education. London Routledge Campbell, A. and Norton, L. (2007) Learning, Teaching and Assessing in Higher Education: Developing Reflective Practice (Teaching in Higher Education): Developing Reflective Practice London, Learning Matters Limited Cousin, G. (2008) Researching Learning in Higher Education: An Introduction to Contemporary Methods and Approaches. London Routledge Fry, H., Ketteridge, S, and Marshall, S. (2008) A Handbook for Teaching and Learning in Higher Education (3rd Edition) London, Routledge Ko, S. and Rossen, S. (2008) Teaching Online: A Practical Guide. London Routledge Kreber, C. (Editor) (2009) The University and it's Disciplines. Teaching and Learning within and Beyond Disciplinary Boundaries. London Routledge Light G, Cox, R. and Calkin, S. (2009) Learning and Teaching in Higher Education The Reflective Professional London Sage Mason, R. and Rennie, F. (2008) e-Learning and Social Network Handbook. London, Routledge. McDowell, L., Sambell, K. and Montgomery, C. (2011) Assessment for Learning in Higher education: A Practical Guide to Developing Learning communities. London, Routledge Moon, J. A. (2010) Using story in Higher Education and Professional Development. London Routledge Norton, L. (2008) Action Research in Teaching and Learning: A Practical Guide to Conducting Pedagogical Research in Universities London, Routledge (Forthcoming) Race, P (2006) The Lecturer’s Toolkit, (3rd edition), London: Kogan Page. Radnor, H. (2002) Researching your Professional Practice. Buckingham: Open University Press.

39

Salmon, G. (2011) E-Moderating The Key to Teaching and Learning Online, 3rd Edition London, Routledge Salmon, G and Edirisingha, P. (2008) Podcasting for Learning in Universities Buckingham OU Press Savin-Baden, M. (2007) A Practical Guide to Problem-Based Learning Online. London Routledge

40

3.3. Examples of journals available online at Bangor University Active Learning in Higher Education Higher Education Quarterly Innovations in Education and Teaching International Internet and Higher Education Journal of Further and Higher Education

3.4. Examples of other useful journals British Journal of Educational Technology E-Learning Higher Education Quality in Higher Education Studies in Higher Education Teaching in Higher Education

41

4. Information for Advisers

4.1. Advisers Your role is an important one. It is expected that you will offer a subject-specific and School perspective on learning and teaching that cannot be offered by the workshop programme. You will also support the programme participant in other ways throughout their action research, and from your considerable experience, might give advice on such things as: • Choice of teaching method • Dealing with problems arising in workshops, seminars, lectures • Assessment, marking schemes, marking criteria, standards etc • Gaining and giving feedback • School and university procedures and policies • Action research itself • Other support available within the university This section of the PGCertHE handbook provides information and guidance for advisers about their role on the programme. It designed to be read alongside the programme information provided above, and advisers should ensure that they are familiar with the programme and assessment procedures. As the PGCertHE is a work-based programme of learning where participants use their work experience to evaluate and develop their professional skills and knowledge, advisers play a particularly important role as an experienced member of staff with a close and detailed working knowledge of the participant‟s School and discipline.

42

Following the Residential, participants work alongside a Teacher Adviser. These are established staff who act as Advisers to junior colleagues. Where staff have been allocated a Mentor by their Head of School, that person will normally act as the Teacher Adviser. Participants are expected to have a Teacher Advisor from their own disciplinary area wherever possible. In the first instance participants should consult their Head of School or School to assign a suitable person. For the purposes of the PGCertHE, the adviser acts as a „critical friend‟ who provides a source of support and discussion for the work involved in the PGCertHE. The Adviser will have experience of teaching in the participant‟s discipline. He or she will also be aware of the School context, and will be able to advise on issues with which participants will engage as they progress through the programme. Briefly, adviser activities include:

Attending support sessions provided by the ADU.

Attending the presentations on day three of the residential

Holding meetings with practitioner three times per semester

Undertaking two teaching observations

Attending practitioner‟s presentation of first or second teaching cycle at the learning and teaching conference.

Reading the portfolio prior to submission

Confirming the practitioner has addressed the learning outcomes and met the relevant aspects of the UKPSF

Assessing portfolios through occasional attendance at an Assessment Panel

4.2. Adviser Training

There are a number of meetings throughout the year which provide a chance for Advisers and practitioners to meet with the PGCertHE team to clarify issues associated with the Scheme. The meetings are advertised on the list of workshops run through the ADU available on the website.

4.3. Adviser Responsibilities

4.3.1. Residential

Advisers are expected to attend the follow-up session following the residential away days. This is designed to provide advisers with an insight into the work undertaken on the residential and the participants‟ plans for their first teaching cycle. Further details will be circulated prior to the residential.

4.3.2. Adviser Meetings

You should meet with the practitioner around three times per semester. This is the most important aspect of the process, and you are strongly advised to make a record of meetings and intended actions to ensure discussions have continuity and direction. A pro-forma to support this if required is available from on the ADU/ PGCertHE website.

43

The content of meetings is determined by the participant, but will normally include discussions linked to work undertaken during the programme including: (You are encouraged to use the template available in Appendix 8 ) Programme Planning: Much of the learning undertaken by participants on the PGCertHE is based on their normal teaching work. The programme has a great deal of flexibility to allow for participants in different kinds of work contexts. However, it is the responsibility of participants to plan the work involved in the qualification. The first adviser meeting will normally involve constructing a plan of work that will enable the participant to complete the qualification. A „Planning Schedule of time management‟ pro-forma is available from form the PGCertHE website to support this exercise. The pro-forma sets out the major tasks involved in the PGCertHE, and asks participants to map when they aim to complete these tasks. (Appendix 9 The pro-forma can also form the basis for subsequent adviser meetings, as it can be used to assess progress to date and amended accordingly. Where advisers have a concern about potential problems with the time-management of the qualification, it is important that this is raised with the participant and/or the School at an early stage. Learning Cycles: The three learning cycles form the most important and substantial part of the participant‟s portfolio, and it is crucial that advisers offer support in the development of each cycle. The cycles offer the principal means through which participants meet the learning outcomes for the programme, and concrete evidence to be included in the portfolio is a core consideration for each teaching cycle. In particular advisers and participants should carefully consider the following questions: The majority of the work expected in the PGCertHE Programme is work-based. The participant‟s normal teaching duties provide the context for a series of developmental activities in teaching. Three negotiated teaching developments planned around the participant‟s teaching duties are the main evidence base for their portfolio. The write-up of these three Cycles should include the following headings: each cycle will normally (these headings are flexible) contain: • An account of the issue including reference to appropriate literature on teaching and learning in HE. • A plan highlighting proposed teaching practice, intended outcomes and method of evaluation. • Progress notes on teaching practice and any interim modifications. • Summary of relevant data and feedback on student learning. • Evaluation of student learning experience in relation to intended outcomes. • Comments on implications for professional development of teaching practice. The Cycles are to be written up in the following manner: REPORT – Two Cycles

44

A fully referenced report of the teaching innovation (approx 2,000 words). REPORT or POSTER – One Cycle (2000 word equivalent) Please note that participants are required to present their first or second teaching cycle at the learning and teaching conference, which advisers are asked to attend. Details of this will be circulated by e mail and posted on the PGCertHE Website. At Stage 2, participants have the opportunity to opt for an action-based research project to replace the two learning cycles which should be written as a potentially publishable article for a learning and teaching journal. This provides an opportunity for colleagues to focus in more depth over stage 2 into a specific area of pedagogic research and it would be expected that there will be a critical engagement with appropriate literature with a sound methodology and method to underpin the project. Continuing Professional Development During the PGCertHE participants attend academic development workshops programme develop their knowledge of scholarship, research and professional practice in teaching and learning, including their understanding of how students learn. They are also asked to critically evaluate this knowledge, and to apply it in their own teaching contexts. Given that advisers have a close working knowledge of teaching and learning in the participant‟s discipline, a further role of adviser meetings is to provide participants with the opportunity to discuss and evaluate their knowledge in all areas of teaching activity.

4.3.3. Teaching Observations

As set out in section participants undertake five teaching observations. At least one of these observations should be carried out by you. The timing of these observations is determined by the participant in conjunction with the adviser, although it is suggested that you undertake the first observation within the first few weeks of the semester and certainly at Stage 1. Records of teaching observations and associated discussions should be kept by completing the Teaching Observation form available from available on the PGCertHE website. The teaching observations are important to participants as evidence of their practical skills in teaching and learning, and represent a key means of gaining feedback for professional development. Encouraging participants to complete the teaching observation forms in full should ensure there is ample evidence to present in their portfolio.

4.3.4. Participant Presentations

You are asked to attend the practitioner‟s presentation of the research project or learning cycle at the annual learning and teaching event. The event provides participants with the opportunity to receive feedback from their peers. The feedback will enable participants to evaluate their own teaching cycle and

45

develop their future teaching practice. Feedback from the presentation event can also be included in the portfolio.

4.3.5. Submission of Portfolio

Advisers are required to read the participant‟s portfolio prior to submission and to provide an indication of whether they believe the portfolio addresses the learning outcomes. This can be done by completing an assessment sheet

available via the PGCertHE website (Appendix 10). You may wish to give

other additional information to help the assessors at the Assessment Panel. This should be returned to the participant for inclusion in their portfolio.

4.3.6. Assessment of Portfolios

You might be asked to take part in portfolio assessment panels from time to time. Feedback suggests this provides a useful means of developing an understanding of the standards expected by the programme.

4.3.7. Resources to support meetings with your practitioner.

There is a list of useful links and references on the PGCertHE website which is updated regularly. In addition, there are links to forthcoming HEA and SEDA events for continuing professional development.

46

Appendix 1 The Programme and the UKPSF

47

Areas of Activity

Programme Learning outcomes

Desig

n a

nd

pla

nnin

g o

f

learn

ing

activitie

s

and/o

r

pro

gra

mm

es

of stu

dy

Teachin

g

and/o

r

support

ing

stu

dent

learn

ing

Assessm

ent

and g

ivin

g

feed

back to

learn

ers

Develo

pin

g

effective

environ

men

ts

and s

tuden

t

support

and

guid

ance

Inte

gra

tio

n o

f

schola

rship

,

researc

h a

nd

pro

fessio

nal

activitie

s w

ith

teachin

g a

nd

support

ing

learn

ing

Evalu

ation o

f

pra

ctice a

nd

contin

uin

g

pro

fessio

nal

develo

pm

ent

Apply a theoretical basis to processes and practices in teaching and learning in Higher Education.

X

X

X

X

X

Demonstrate an understanding of the student learning experience through engagement with all areas of activity, core knowledge and professional values; the ability to engage in practices related to all areas of activity.

X

X

X

X

X

X

Show how their teaching and contribution to learner support is informed by reflective practice, scholarship and continued professional development.

X

X

X

X

X



X

X

X

Demonstrate an understanding of the student learning experience in at least two of the at least 2 of the 6 areas of activity, appropriate core knowledge and professional values identified in the UK Professional Standards Framework.

X

X

X

X

X

X


X

X

48


X

Stage 2 Learning Outcomes


X

X

X

X


X

X

X

X

X

X


X

X


X

X

49

Core Knowledge


The s

ub

ject

mate

rial

Appro

pria

te

meth

ods for

teachin

g a

nd

learn

ing in

the s

ub

ject

are

a a

nd a

t

the level of

the a

ca

dem

ic

pro

gra

mm

e

How

stu

dents

learn

, both

genera

lly a

nd

in t

he s

ub

ject

The u

se o

f

appro

priate

learn

ing

techno

log

ies

Meth

ods for

evalu

ating

the

effective

ness

of te

achin

g

The

imp

licatio

ns

of qu

alit

y

assura

nce

and

enha

ncem

ent

for

pro

fessio

nal

pra

ctice

Apply a theoretical basis to processes and practices in teaching and learning in Higher Education.

X

X

X

X


X

X

X

X

X

X


X

X

X

X

X

X



X

X

X

X

Demonstrate an understanding of the student learning experience in at least two of the at least 2 of the 6 areas of activity, appropriate core knowledge and professional values identified in the UK Professional Standards Framework.

X

X

X

X

X


X

X

X

50


X

X



X

X

X

X


X

X

X

X

X

X


X

X

X


X

X

51

Professional Values


Respect fo

r

ind

ivid

ual

learn

ers

Com

mitm

ent

to

incorp

ora

tin

g the

pro

cess a

nd

outc

om

es o

f

rele

vant

researc

h,

schola

rship

and/o

r

pro

fessio

nal

pra

ctice

Com

mitm

ent

to

develo

pm

en

t of le

arn

ing

com

mu

nitie

s

Com

mitm

ent

to

encoura

gin

g

part

icip

ation

in h

igher

education

,

acknow

ledg

i

ng d

ivers

ity

and

pro

motin

g

equa

lity o

f

opport

un

ity

Com

mitm

ent

to c

ontinu

ing

pro

fessio

nal

develo

pm

en

t and

evalu

ation o

f

pra

ctice

Apply a theoretical basis to processes and practices in teaching and learning in Higher Education


X

X

X

X

X


X

X

X

X

X



X

X

52

Demonstrate an understanding of the student learning experience in at least two of the at least 2 of the 6 areas of activity, appropriate core knowledge and professional values identified in the UKPSF

X

X

X

X

X


X

X


X

X



X


X

X

X

X

X


X

X

X

X


X

X

X

53

Appendix 2 PGCertHE Scheme Meeting with Teacher Adviser

(This form is available electronically from the ADU/ PGCertHE website) Name: …………………………………………….. Date: ……………………………….. This form records the purposes and outcomes of a meeting with your Teacher Adviser.

What do you want to get out of this meeting? Topics for discussion. Outcomes and planned actions

Please ask your Teacher Advise to countersign this form. The top sheet should be kept in your Portfolio The copy should be given to your Teacher Adviser

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Appendix 3 Example Session Plan

Session Plan Topic: Bangor Programme Introduction Aim: To introduce the course and key ideas in teaching and learning within local and wider contexts Learning Outcomes: you will be able to:

Understand the course aims, ethos ,structure and expectations

Consider Bangor and wider contexts of learning and teaching in H.E.

Engage with key concepts of reflective practice and aligned session planning.

Reflect on your own conceptions of the teaching role and professional needs, and prepare for the Residential.

Time: Content T & L Methods Resources Assessment1

10.00 10.20 10.30 11.00 11.15 11.30

Welcome , introductions, session overview

Bangor and wider contexts for learning and teaching in H.E.

PGCertHE course aims and expectations: what is a Learning Cycle?

Coffee

The Reflective Practitioner Introduction to planning learning

Warm up activity ( all) Presentation ( SC/EJ/PD) Presentation and discussion (CB) Active learning: ( SC/PD) Whole group activity Small group activity

PowerPoint and Projector Handbook Web links Handouts Post its and flip chart Session Plan

Question and answer Draft Learning

1At the session level this is usually linked to formative assessment techniques –checking understanding - could be tutor, peer or self assessment

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11.45 12.00

Next steps : Residential overview Tutorial Groups

Presentation (CB) Peer learning ( CB/SC/PD/EJ)

example & blank pro-formas

Statements and session plans to discuss in tutorial groups.

Reflections:

Did the plan work/go to plan? If not why?

What went well and why?

What didn’t go so well and why?

What would you do differently next time and why

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Appendix 4 Evaluation of workshop (300-500 words)

What were the strengths of the session?

How might it be developed to be more relevant to you? What are the implications for your continuing professional development following attendance at this event? How might this event inform your teaching? How do feel that the theoretical underpinnings of this session were integrated with practical aspects of learning and teaching?

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Appendix 5 Application form for extension

This form should be completed by the Teaching Adviser and Head of School and sent to the PGCertHE Director in the Academic Development Unit, Deiniol Building, Deiniol Road, Bangor University, LL57 2UX. A copy will be forwarded to the Student Records Section of the Academic Registry. To be considered, this form must arrive at the Academic Development Unit at least two weeks before the submission date.

Details of practitioner

Last Name: _________________________________________ ID Number: 5 _ _ _ _ _ _ _ _

Forename(s): ________________________________________

School:

Course/Programme title:

Current submission deadline (DD/MM/YYYY):

(if in doubt, please check with the Academic Development Unit)

Has there been a previous application for an extension? Yes / No If Yes, please give details:

Extension required (mths): Revised submission deadline: (DD/MM/YYYY)

Reason(s) for requesting extension (please tick as appropriate):

a) Medical (certified) c) Inordinate professional commitments f) Departmental issues Any additional information in support of extension request: IMPORTANT Please attach supporting documentation (i.e., GP letter, medical certificates, letter from Head of School)

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I confirm that I have considered and that I support the above named student‟s request for an extension to the deadline for submission of PGCertHE portfolio. I am satisfied with the reasons given. Name: .......................................(Head of School): Signature:..........................Date: ................... Name: .......................................(Teaching Advisor): Signature:..........................Date: ...................

For Academic Registry use only:

Request for extension to submission deadline approved: Signature:.............................................................................. Date: ............................................

For Student Records Office use only:

Date Received: ............................... Date Recorded: .......................... Signature: .................................

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Appendix 6 Assessment sheet for Stage 1 Panel

PGCertHE Portfolio Assessment

Candidate‟s Name……………………………………………………………… Programme outcomes

By the end of the programme successful participants will be able to:






1. Provide appropriate support and guidance to students using

approaches consistent with the professional values associated with their role.

2. Demonstrate an understanding of the student learning experience in at least two of the at least 2 of the 6 areas of activity, appropriate core knowledge and professional values identified in the UK Professional Standards Framework.

3. Integrate current scholarship, research and professional activities with teaching and supporting learning

4. Demonstrate the ability to reflect on their own practice

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Please indicate with a tick whether the candidate has completed each of the following expected elements of the portfolio. A comments box is available for you to include a narrative.

Residential assignments

Yes

No

A short learning statement (1-2 pages) Presentation and feedback at residential

Poster presentation (on learning cycle) and feedback

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Three session observations and associated session plans to be undertaken by:

Teaching Adviser

Peer

ADU tutor (if probationary requirement)

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A learning cycle fully discussed /theorized and evaluated ( with respect to 2 of 6 areas of PSF) OR QA2 form completed with accompanying narrative which theorizes and justifies the design/delivery/assessment/evaluation decisions taken.

Evaluation of 2 workshops (Optional) In addition, practitioners are encouraged to complete the Stage 1 Matrix Index. This helps reflect on the award and identify where, in the portfolio, the participant has evidenced their performance of the learning outcomes and engaged with the UKPSF.

Criteria for Assessment

Assignments (in this case, portfolios) will be given marks within the following broad guidelines

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70%+ Distinction


60-69%

Merit


50-59%

Pass


40-49%

Pass


<40% Fail/refer

The PGCertHE is an M level course. The following is an „official‟ description of the level of Master‟s work, as defined in the University‟s Code of Practice for the Assessment of students. Masters degrees, Postgraduate Certificates and Postgraduate Diplomas are awarded to students who have demonstrated: a) a systematic understanding of knowledge and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic disciplines, field of study, or area of professional practice; b) a comprehensive understanding of techniques applicable to their own research or advanced scholarship; c) originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline; d) conceptual understanding that enables the student to evaluate critically current research and advanced scholarship in the disciplines and to evaluate methodologies and develop critiques of them and, where appropriate, to propose hypotheses. Candidates are expected to submit work which is

of an exemplary, professional standard in its completeness and consistency and presented in impeccable Welsh or English;

in an academic style that draws on relevant, existing literature and evidence in the analysis of teaching and learning issues and in the synthesis of conclusions and implications;

meaningful to colleagues in the author‟s own discipline.

These must all be met in order to be awarded a distinction.

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Please record comments and judgements in each of the following sections: 1 Is there evidence of a range of teaching activity in the portfolio? i.e. any form of teaching/ student learning support activity with evidence of reflections on what took place, the outcomes and the implications. Accept at distinction level Accept at Merit Level Accept at Pass level Refer :- indicate (briefly) reasons 2 Is there evidence of competent designing, planning and providing learning opportunities? e.g. lectures, workshops, laboratory teaching, distance or open learning. There should be clear evidence of a strong planning and preparation process. Accept at distinction level Accept at Merit level

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Accept at Pass level Refer :- indicate (briefly) reasons: 3 Is there evidence of assessment of student performance and learning and the provision of feedback? e.g. formative assessment providing guidance on potential improvements. Some variation of methods is expected. Accept at distinction level Accept at Merit level Accept at Pass level Refer :- indicate (briefly) reasons:

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4 Is there evidence of personal reflection and the use of peer and student feedback to improve teaching practices? Is there a record of observations of teaching by others and of others? Accept at distinction level Accept at merit level Accept at Pass level Refer :- indicate (briefly) reasons: Please complete the summary on the next page

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Assessor’s Summary

Overall judgement on the evidence in portfolio Acceptable at Distinction level Accept at Merit Acceptable at Pass level Refer for resubmission:- indicate reasons and recommended actions for resubmission (for example, “complete new learning cycle and fully engage with appropriate pedagogical literature; include the missing peer observation from ADU tutor”):

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Highlight areas of good practice which can be shared anonymously with other colleagues. Please indicate - (in note form - a letter will go from the Board) Strengths of portfolio Areas for development (Essential where the submission is not to be awarded a Distinction).

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Assessor (Please print name) Signed Date ………………………………………………… Moderator

Signed Date …………………………………………………

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Appendix 7 Assessment sheet for Panel

PGCertHE Portfolio Assessment Stage 2

Candidate‟s Name……………………………………………………………………. Programme outcomes

By the end of the programme successful participants will be able to:






1. Express and apply a theoretical basis for judging the appropriateness of processes and practices in teaching and learning in Higher Education.

2. Demonstrate an understanding of the student learning experience through engagement with all areas of activity within the Professional Standards Framework

3. Show a critical awareness of the ways in which research, scholarship and professional activities can be integrated with supporting learning and teaching.

4. Demonstrate a reflective approach to evaluating their teaching and continuing professional development and respond to the observations and comments of others.

Please indicate with a tick whether the candidate has completed each of the following expected elements of the portfolio. A comments box is available for you to include a narrative.

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Yes No

Completed Stage 1 Portfolio

A contents page with page numbers to make material easily accessible?

Letter of approval from Teaching Adviser

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Action-based pedagogic research project – potentially publishable (4,000 words) or Negotiated study (4000w) or 2 Learning cycles written as reports (2000 word each)

Presentation of Action Research Project or Learning Cycle at annual conference

2 peer observations

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Evaluation of academic development workshops (4 per year at Stage 2)

Revised learning statement including plan for continued professional development

References and sources? (these can be included at the end of each teaching cycle). (Comment if required).

Optional: A matrix identifying where in the portfolio the participant has evidenced their performance of the learning outcomes and met UKPSF?

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Criteria for Assessment

Assignments (in this case, portfolios) will be given marks within the following broad guidelines


70%+ Distinction


60-69%

Merit


50-59%

Pass


40-49%

Pass


<40% Fail/refer

The PGCertHE is an M level course. The following is an „official‟ description of the level of Master‟s work, as defined in the University‟s Code of Practice for the Assessment of students. Masters degrees, Postgraduate Certificates and Postgraduate Diplomas are awarded to students who have demonstrated: a) a systematic understanding of knowledge and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic disciplines, field of study, or area of professional practice; b) a comprehensive understanding of techniques applicable to their own research or advanced scholarship; c) originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline; d) conceptual understanding that enables the student to evaluate critically current research and advanced scholarship in the disciplines and to evaluate methodologies and develop critiques of them and, where appropriate, to propose hypotheses. Candidates are expected to submit work which is

of an exemplary, professional standard in its completeness and consistency and presented in impeccable Welsh or English;

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in an academic style that draws on relevant, existing literature and evidence in the analysis of teaching and learning issues and in the synthesis of conclusions and implications;

meaningful to colleagues in the author‟s own discipline.

These must all be met in order to be awarded a distinction. Please record comments and judgements in each of the following sections: 1 Is there evidence of a range of teaching activity in the portfolio? i.e. any form of teaching/ student learning support activity with evidence of reflections on what took place, the outcomes and the implications. Accept at distinction level Accept at Merit Level Accept at Pass level Refer :- indicate (briefly) reasons 2 Is there evidence of competent designing, planning and providing learning opportunities? e.g. lectures, workshops, laboratory teaching, distance or open learning. There should be clear evidence of a strong planning and preparation process. Accept at distinction level

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Accept at Merit level Accept at Pass level Refer :- indicate (briefly) reasons: 3 Is there evidence of assessment of student performance and learning and the provision of feedback? e.g. formative assessment providing guidance on potential improvements. Some variation of methods is expected. Accept at distinction level Accept at Merit level Accept at Pass level Refer :- indicate (briefly) reasons:

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4 Is there evidence of personal reflection and the use of peer and student feedback to improve teaching practices? Is there a record of observations of teaching by others and of others? Accept at distinction level Accept at merit level Accept at Pass level Refer :- indicate (briefly) reasons: Please complete the summary on the next page

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Assessor’s Summary

Overall judgement on the evidence in portfolio Acceptable at Distinction level Accept at Merit Acceptable at Pass level Refer for resubmission:- indicate reasons and recommended actions for resubmission (for example, “complete new learning cycle and fully engage with appropriate pedagogical literature; include the missing peer observation from ADU tutor”):

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Highlight areas of good practice which can be shared anonymously with other colleagues. Please indicate - (in note form - a letter will go from the Board) Strengths of portfolio Areas for development (Essential where the submission is not to be awarded a Distinction).

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Assessor (Please print name) Signed Date ………………………………………………… Moderator

Signed Date …………………………………………………

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Appendix 8 PGCertHE Scheme Teaching Development Agreement (This form is available electronically on the ADU/PGCertHE website)

Class/Module The module description (intended learning outcomes, teaching and learning strategies and assessment methods may be attached). Level

Semester Number in class

Meetings (timetable) Venue

The intended innovation:- Issue to be addressed: Relevant pedagogical research/theories in this area Approach to teaching and learning Evaluation Strategy and Criteria

Please ask your Teacher Adviser to countersign this form. The top sheet should be kept in your Portfolio The copy should be given to your Teacher Adviser

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Appendix 9:Planning Schedule

Stage 1 Stage 2

Sem. 1 Sem 2 Sem. 3 Sem. 4

Induction Activities

Introduction

Residential

Learning Cycles

First Teaching Cycle

Present First or second Teaching Cycle

Second Teaching Cycle

Third Teaching Cycle

Pedagogic Research Project (alternative to 2 cycles at Stage 2)

CPD Workshops

Core Workshops (2 at stage 1, 4 per year at stage 2)

Adviser meetings

Adviser meetings (2 per sem.)

Teaching Observations

Observations by adviser

Observation by ADU Tutor (1)

Observation by peer

Observations by you

Optional Group and Individual Meetings

Group meetings

Individual meetings

Submissions of Portfolio

Intention to submit form

Final preparation of portfolio

Adviser reads and approves

Submission of portfolios

(All forms are available for download from the ADU/ PGCertHE

Grid can be used to insert indication of when milestones are to be achieved in order to plan work and evaluate progress to completion of programme.

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Appendix 10 Adviser - Approval of Submission

Name of Adviser: Contact e mail:

Contact telephone: Name of candidate:

This form is designed to guide your comments about the candidate‟s portfolio. We would appreciate it if you could write a short letter based around the information contained in this document which should accompany the portfolio. Alternatively, you might prefer to use this form and complete each section.

Checklist The portfolio should contain

Please tick

1. Stage 1 portfolio

2. Contents page

3. Letter of approval from Teaching Adviser

4. Action-based research project or 2 learning cycles

5. Presentation at annual learning and teaching conference

6. 2 peer observations

7. Evaluation reflection of academic development workshops (4 per year whilst at Stage 2)

8. Revised learning statement including plan for continued professional development.

9. References and sources

10. Optional Matrix mapping learning outcomes with activity

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Please record your comments and judgements in each of the following areas:

1. Is there evidence of a range of teaching activity in the portfolio? i.e. any form of teaching/ student learning support activity with evidence of reflections on what took place, the outcomes and the implications?

2. To what extent has the candidate managed to apply a theoretical basis for judging the appropriateness of processes and practices in teaching and learning in Higher Education?

3. Is there evidence of competent designing, planning and providing learning opportunities? e.g. lectures, workshops, laboratory teaching, distance or open learning. There should be clear evidence of a strong planning and preparation process.

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4. Is there evidence of assessment of student performance and learning and the provision of feedback? e.g. formative assessment providing guidance on potential improvements. Some variation of methods is expected.

5. Is there evidence of contributing to the development of learning support systems? e.g. administration, records, examination officer, admissions tutor.

6. Is there evidence of personal reflection and the use of peer and student feedback to improve teaching practices? Is there a record of observations of teaching by others and of others?

7. Does the portfolio as a whole provide evidence that the participant has used their experience and knowledge of teaching to develop professionally?

Thank you for taking the time to complete this form (or write your letter based around the details contained herein). This form is available electronically via the PGCertHE Website.

http://www.bangor.ac.uk/adu/the_scheme/the.php.en

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