University of Chester

Programme Specification
Learning and Teaching in Higher Education PGCert
2015 - 2016

Postgraduate Certificate

Learning and Teaching in Higher Education

Learning and Teaching in Higher Education

University of Chester

University of Chester

University of Chester, Parkgate Road Campus. Some modules are also delivered at Warrington Campus. Other campuses under specific contractual arrangements, with appropriate site authorisation.

Other off-site provision as approved by the University's quality assurance processes for partnership provision.

Postgraduate (Taught)

Part-time

Classroom / Laboratory,

2 Years

3 Years

Biannual - February - September

N/A

X342

No

17a. Faculty

17b. Department

Learning and Teaching Institute Learning and Teaching Institute

No specific subject benchmarks exist to cover this award, so the generic level 7 descriptors have been used to ensure appropriate learning outcomes.

As mentioned in section 19, the programme is accredited by the HEA.

The postgraduate certificate award is accredited by the Higher Education Academy [HEA] in line with Descriptor two (D2) of The UK Professional Standards Framework for teaching and supporting learning in higher education (UKPSF). Completion of the PG Certificate entitles successful candidates to become Fellows of the HEA. 

Module HE7101 provides a credit bearing route to achieving D1 of the UKPSF.

Learning and Teaching Institute Module Assessment Board

Monday 1st April 2013

The aims and outcomes of the programme are aligned with the mission and purposes of UC which states that the University of Chester is a learning community seeking “to encourage and nurture, through partnership and enterprise, excellence in learning and teaching, scholarship and research, for the lifelong benefit of all students and employees and members of the wider community”.  The purpose of the programme as a whole is to support and accredit professional development of staff in respect of teaching and learning.

To this end, the aims of studying the Learning and Teaching award are:      

  • To provide opportunities to participants to analyse and explore the role and function of teaching and learning in higher education;       
  • To provide a knowledge base, including theories of learning, teaching and assessment for making critical judgements of performance within the HE setting;       
  • To further enhance the ability of participants to use appropriate skills of curriculum design, teaching and assessing;
  • To further the development of reflective practice and experiential learning in teaching and learning facilitation;
  • To provide a context in which participants can review their own professional needs, and plan and undertake relevant and appropriate activities to meet these identified needs;
  • To enable participants to support and contribute to the growth of the higher education learning community;
  • To embed a culture of inclusive practice in learning, teaching and assessment, and
  • To increase the flexibility of programme delivery, improve access and emphasise the increasing significance and potential of technology enhanced learning, teaching and assessment;
  • To enable participants to gain recognition from the Higher Education Academy and/or maintain ‘good standing’ through alignment of the learning outcomes to Descriptors 1 and 2 of the UK Professional Standards Framework for teaching and supporting learning in higher education
  • To develop a scholarship of practice for learning and teaching in higher education and an awareness of current research in the area and its application to practice.

 


 

  • Raised awareness of current and ongoing personal and professional needs. (All modules)
  • The changing nature of higher education. (All modules)
  • Widening range of applications which can be used to assist in planning, designing, delivering, assessing and evaluating higher education. (All modules)
  • Theories underpinning teaching and learning.(HE7101)
  • Principles underpinning assessing and learner support. (HE7102)
  • Specific learning differences. (HE7101 and 102)
  • The principles underpinning technology enhanced learning and teaching. (HE7101) and Assessment (HE7102)




 




 






 




  • Application of theory into practice. (All modules)
  • Synthesising of ideas. (All modules)
  • Critical reflection in and on practice. (All Modules)
  • Abstracting pedagogic theory and practice in order to analyse and inform practice. (All modules)
  • Researching and resolving issues. (All modules)
  • Evidence-informed practice.(All modules)

  • Technology enhanced learning and teaching. (HE7101)
  • Pedagogic Research skills. (HE7103)
  • Information literacy. (All modules)
  • Teaching skills – defining learning outcomes, differentiating, setting of effective tasks, questioning effectively, explaining efficiently, giving constructive feedback. (HE7101 and 102)
  • Working with and learning from other colleagues – multi-professional collaboration. (All modules)
  • Critical reflection and development of personal and professional practice. (All modules)
  • Evaluation techniques for learning and teaching. (HE7103)
  • Research supervision and other support of learners. (HE7102)

  • Written communication (All modules)
  • Verbal communication to groups (HE7101)
  • One to one communication skills for supporting learners (HE7102)
  • Feeding back to students on assessed work (HE7102)

Participants studying this programme will be engaging with research and theory that is viewed as being at the forefront of professional teaching practice.  The PG Certificate comprises the following modules: HE7101, HE7102 and HE7103. The normal length of study for the PG Certificate is 2 years; the maximum length of study is 3 years.

2.3       Overall framework of the Postgraduate Certificate Learning and Teaching in Higher Education

 

 

Core Pathway leading to Fellowship of the Higher Education Academy

 

 

 

 

 

Level 7                        All modules = 20 credits unless otherwise stated

 

Core modules

HE7101 - Designing and Delivering for Effective Learning

HE7102 - Assessment, Feedback and Support for Learning

HE7103 - Evaluation and Discipline Pedagogic Project

 

 

 

Mod-Code Level Title Credit Single
HE7101 7 Designing and Delivering for Effective Learning 20 Comp
HE7102 7 Assessment, Feedback and Support for Learning 20 Comp
HE7103 7 Evaluation and Discipline Pedagogic Project 20 Comp

60 level 7 credits permit the participant to exit with a PG Certificate in Learning and Teaching in Higher Education, providing that they have completed the core modules identified for this award: HE7101, HE7102 and HE7103.
For those students who commenced their studies prior to 2013/14, they can complete the programme by undertaking HE7001, HE7002 and HE7003.

Module(s)

 

HE7101, HE7102, HE7103, HE6001, HE7012

Relevant Professional, Statutory or Regulatory body (PSRB)

 

Higher Education Academy

Regulation/ requirement from which derogation sought

 

Internal compensation of component assessment marks (HEA)

 

 

 

Rationale for derogation

 

The modules stated above are accredited for a professional award, and title, by the HEA. The learning outcomes for the modules have been mapped to the relevant descriptors of the UK Professional Standards Framework. All outcomes must be achieved in order to meet the requirements of descriptor 1 or 2 and recognition as Associate or Fellow of the HEA.

 

 

 

 

 

 

 

 

 

 

 

The learning outcomes of all three core modules of this programme have been successfully mapped to the UKPSF. As all outcomes are assessed, successful completion of all assignments will satisfy the professional body requirements.

Upon completion of the programme, confirmed by the Awards Assessment Board, all graduands will be added to the HEA 'completers' list via an online database. This will be done automatically by the programme leader/programme administrator.

Prospective participants are expected to be experienced professionals in their disciplines/area of work, with responsibilities for the facilitation of learning in higher education. (This might include the induction of students into 'information literacy', the use of the University's VLE, demonstrations, support teaching, mainstream teaching, etc.)

This will normally mean that applicants are graduates, thus meeting standard institutional requirements for admission to postgraduate study.  Applicants will normally have achieved a 2:2 or above in their undergraduate programme.  Where other professional qualifications are held instead, these will be considered alongside the experience of candidates on an individual basis, in accordance with AP(E)L regulations. Participants who have a contractual obligation to undertake the programme will be eligible for admission regardless of academic background. It should be noted that this may require additional support prior to commencing the programme in order to enhance the participant's prospects of a positive outcome. Any such support programme would be negotiated between the applicant and the Programme Leader and in discussion with HRMS and the employing Department.   

Where candidates can offer equivalent study or experience from elsewhere to meet the requirements of part of the programme, this will be subjected to normal AP(E)L regulations. Participants will normally be asked to undertake HE7101 but may AP(E)L HE7102 or HE7103. However, this will depend on the nature of the applicant's prior experience and will be negotiated on an individual basis with the Programme Leader.

Study of single module(s) will be available for participants wishing to export credit elsewhere or who wish to undertake the module as part of their continuing professional development.

As the programme is delivered and assessed in English, the University's standard entry level of English proficiency is required.

As mentioned in section 10, there are no specific subject benchmarks for this award but the UK Professional Standards Framework for teaching and supporting learning in higher education has been used as a foundation for the design of the programme's aims, outcomes and content.

HE7101 has been accredited by the HEA at Descriptor One and leads to Associate Status of the HEA

The core route through the PG Certificate leading to Fellowship of the HEA ensures that participants have evidenced the descriptor for Descriptor two of the UK Professional Standards Framework:

Demonstrates 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; the ability to incorporate research, scholarship and/or professional practice into those activities.

Learning and teaching methods include the following:

Face to face sessions -  seminars, tutorials and workshops

On-line learning - on-line activities, discussion boards and on-line learning materials.

Independent learning - tutor directed and self directed

Experiential learning - reflecting on practice, teaching observations, presentations and demonstrations

Small group learning and teaching - Action Learning Groups, group work, scenario generated learning

Personal Academic Tutorial [PAT] structure - each participant is assigned a PAT for the duration of the programme. Where Action Learning Groups are used, their PAT will also be the facilitator. This allows for a much closer working relationship, incorporating theory and the practical nature of their teaching role.

Each participant is assigned a mentor by their supporting department. This mentor supports their development in practice, undertakes an observation of teaching, and will advise and support during the discipline-specific project as part of HE7103.



Module Number

Assessment task

Weighting

HE7101 Designing and Delivering for Effective Learning

a) Reflective record

b)Additional evidence for professional accreditation

100%

pass/fail

HE7102 Assessment, Feedback and Support for Learning

a) Group Designed Assessment Task

b) Case Study

50%

50%

HE7103 Evaluation and Discipline Pedagogic Project

a) A proposal detailing a discipline specific enhancement project 600 word equivalent, followed by a project report of 2,200

 

b)An essay which critically appraises a range of evaluation techniques and their effectiveness in enhancing professional practice of teaching and supporting learning.

55%

 

 

 

45%

  • All graduands of this programme will meet the required standard for recording a 'teaching qualification' in the HESA returns. This will be viewed favourably by employers in HE.
  • Show originality in the application of knowledge, and will understand how the boundaries of knowledge are advanced through research;
  • Be able to deal with complex issues both systematically and creatively, and will show originality in tackling and solving problems;
  • Have the qualities needed for employment in circumstances requiring sound judgement, personal responsibility and initiative, in complex and often unpredictable professional environments;
  • Be able to defend a pedagogic position by reference to leading edge theory and practice, both generically and discipline specific;
  • Be proactive, autonomous, lifelong learners who are resourceful and reflective;
  • Have the underpinning knowledge and skills commensurate with the descriptor for standard two of the UK Professional Standards Framework, if they have followed the prescribed pathway.

Recruitment to the programme is primarily from employees of the institution in which the programme is being delivered. It is  therefore subject to the diversity and equality policies for recruitment with regards to race, gender, disability and age of that institution.

As the HE sector recognises the value to the student experience of developing not only academic staff but also those who are engaged in supporting student learning, this programme increasingly recruits from areas such as Student Support and Guidance, Learning Support Services and Learning and Information Services. HRMS are currently reviewing policies to ensure no group is disadvantaged.  In this way, the University is seeking to meet the challenge of ensuring that staff development opportunities, access to the programme and support for attendance at face to face sessions demonstrate equal opportunities for all staff groups.

At present the programme is delivered primarily via face to face sessions, with support for learning via the VLE . For domestic students, the majority of modules are delivered at the Chester Campuses only, but delivery at Warrington could be arranged if there is particular demand.  Participants for whom English is a second language may obtain appropriate support from the international centre.  For participants undertaking the programme outside the UK, provision for adequate support is confirmed as part of the quality assurance processes governing off-site partnerships/contracts. For off-campus provision, face to face sessions are normally delivered in week-long 'blocks'. Tutorial time is built into these blocks but additional E-tutorials are also available.

This programme is essentially for internal staff development within the University of Chester. However, external applicants are considered if there are places remaining a month prior to the commencement of the programme.

The programme may be delivered 'off-campus' on approved sites.

Participants who commenced their programme before 2013/14 can also gain this award by completing outstanding modules from the previously validated PGCLTHE: HE7001, HE7002 and HE7003

Back - to previous page  Print - launches the print options panel