EDUCATIONAL DEVELOPMENT DIVISION

UNIVERSITY OF LIVERPOOL

CERTIFICATE IN PROFESSIONAL STUDIES IN

LEARNING AND TEACHING IN HIGHER EDUCATION

CPS Handbook for Participants

2016-2017

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CPS Handbook 2016-2017

Welcome Welcome to the CPS Handbook. CPS is the Certificate in Profession Studies in Learning and Teaching in Higher Education. It is a formal level 6 qualification, designed to support your role as a teacher at the University of Liverpool. Engagement with the programme offers you three benefits:

1. It will introduce you to the national and institutional regulations and policies that you will need to know about to best perform your role as a teacher in higher education.

2. It will introduce you to the scholarship of learning and teaching and bring to your

attention the range of learning, teaching and assessment practices currently in operation in the UK and beyond.

3. It will provide you with an opportunity to take some time to reflect on your teaching

role at Liverpool. CPS is accredited by the Higher Education Academy and successful completion of the programme enables you to claim Fellowship of the HEA. The UK Professional Standards Framework [UKPSF] is a nationally recognised framework for benchmarking success within HE teaching and learning support. You will be required to provide evidence of engagement with the dimensions of the UKPSF in order to successfully complete the programme and to claim Fellowship of the HEA. CPS tutors will provide you with the resources and help you need to successfully complete the programme. Please do not hesitate to contact me or any of my colleagues if you have any questions or concerns about your engagement with the programme. Good luck Dr. Claire Stocks CPS Programme Director

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CPS Handbook 2016-2017

Contents

Welcome 2

Contacts 4

How to Find Us 5

Aims and Learning Outcomes 6

The UKPSF and the HEA 7

CPD Opportunity 10

The Programme Structure 11

What You Need To Do 12

EDEV310: Learning Teaching Assessment 14

EDEV311: Approaches to Student Learning 15

EDEV312: Evaluation and Enhancement 17

Additional Programme Requirements 19

Mandatory Workshop Sessions 21

Additional Workshop Sessions 22

Timetable Semester One 2016/17 24

Timetable Semester Two 2016/17 25

VITAL and Learning Resources 26

Student Support 28

The Board of Examiners 30

Your Voice 31

FAQs 32

Additional Information 34

EdDev 311 Case Studies 35

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CPS Handbook 2016-2017

Contacts

Claire Stocks cvstocks@

X58351

Director of Studies

Megan Forbes mforbes@

X42512

Programme administrator

Christos Petichakis c.petichakis@

x41168

Trish Lunt pjlunt@ x44646

Nick Bunyan nbunyan@

x41163

Richard Hinchcliffe r.hinchcliffe@

x43649

Patrick Doherty patrickj@

x41185

CPS web pages

http://www.liv.ac.uk/eddev/supporting- teaching/cps/

CPS in VITAL

https://vital.liv.ac.uk/webapps/login

Educational Development Web Pages

https://www.liverpool.ac.uk/eddev/

Book onto a workshop/session

www.liv.ac.uk/cll/booking

Higher Education Academy Recognition

http://www.heacademy.ac.uk/professional-recognition

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CPS Handbook 2016-2017

How to find us

We are based in 126 Mount Pleasant – opposite the Metropolitan Cathedral.

CPS workshop sessions are generally held in 126 Mount Pleasant. We aim to ensure that the numbers attending workshops allow for effective engagement and participation. You can book onto any L&T session offered by CLL at:

www.liverpool.ac.uk/cll/booking

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CPS Handbook 2016-2017

Aims and Learning Outcomes

AIMS

• To provide an introduction to both the knowledge and the skills needed to support student learning at the University of Liverpool.

• To support all participants in their teaching role, and to develop and enhance their teaching skills, knowledge and understanding of learning and teaching in Higher Education.

• To introduce participants to the opportunities for linking excellence in research with high quality teaching.

• To introduce participants to the wider context in which higher education operates and to the strategies of the University of Liverpool.

• To assist in the development of participants as critically reflective practitioners in higher education.

LEARNING OUTCOMES

• Use and justify learning and teaching methods that meet the needs of a diverse student body.

• Critique a task designed to assess student learning. • Critically review and reflect on their practice, analysing options for change and improvement. • Show awareness of and acknowledge the range of issues that influence effective student

supervision, support and guidance. • Demonstrate an understanding of the relationship between research and teaching. • Demonstrate a practical approach to active learning. • Critique current evaluation practice and suggest appropriate alternative approaches, with

reference to an evaluation model and University policy. • Demonstrate how they have been able to enhance their professional practice in supporting

learning in higher education and plan for future development. SKILLS and other ATTRIBUTES

• Communicate effectively with students and others, in a range of areas of practice in learning and teaching in higher education.

• Review and reflect critically on their practice, identifying options for change and improvement.

• Use and value appropriate learning technologies. • Effectively link research and teaching activities to the benefit of their students. • Develop effective learning environments to the benefit of a diverse student group.

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CPS Handbook 2016-2017

The UKPSF and the HEA

The Higher Education Academy is the national body which champions teaching quality. They provide value to the HE sector by focusing on the contribution of teaching, as part of the wider student learning experience. This raises the profile of teaching and learning within the sector and has increased the professionalisation of higher education teachers

The HEA recognition and accreditation

The HEA describe the framework as follows: “The UK Professional Standards Framework (UKPSF), is a nationally-recognised framework for benchmarking success within HE teaching and learning support. We believe that the UKPSF is essential to driving improvement in, and raising the profile of, learning and teaching in HE. A comprehensive set of professional standards and guidelines for everyone involved in teaching and supporting learning in HE, it can be applied to personal development programmes at individual or institutional level to improve teaching quality.

The UKPSF

The framework identifies the diverse range of teaching and support roles and environments. These are reflected and are expressed in the Dimensions of Professional Practice. The UKPSF clearly outlines the Dimensions of Professional Practice with HE teaching and learning support as:

• areas of activity undertaken by teachers and support staff • core knowledge needed to carry out those activities at the appropriate level • Professional values that individuals performing these activities should

exemplify”.

The Dimensions of the UKPSF are detailed overleaf:

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CPS Handbook 2016-2017

The UKPSF and the HEA

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CPS Handbook 2016-2017

The UKPSF and the HEA

To meet the requirements for Fellowship of HEA [Descriptor 2] participants will have to demonstrate, through their engagement with the CPS programme that they have met the standards as detailed below:

1. Successful engagement across all five Areas of Activity

2. Appropriate knowledge and understanding across all aspects of Core

Knowledge 3. A commitment to all of the Professional Values.

4. Successful engagement in appropriate teaching practices related to the Areas

of Activity 5. Successful incorporation of subject and pedagogic research and/ or

scholarship within the above activities, as part of an integrated approach to academic practice

6. Successful engagement in continuing professional development in relation to

teaching, learning, assessment and, where appropriate, related professional practices

…………………… Applicants for Fellowship of the HEA are typically individuals able to provide evidence of broadly based effectiveness in more substantive teaching and supporting learning role(s). Such individuals are likely to be established members of one or more academic and/or academic- related teams. Typically, those likely to be at Descriptor 2 include: 1. Early career academics 2. Academic-related and/or support staff holding substantive teaching and learning responsibilities 3. Experienced academics relatively new to UK higher education 4. Staff with (sometimes significant) teaching-only responsibilities including, for example, within work-based settings

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CPS Handbook 2016-2017

CPD Opportunity

The CPS is a Level 6 qualification that is part of a suite of programmes offered by the Educational Development Division.

Participants who have successfully completed the 2 modules of the Teaching for Researchers course will be granted exemption from module EDEV310 of the CPS programme.

Successful completion of CPS will provide exemption from module EDEV401 of the Post Graduate Certificate in Learning & Teaching.

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CPS Handbook 2016-2017

The Programme Structure

EDEV310 Learning Teaching and

Assessment

EDEV311 Approaches to Student

Learning

EDEV312 Evaluation and Enhancement

Learning outcomes

Use and justify learning and

teaching methods that meet the needs of a diverse student body

Critique a task designed to assess

student learning

Critically review and reflect on their practice, analysing options for change and improvement.

Demonstrate an understanding of the

relationship between research and teaching

Demonstrate a practical approach to

active learning

Show awareness of the range of issues that influence effective student

support and guidance

Critique current evaluation practice and suggest appropriate alternative

approaches, with reference to an evaluation model and University

policy

Demonstrate how they have been able to enhance their professional practice in supporting learning in

higher education and plan for future development

Assessment

With reference to a module that you teach, provide a written

critical commentary that addresses the following aspects

of your practice:

Justification of teaching strategies used to meet the

needs of a diverse student group

The methods of assessment

used.

Two peer observation reports (required but not assessed)

Mapping document, aligning

practice to UKPSF (required but not assessed)

A Prepare a presentation which describes and critiques your own

teaching practice in relation to the following:

How you introduce an integrated

approach to research and teaching

How you introduce active student engagement into learning.

B Reflect on a supervisory issue

(PGR/PGT/UG) as described by a case study and offer advice on dealing

effectively with the situation.

A Co-production of critical reflection on evaluation practice, via a discussion [professional dialogue] with CPS tutors, based on evidence collated by the participant. This will

be recorded for moderation purposes.

B Provide an action plan for your

future development in your teaching role suggesting possible

alternative approaches to practice. This should be prepared in

collaboration with a mentor.

Mandatory Workshop Attendance

Introduction to the Theory and

Practice of L&T in HE

Principles and Practices in Assessment

Inclusion and Diversity

Introduction to Technology

Enhanced Learning

Research Led Teaching

Frameworks for Planning Learning

Evaluation

Learning from Reflection

Relevance to UKPSF

The assessment task requires that you address the relevant dimensions of the UKPSF (see page 8). In particular the tasks for these modules are of specific relevance to:

A1-A4; K1-K3; V1 A1-A5; K1-K5; V1+V3

A2,A3 + A4; K3, V1 + V2

A5; K5 + K6; V3 + V4

A5; K5; V3

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CPS Handbook 2016-2017

What you need to do

1. Register

Register for the programme by contacting Megan Forbes at eddev@liverpool.ac.uk You will be registered as a part –time student of the University for a 3-year period. Please note that completion of the Teaching and Qualification form that is included in your new staff information pack does NOT constitute registration for the CPS programme.

2. Identify a

Mentor

It is helpful if you have been allocated a departmental mentor. You should discuss your CPS participation with your mentor and together you can identify the sessions of most use to you. If you have not been allocated a mentor please speak to your HoD or to the CPS staff.

3. Plan

Attendance

Plan your attendance at the CPS workshop sessions. You are required to attend a minimum of 12-sessions during the period of registration. These should include all of the mandatory sessions. [page 20] Book onto workshops sessions at www.liverpool.ac.uk/cll/booking

4. Review

Assignment Tasks

Review the assignment requirements for each of the 3 CPS modules. You should attend the relevant workshop sessions as detailed in the module descriptors before addressing the assignment tasks. [page 13-18]

5. Complete Additional Programme Requirements

In fulfilment of the programme you must submit evidence that your teaching has been peer observed on two occasions during your CPS registration AND you should complete the self-check pro-forma to summarise where evidence for each aspect of the UKPSF can be found in your assignments for the programme as a whole. [page 19]

6. Ask Questions

If you have any questions of concerns about your engagement with the CPS programme please contact the Programme Director [Claire Stocks, cvstocks@liverpool.ac.uk] who will be happy to arrange a meeting to discuss. NOTE: Participants with previous L&T experience or training may be able to claim exemption from part of the programme.

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CPS Handbook 2016-2017 EDEV310: Learning, Teaching and Assessment

Module Coordinator Claire Stocks cvstocks@liverpool.ac.uk Module Moderator Patrick Doherty patrickj@liverpool.ac.uk Aims • To introduce participants to theories of learning and teaching

• To introduce participants to the use of technology enhanced learning in higher education

• To provide an underpinning base of knowledge in relation to assessment in higher education

• To facilitate the development of inclusive practice

Learning Outcomes Participants should be able to:

• Use and justify learning and teaching methods that meet the needs of a diverse student body

• Critique a task designed to assess student learning • Critically review and reflect on their practice, analysing options for

change and improvement.

Assessment Task With reference to a module that you teach, provide a written critical commentary that addresses the following aspects of your practice:

• Justification of teaching strategies used to meet the needs of a diverse student group:

Commentary should include reference to: constructive alignment; designing and planning learning activities; appropriate methods for T&L at the level of the programme; use of appropriate learning technologies

[1500 words +/- 10%, 50% weighting]

• The methods of assessment used: Critique should include a commentary on ‘fit-for-purpose’ assessment; formative assessment; feedback practices; academic integrity in assessment [1500 words +/- 10%, 50% weighting]

Mandatory Sessions You are expected to attend these sessions before completing the module assessment

• Introduction to the Theory and Practice of L&T in HE • Principles and Practices in Assessment • Inclusion and Diversity • Introduction to Technology-Enhanced Learning

Recommended Sessions

• Small Group Teaching • Giving a Good Lecture • Module Design • Improving feedback to Students • Designing out Plagiarism

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CPS Handbook 2016-2017 EDEV310: Learning, Teaching and Assessment

Recommended Reading

• Constructive Alignment in University Teaching, J Biggs, HERDSA Review of Higher Education, 1, 2014

• Assessment for Learning, S Brown, L&T in HE 1, 2005 • Understanding Assessment, QAA report, September 2012

Relevance to UKPSF

The assessment task requires that you address the relevant dimensions of the UKPSF (see page 8). In particular the task for this module is of specific relevance to : A1-A4; K1-K3; V1

MODULE 310: Learning, Teaching and Assessment [Assessment Criteria]

Learning Outcome

Fail Pass Merit Pass with Distinction

Use and justify learning and teaching methods that meet the needs of a diverse student body

No/limited attempt to justify the learning and teaching methods used.

Some justification of learning and teaching methods used. Justification should be developed further with fuller reference to relevant policy/literature.

Clear justification of learning and teaching methods used. Justification is fully supported using relevant policy/literature.

Excellent justification of learning and teaching methods used. Justification is fully supported using extensive policy/literature.

Critique a task designed to assess student learning

No/limited attempt to critique a task designed to assess student learning.

Critique is broadly sound with some good insights made. These should be developed further with fuller reference to relevant policy/literature.

Critique is good. Insights are comprehensive and informed by relevant literature/policy.

Critique is excellent. Insights are comprehensive and original and well-informed by extensive use of policy/literature.

Critically review and reflect on practice, analysing options for change and improvement.

No/limited attempt to reflect on practice or analysing options for change and improvement.

Some good reflection on practice leading to recommendations which are broadly sound and consistent with analysis. Analysis/recommendations should be developed further with fuller reference to relevant policy/literature.

Good reflection on practice leading to clear recommendations which are consistent with the analysis. Analysis/ recommendations are well informed by relevant policy/literature.

Excellent reflection on practice leading to clear and imaginative recommendations which are consistent with the analysis. Analysis/recommendations are well-informed by extensive use of relevant policy/literature.

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CPS Handbook 2016-2017 EDEV311: Approaches to Student Learning

Module Coordinator Christos Petichakis c.petichakis@liverpool.ac.uk Module Moderator

Additional Tutors Richard Hinchcliffe r.hinchcliffe@liverpool.ac.uk Nick Bunyan nbunyan@liverpool.ac.uk

Lynn Clark l.clark@liverpool.ac.uk Aims • To provide participants with the key skills needed to support active

student learning at UoL • To introduce participants to the relationships between research and

teaching • To develop effective approaches to student support and guidance

Learning Outcomes Participants should be able to:

• Demonstrate an understanding of the relationship between research and teaching

• Demonstrate a practical approach to active learning • Show awareness of the range of issues that influence effective

student support and guidance

Assessment Task [Participants are required to complete A and B]

A Prepare a presentation which describes and critiques your own teaching practice in relation to the following: [50% weighting]:

• How you introduce an integrated approach to research and

teaching • How you introduce active student engagement into learning

B. Problem solving case study: [50% weighting]

Reflect on a supervisory issue (PGR/PGT/UG) as described by a case study and offer advice on dealing effectively with the situation. [1500 words +/- 10%] [Example case studies are provided within the handbook page 35]

Mandatory Sessions You are expected to attend these sessions before completing the module assessment

• Research Led Teaching • Frameworks for Planning Learning

Recommended Sessions

• The Role of the Academic Advisor • Supervising Research Students

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CPS Handbook 2016-2017 EDEV311: Approaches to Student Learning

Recommended Reading

Reading Lists @Liverpool

Relevance to UKPSF

The assessment task requires that you address the relevant dimensions of the UKPSF (see page 8). In particular the tasks for this module are of specific relevance to : Part A: A1-A5; K1-K5; V1+V3 Part B: A2,A3 + A4; K3, V1 + V2

MODULE 311: Student Learning Learning Outcome Fail Pass Merit Pass with Distinction Demonstrate a practical approach to active learning [presentation]

No/limited evidence of preparation of a teaching session. Delivery fails to encourage learning.

Clear evidence of preparation of a teaching session with identifiable learning outcomes. Some aspects of delivery could be developed to better encourage student learning.

Clear evidence of preparation of a teaching session with identifiable learning outcomes. Delivery is well conceived and well executed. The presentation is clearly research driven, distinctive, challenging and supportive of student learning.

Clear evidence of preparation of a teaching session with identifiable learning outcomes. Delivery is well conceived and well executed. The presentation is clearly research driven, distinctive, challenging and supportive of student learning. Clear evidence of a theoretical underpinning.

Demonstrate understanding of the relationship between research and teaching. [presentation]

No/limited evidence of understanding of the relationship between research and teaching.

Clear awareness of the relationship between research and teaching evidenced by practice.

Clear and comprehensive awareness of the relationship between research and teaching that is evidenced by practice and a theoretical underpinning.

Clear and comprehensive understanding of the relationship between research and teaching that is evidenced by practice and substantial theoretical underpinning.

Show awareness of the range of issues that influence academic supervision within a research context. [case study]

No/limited awareness of the key supervisory issues and how these may impact on the student experience.

Clear awareness of the key supervisory issues and how these may impact on the student experience. Proposed solutions are based on a sound analysis of practice

Clear and comprehensive awareness of the key supervisory issues and how these may impact on the student experience. Proposed solutions are based on a sound analysis of both theory and practice

Clear and comprehensive understanding of the key supervisory issues and how these may impact on the student experience. Proposed solutions are innovative, based on a sound analysis of both theory and practice, and supported by the literature

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CPS Handbook 2016-2017

EDEV312: Evaluation and Enhancement

Module Coordinator Trish Lunt pjlunt@liverpool.ac.uk Module Moderator

Claire Stocks cvstocks@liverpool.ac.uk

Aims • To promote a range of strategies that lead to the enhancement of learning and teaching in higher education, including evaluation and critically reflective practice

• To introduce key mechanisms that promote and support

excellence in academic practice

Learning Outcomes Participants should be able to:

• Critique current evaluation practice and suggest appropriate alternative approaches, with reference to an evaluation model and University policy

• Demonstrate how they have been able to enhance their

professional practice in supporting learning in higher education and plan for future development

Assessment Task

[Participants are required to complete A and B]

A. Co-production of critical reflection on evaluation practice, via a discussion [professional dialogue] with CPS tutors, based on evidence collated by the participant. This will be recorded for moderation purposes. [50% weighting]

B. Provide an action plan for your future development in your teaching

role suggesting possible alternative approaches to practice. This should be prepared in collaboration with a mentor.

[50% weighting, 1500 words +/- 10%]

Mandatory Sessions You are expected to attend these sessions before completing the module assessment

• Evaluation • Learning from Reflection

Recommended Sessions

• Peer Observation Training

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CPS Handbook 2016-2017

EDEV312: Evaluation and Enhancement

Recommended Reading

• University of Liverpool, Policy on Student Evaluation, AQSC November 2015

• Evaluating Courses and Teaching, Dai Hounsell, in; A Handbook for Teaching and Learning in Higher Education, (Ed) Fry, Ketteridge and Marshall, 3rd Ed. Routledge, 2008

• Dimensions of Quality, G Gibbs, Higher Education Academy, September 2010

Relevance to UKPSF

The assessment task requires that you address the relevant dimensions of the UKPSF (see page 8). In particular the tasks for this module are of specific relevance to :

Part A: A5; K5 + K6; V3 + V4 Part B: A5; K5; V3

MODULE 312: Evaluation and Enhancement Learning Outcome Fail Pass Merit Pass with Distinction Critique current evaluation practice and suggest appropriate alternative approaches, with reference to an evaluation model and University policy [dialogue) 50% weighting

Minimal attempt to critique or discuss the concept of evaluation or its role in improving practice. No real attempt to suggest alternative strategies for evaluation

Some critique and discussion of evaluation and its role in improving practice. Some reference to current departmental evaluation practice and University policy. Alternative strategies for evaluation suggested. Some discussion of underpinning rationale.

Sound critique and discussion of the concepts and role of evaluation in enhancing learning, supported by evidence from departmental practice. Well-developed alternative strategies suggested. Reference made to a model of evaluation derived from the literature

Extensive critique and discussion of the concepts and role of evaluation in enhancing learning, supported by evidence from departmental practice and underpinning literature. A range of well- developed alternative strategies proposed. Extensive use of references to models of evaluation derived from the literature

Demonstrate how they have been able to enhance their professional in supporting learning in higher education and plan for future development [action plan] 50% weighting

Plan for future development is incomplete and makes little reference to learning on the CPS.

A brief plan for future development is provided, with some reference to learning on the CPS.

The plan provided is thoughtful and shows evidence of applying learning from the CPS programme

The plan provided demonstrates insight into a range of developmental needs and opportunities, and clearly relates to learning on the CPS, and/or the literature on teaching in HE

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CPS Handbook 2016-2017 Additional Programme Requirements

Peer Observation of Teaching

University Policy Peer Observation of Teaching is part of the University of Liverpool’s quality enhancement processes providing both the Observee and Peer Observer with the opportunity to discuss teaching practice and reflect on teaching methods used. The process is meant to be developmental and collegial. https://www.liverpool.ac.uk/eddev/supporting-teaching/peer-observation-of-teaching/ You are required to provide evidence that your teaching has been peer observed on two occasions during your CPS registration. These reports are not graded. You can download a copy of the suggested peer observation pro-forma from the peer observation webpage or from the CPS Programme VITAL module

UKPSF mapping

The self-check pro-forma on the following page should be completed and submitted when all of the assignment tasks are complete. Use it to summarise where evidence for each aspect of the dimensions of the UKPSF can be identified in your assignments. You may also use this pro-forma to record learning and development during the programme that you feel does not relate directly to the assignments. This record is not graded. You can download a copy of the UKPSF mapping pro-forma from the CPS Programme VITAL module

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CPS Handbook 2016-2017 Additional Programme Requirements

Area of Activity Where evidence can be located

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

A2 Teach and/or support student learning

A3 Assess and give feedback to learners

A4 Develop effective environments and approaches to student support and guidance

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

Core Knowledge Where evidence can be located

K1 The subject material

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

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

K4 The use and value of appropriate learning technologies

K5 Methods for evaluating the effectiveness of teaching

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

Professional values Where evidence can be located

V1 Respect individual learners and diverse learning communities

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

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

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

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Mandatory Workshop Sessions Title

Descriptor

Introduction to Theory and Practice in Learning and Teaching

There are a number of educational theories that underpin much of the teaching that is done in the Higher Education sector and that help inform practice. This session, [which should be undertaken early in CPS], provides an introduction to some of the key issues. This session will also include an overview of the CPS programme.

Frameworks for Planning Learning and Teaching

The University has considered national guidelines and developed its own policy. This session will familiarise you with these national frameworks, and their implications for teaching in HE

Inclusion and Diversity in HE

The university provides a range of services to support the needs of all students and those with disabilities and from different ethnic and cultural backgrounds in particular. This session will introduce you to the range of assistance available and explore ways of working with students to enhance the student learning experience.

Principles and Practices in Assessment

This session will look at general principles for good practice in assessment and examine how these are reflected in the University’s Code of Practice on Assessment. The session will also review a range of assessment methods and provide participants with the opportunity to reflect on their own assessment practice.

Introduction to Technology-Enhanced Learning

This eLearning Unit session gives an introductory overview to the University’s centrally supported technologies for learning and teaching and their range of applications, supported by case studies and examples of practice. Relevant policy, strategy and guidance is highlighted. (Please note, this is not a beginner’s session on how to use VITAL. For a practical introduction to using VITAL please attend the “VITAL essentials” workshop which partners this session.)

Research Led Teaching

This session offers an overview of the main ways in which learning and teaching may be led by research: Participants will have an opportunity to plan and discuss together one or more ways to extend the reach of research- led learning within their own practice.

Evaluation

Teaching staff are required to apply particular evaluation methods but these may be supplemented by different approaches for specific purposes. The session aims to cover a range of techniques and to discuss, their strengths and limitations and the purposes for which they are most suitable.

Learning from Reflection

This session aims to clarify what we mean by reflection and how it can be used to support the development of learning and teaching. We will also look at reflective writing – how it differs from academic writing and how it is used in the CPS assignments.

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Additional Workshop Sessions

Improving Feedback to Students

Feedback is acknowledged to be one of the key factors in learning but it is also one of the most time-consuming aspects of the lecturer’s role. This session will look at practices aimed at increasing student engagement with feedback without a corresponding increase (possibly even a decrease) in staff time and energy.

Designing Out Plagiarism

Plagiarism is recognised as an increasing problem in UK universities. This session will clarify the University's policy and guidelines, consider ways to reduce the likelihood of plagiarism and illustrate the use of plagiarism detection tools by lecturers who face a huge number of assignments to check and assess.

Giving a Good Lecture

This session will offer practical advice on aspects of lecture preparation and delivery. Topics covered will include: the role of the lecture in learning; organising lecture content; strategies for gaining and keeping students' attention; active learning in lectures; dealing with common concerns and worries such as disruptive student behaviour and controlling nerves.

Supervising Research Students [PGR]

The session will cover University requirements (as set out in the Handbook for Postgraduate Research Students and Supervisors) and HEFCE requirements for the training of research students and the monitoring of their progression. It will also provide an opportunity to explore the experience of supervision through the eyes of the student.

Module Design: An Introduction

In this session participants will: • Become familiar with the subject benchmarks

relevant to their own subject; • Become familiar with curriculum audit tools in the context of

subject benchmarks, e-learning, inclusivity, and employability: • Conduct their own curriculum audits

Small Group Teaching

Tutorials, seminars and other forms of small group work are important components of most learning systems. They are often the forums where students can ask and answer questions and process their understanding of information received in other settings. This session will look at ways to organise learning in small groups, with some time spent on managing challenging behaviour.

The Academic Advisor

This session will examine and practice the role and skills of the academic advisor and highlight the resources that are there to support both advisors and students.

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CPS Handbook 2016-2017

Additional Workshop Sessions

Title Descriptor

Multimedia: Practical Applications for L&T

This session will examine how moving digital images can be used to deliver complex or repetitive procedures and demonstrations.. The session will also look at copyright issues, the use of video archives and readymade, off the shelf, materials available to the academic world.

Mentor Training

This session is for staff appointed as mentor to a new member of academic staff. Part of the session will help you to become familiar with the Certificate in Professional Studies in Learning and Teaching in Higher Education (CPS) which is compulsory for all new academic staff with a teaching role.

Peer Reviewer Training

This session will look at the features of the Peer Review Policy and process, and the value of effective feedback to colleagues, and will then provide opportunities to practice your feedback skills through some generic scenarios.

Introduction to Chinese Academic Culture

The workshops will be tailored to meet the specific needs of the particular audience. The topics covered will be agreed beforehand and the session formulated around them.

e-learning unit workshops

The eLU offers a wide range of workshops which are delivered in a variety of formats throughout the academic year. Typically sessions alternate between introductory and more advanced type workshops on a range of technology related issues. We also run a concentrated series of workshops and sessions at two consistent points during the year. These events are known as the Winter School and the Summer School. Attendance at eLU workshops can count towards the 12 workshop requirement for completion of the CPS. More information can be found here

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CPS Handbook 2016-2017

Timetable Semester One 2016/17 Date Time Room Session/Workshop

28 Sept 2016

13.30-16.30

REN-SR10 Theory and Practice of Learning and Teaching

in HE 29 Sept 2016

12.15-13.45

tbc Frameworks for Planning L&T

5 October 2016

13.30-16.30

2.02 Principles and Practices of Assessment

7 October 2016

13.30-16.30

1.16 Inclusion and Diversity

12 October 2016

13.30-16.30

2.02 Principles and Practices of Assessment

17 October 2016

13.30-16.30

G.07 Multimedia Training

19 October 2016

13.30-16.30

REN-SR10 Giving a Good Lecture

21 October 2016

12.15-13.45

113 Research-Led Teaching

26 October 2016

13.30-16.00

tbc Introduction to Technology Enhanced

Learning 26 October 2016

13.30- 16.30

REN-SR10 Supervising PGRs

28 October 2016

12.15-13.45

tbc Designing out Plagiarism

2 Nov 2016

13.30-16.30

REN-SR10 Small Group Teaching

9 Nov 2016

13.30-16.30

REN-SR10 The Academic Advisor

9 Nov 2016

13.30-16.30

REN-SR6 An Introduction to Chinese Academic Culture

16 Nov 2016

13.30-16.30

REN-SR6 Learning from Reflection

16 Nov 2016

13.30-16.30

REN-SR10 Module Design: An introduction

23 Nov 2016

13.30-16.30

REN-SR10 Improving Feedback to Students

30 Nov 2016

13.30-16.30

REN-SR10 Learning from Reflection

7 Dec 2016

13.30-16-30

1.16 Evaluation

7 Dec 2016

13.30-16.30

REN-SR10 Supervising PGRs

14 Dec 2016

13.30-16.30

2.02 Evaluation

Book onto a workshop/session

www.liv.ac.uk/cll/booking

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Timetable Semester Two 2016/17 Date Time Room Session/Workshop

10 Jan 2017

13.30-16.00

tbc Introduction to Technology Enhanced

Learning 1 Feb 2017

13.30-16.30

tbc Theory and Practice of L&T

3 Feb 2017

12.15-13.45

tbc Frameworks for Planning L&T

8 Feb 2017

13.30-16.30

2.02 Principles and Practices of Assessment

10 Feb 2017

13.30-16.30

tbc Inclusion and Diversity

15 Feb 2017

13.30-16.30

2.02 Supervising PGRs

15 Feb 2017

13.30-16.30

SCTH-SR12 Module Design

16 Feb 2017

13.30-16.30

G.07 Multimedia Training

22 Feb 2017

13.30-16.30

SCTH-SR12 Giving a Good Lecture

24 Feb 2017

12.15-13.45

1.16 Designing out Plagiarism

1 March 2017

13.30- 16.30

SCTH-SR12 Principles and Practices of Assessment

3 March 2017

12.15-13.45

1.13 Research-Led Teaching

8 March 2017

13.30-16.30

SCTH-SR12 Small Group Teaching

15 March 2017

13.30-16.30

SCTH-SR8 The Academic Advisor

15 March 2017

14.00-1700

SCTH-SR12 Learning from Reflection

22 March 2017

13.30-16.30

SCTH-SR12 Improving Feedback to Students

12 April 2017

13.30-16.30

2.02 Module Design: An introduction

19 April 2017

13.30-16.30

SCTH-SR12 An Introduction to Chinese Academic

Culture 19 April 2017

13.30-16.30

2.02 Learning from Reflection

25 April 2017

09.30-12.00

tbc Introduction to Technology Enhanced

Learning 26 April 2017

13.30- 16-30

2.02 Evaluation

3 May 2017

13.30-16.30

2.02 Supervising PGRs

3 May 2017

14.00-1700

SCTH-SR12 Evaluation

7 June 2017

13.30-16.00

tbc Introduction to Technology Enhanced

Learning

Book onto a workshop/session

www.liv.ac.uk/cll/booking

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Learning Resources and VITAL

VITAL

VITAL (Virtual Interactive Teaching at Liverpool) is the title given by the University to the initiative to provide staff and students with accessible, easy to use software to enhance learning and teaching activities online through the Internet. All CPS resources and information (e.g. PowerPoint Slides/ additional download material) are to be found in the CPS VITAL module. This will appear under ‘My Courses’ once you are registered onto the programme.

Completed assignments should be uploaded via this CPS VITAL module.

Submissions for formative feedback should be sent to eddev@liv.ac.uk

eLearning Unit

The University eLearning Unit offers a wide range of support to staff with a particular focus on how you might use technology to enhance your learning and teaching activities

http://www.liv.ac.uk/elearning/index.htm

Library Resources

The following texts are available electronically via the University library: Clicking on the hyperlink should take you to the University library resource www.liv.ac.uk/library John Biggs: Teaching for Quality Learning at University

Paul Ramsden: Learning to Teach in Higher Education Phil Race: The Lecturers Toolkit

Fry and Ketteridge: A Handbook for Learning and Teaching in Higher Education

Exley and Dennick: Giving a Lecture

Exley and Dennick: Small Group Teaching

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HEA Knowledge Hub

The HEA provides support to the higher education sector. Here you will find a huge range of resources addressing all aspects of L&T in higher education.

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

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Student Support

Mentoring You are advised to identify a mentor in your department. Your mentor could undertake your observations of practice and provide support throughout the programme. You should choose someone who has either completed one of our accredited programmes or who has gained Fellowship through the ULTRA scheme. Note: it is not a requirement of the programme that you collaborate with a mentor Formative Feedback Assignments on the programmes serve both a formative and summative purpose, ensuring that learners receive feedback on progress. Assignments further provide structured opportunities in themselves for participants to engage in learning, and enable one to measure achievement against intended learning outcomes. Feedback on draft assignments Before formal submission of assignments, the module coordinator/tutors will be happy to receive drafts and offer comments and suggestions. You are strongly advised to take advantage of this and allow time in your planning for it. Drafts should be emailed to the module co-ordinator. Feedback on submitted assignments You will receive timely written feedback against your submitted assignment on a standard pro-forma. Additional assessment support is always available via the module coordinator by arrangement. Feedback will be provided against intended learning outcomes and assessment criteria, with the standard pro-forma incorporating a statement of the relevant outcomes and criteria. When returning written work, scripts will either be annotated with reference to the relevant assessment criteria or detail from the script will be cited within the pro-forma. Feedback will be provided within three weeks of the receipt of assignments or drafts, except in cases where submission of the assignment or draft occurs within a university vacation (given the procedures for flexibility in relation to submission of assignments in operation within the programme), with the three-week period applying from the end of the vacation period. Tutors will however aim to return work within a three week period even when submitted during such a vacation period Extension of registration Participants who have been unable to complete all of the programme requirements within the 3-year period of registration may request an extension to registration for a period up to 12-months. Participants requesting extension will be required to provide evidence of support from head of department or line manager and seek support from the CPS programme director.

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CPS Handbook 2016-2017 Suspension of Studies Occasionally students experience difficulties which prevent them from making satisfactory progress in their studies. In such cases the student should discuss the causes with the Programme Director. In more serious cases, it may be necessary for a student to suspend studies and return to the University at a suitable point in the next academic session. Recognition of Prior Learning In line with the University of Liverpool’s policy on Recognition of Prior Learning (RPL), applicants to the CPS can claim exemption for up to one third of the certificate. The claim for accreditation can be based on prior certificated learning (APCL) or prior experiential learning (APEL). Applicants who have completed the Teaching for Researchers programme at the University of Liverpool are accredited for their prior learning by an exemption from EDEV310. Applicants who have undertaken part of an equivalent programme in another institution are encouraged to make a claim for recognition of their prior learning. An RPL flowchart provides applicants with a clear and visual route through the process. Any claims for RPL would be based on meeting the learning outcomes for the module against which the claim is being made. As all the learning outcomes are also mapped to the appropriate dimensions of the UKPSF, the process would also include ensuring the mapped dimensions of the UKPSF had been met. Applicants who are granted exemption from EDEV310 will be required to provide evidence that their teaching has been peer observed on two occasions during their period of registration on CPS.

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The Board of Examiners

There are two formal Board of Examiner meetings each year for CPS. The dates for the BoE meetings will be posted on VITAL. Normally these meeting are held around mid-May and mid-October. Participants intending to be presented to a BoE meeting will need to have successfully completed all programme requirements two weeks in advance of the BoE. The External Examiner The programme has a formally approved external examiner. The external examiner will attend the Board of Examiner meetings and play a role in the programme moderation process. In advance of BoE meetings the external examiner will have access to submitted work and feedback/grading for all participants on the pass list. Moderation Each module of the programme has two identified assessors. All CPS assessors are members of the Educational Development team and are Fellows or Senior Fellows of the HEA (or are in the process of gaining Fellowship). Submitted assignment tasks from each participant will be graded by three different assessors. The external examiner has access to all submitted work and feedback/grading for each participant presented to the BoE. In addition, the external examiner will be invited to review a selected (10%) range of submitted and graded materials. Mitigating Circumstances The programme adheres to the University policy on Mitigating Circumstances. Any mitigating circumstances are reviewed at the regular CLL Learning and Teaching committee meetings and are addressed at the relevant Board of Examiner meeting. Certificates Following each Board of Examiner meeting the Programme Director will contact all participants presented to the board with details on the outcome and information on the application for Fellowship of the Higher Education Academy. CPS certificates are sent out by the University to the participant address as noted in Liverpool Life.

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Your Voice

Board of Studies Student representation on the Board of Studies will be sought. To conform to university guidelines on staff-student liaison, the programme team will seek a regular exchange of views. Reports on discussions will be made to the Board of Studies about your experiences of studying on this programme. Evaluation The programme will be formally evaluated by completing participants following each Board of Examiners meeting. Questionnaires will be returned to the programme team. Informal evaluations of individual workshops will be sought in a range of ways. General trends and comments from the evaluations will be presented to the Board of Studies in the report from the Director of Studies. The Programme Director The programme director is happy to meet at any time (by appointment) with participants to discuss a strategy for completion, possible exemptions or any issue a participant might have.

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FAQs What is CPS? CPS is the ‘Certificate in Professional Studies in Learning and Teaching in Higher Education’. It is a first level qualification in higher education designed to support and advise university lecturers [or other staff who are required to teach] who have little or no previous experience in teaching. The programme aims to provide an introduction to the knowledge and skills needed to support student learning, and is a key part of the university strategy for improving the student experience Do I have to complete CPS? All new probationary teaching staff are required to complete CPS, unless they have an equivalent or higher qualification, OR elect to take the Postgraduate Certificate in Learning and Teaching in Higher Education [PGCert] instead. However all staff are equally welcome - please talk with us about whether the CPS or another programme is best suited to your needs. http://www.liv.ac.uk/eddev/supporting-teaching/ eddev@liv.ac.uk Who can attend CPS workshops? CPS workshops are open to anyone in the University who is interested in developing their teaching role. You can book onto CPS (and other L&T) workshops at www.liv.ac.uk/cll/ Note: CPS workshops are popular and generally become fully booked in advance. If you are required to attend sessions please try to book early. All CPS workshops are offered each semester and most are offered in a June/July Summer School. How do I register for CPS? You can register for CPS by sending an email to eddev@liv.ac.uk Please note that completion of the Teaching and Qualification form that is included in the new staff information pack does not constitute registration for the CPS programme. Can I claim exemption? Exemptions from the programme will only be granted to staff who already hold an equivalent L&T qualification. However staff who have previous experience of teaching at higher education level may be able to claim exemption from one module of the programme [EDEV310] and/or exemption from attendance at agreed workshop sessions. This should be discussed with the programme director, Dr Claire Stocks cvstocks@liv.ac.uk

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CPS Handbook 2016-2017 What do I have to do to complete CPS? To complete the programme you will have to (within the period of the 3-year registration):

• Attend a minimum of 12 L&T workshops sessions (8 of these are mandatory);

• Successfully complete the assignments tasks for each of the three modules;

• Provide evidence that your teaching has been peer observed at Liverpool on 2 occasions;

• Provide a completed mapping document, illustrating where your assessment tasks demonstrate engagement with the UKPSF.

How long will it take me to complete? You will be registered for a 3-year period as a part-time student of the University. Many participants will be required to complete the programme within the period of their probation. Normally this will map against the 3-year registration period. It is important therefore to register for the programme as early as possible after taking up a new post. Note: Staff on tenure track fellowships or those with limited teaching responsibilities may be required to complete CPS as part of probation. Such staff should contact the programme director Dr Claire Stocks cvstocks@liverpool.ac.uk who will advise the best way to engage with the programme. Is the programme professionally accredited? The CPS programme is accredited by the Higher Education Academy. Successful completion of CPS will gain you Fellowship of the Higher Education Academy. http://www.heacademy.ac.uk/professional-recognition

What is the difference between CPS and PGCert? The PG Cert in Learning & Teaching in HE is a Masters level qualification that is accredited by the Higher Education Academy. The programme is designed for experienced teaching staff and forms part of the University’s strategy towards a professional approach to teaching in Higher Education. It is recommended that staff who are employed on Teaching and Scholarship contracts should consider the PGCert option. If you are unsure about which programme to select, please contact the CPS programme director (Claire Stocks cvstocks@liv.ac.uk) for advice What is the UKPSF? The UK Professional Standards Framework is a nationally recognised framework for benchmarking success within HE teaching and learning support. It is recognised throughout the UK higher education sector. Both the CPS and the PGCert programmes are closely aligned with the Areas of Activity, the Core Knowledge and the Professional Values of the UKPSF. https://www.heacademy.ac.uk/recognition-accreditation/uk-professional-standards-framework-ukpsf

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Additional Information

Code of Practice on Assessment http://www.liv.ac.uk/tqsd/code-of-practice-on-assessment/ Academic Integrity Guidelines for dealing with Academic Integrity can be found at: http://www.liv.ac.uk/eddev/iteach/academic-integrity/ Diversity and Equality http://www.liv.ac.uk/hr/diversity_equality Student Charter http://www.liv.ac.uk/tqsd/student-engagement/student-charter/ University Complaints Procedure The complaints procedure can be accessed here. If you are unhappy with any aspect of the CPS programme, we hope that you will feel able to approach the programme director [Dr Claire Stocks cvstocks@liv.ac.uk] or the appropriate module co-ordinator in the first instance.

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EdDev 311 Case Studies

Learning Outcome: Show awareness of the range of issues that influence academic supervision within a research context. You should explain how the supervisor role impacts on the student experience; identify the key issues; state what support and advice you would seek and propose appropriate solutions. Case Study: Carlos Carlos came to Liverpool with good references to do a research degree in the faculty. He found things very difficult in his first year as he could find few friends from his own country and those that he did discover he didn’t like. He became homesick but tried to make up for it by throwing himself into his literature review and his reading in general. His supervisors, Professor Skinner and Dr Guthrie, recognized quite early on that Carlos was having difficulties socially and tried very hard to make him feel less alienated. They took him for the occasional drink, invited him to local events and tried to get him involved in student societies but, despite their best efforts, Carlos’s spirit still seemed to flag. Whenever they met – which was once a month - Carlos told them of the books and papers he was reading and the research he had done, but there seemed to be little evidence of this research being written up. After a year it became clear to his supervisors why Carlos was still troubled as the little written work he had handed in did not appear to make the grade, and he was not going to be able to maintain PhD status. This presented further problems as Carlos claimed he could not return to his country because an M.Phil meant nothing there. He seemed very animated about this and at his last meeting with Professor Skinner and Dr Guthrie he shouted ‘You cannot send me back without a PhD!’ It is not even clear if he will get an M.Phil. Your Response: [Your completed submission should be prepared within this template and be approximately 1500 words in length. Completed assignments should be uploaded the CPS VITAL module This will be available as one of your modules under ‘My Courses’ within VITAL once you have been registered onto the programme. Your text here... Name: Date:

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CPS Handbook 2016-2017 Learning Outcome: Show awareness of the range of issues that influence academic supervision within a research context. You should explain how the supervisor role impacts on the student experience; identify the key issues; state what support and advice you would seek and propose appropriate solutions. Case Study: Xi Xi was an able and good overseas student who did his undergraduate and MSc course in the University of Liverpool, and then joined the department to undertake a PhD. In the first year Xi was hard working, was excited to start his research and made steady progress. He had regular supervisory meetings with both of his supervisors, and they were happy with the progress he made. He was subsequently transferred to the second year at the end of first year. In the second year, however, Xi suffered the loss of an important family member who also happened to fund his study. He went on compassionate leave to China for almost 2 months. He returned and continued with his PhD; however his supervisors noticed he was frequently turning up too late for work. His academic progress became poor and he looked disinterested. Six months later he suddenly disappeared and did not reply to any of his supervisor’s emails. They subsequently discovered from the University Student Administration that he had defaulted on his fees and had been suspended. This came as something of a surprise to his supervisors as they had been told by Xi that there were no problems with regard to his fees. Your Response: [Your completed submission should be prepared within this template and be approximately 1500 words in length. Completed assignments should be uploaded the CPS VITAL module This will be available as one of your modules under ‘My Courses’ within VITAL once you have been registered onto the programme. Your text here... Name: Date:

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CPS Handbook 2016-2017 Learning Outcome: Show awareness of the range of issues that influence academic supervision within a research context. You should explain how the supervisor role impacts on the student experience; identify the key issues; state what support and advice you would seek and propose appropriate solutions. Case Study: Amy Well-travelled and mature beyond her years, Amy had an abundance of transferable skills. Presentations, papers, conference attendance, were second nature to her as she became the department’s star research student and represented research student interests through the Guild of Students’ Postgraduate Society. In her second year she organised an inter-university online debating society that drew the interest of her subject area national association. Such was the success of her extra-curricular project that she was invited to give a paper at an international conference and was asked to contribute to a book on debating and communicating science. Her supervisors, Dr Lesky and Professor Moresby spent the first year very satisfied with Amy’s progress as she was articulating the many problems she had discovered relating to her research question, and at the transfer stage her report got waved through as being an example of good practice and shown as an example to other research students. As discussion of the problems relating to her research question went on into the second year, Dr Lesky and Professor Moresby consoled each other with the thought that Amy was being very thorough with her work and that its arguments would be seen as thoroughly water tight. However, as the second year passed by without any further progress on the thesis, their alarm bells sounded. ‘Give us drafts of chapters 1 and 2 by the end of the month please’ they chorused. ‘But I’m in Helsinki in three weeks, presenting at the annual conference of European postgraduate research students; I’m representing the university, the North of England and my subject area.’ Dr Lesky and Professor Moresby frowned. Your Response: [Your completed submission should be prepared within this template and be approximately 1500 words in length. Completed assignments should be uploaded the CPS VITAL module This will be available as one of your modules under ‘My Courses’ within VITAL once you have been registered onto the programme. Your text here... Name: Date:

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CPS Handbook 2016-2017 Learning Outcome: Show awareness of the range of issues that influence academic supervision within a research context. You should explain how the supervisor role impacts on the student experience; identify the key issues; state what support and advice you would seek and propose appropriate solutions. Case Study: George George had known his supervisor Professor Jenkins from his masters degree. He had what he thought was an exciting research proposal which was a modification of one of Dr Jenkins’ research interests. Professor Jenkins was very busy running a research team that was getting considerable international attention and he was often out of the country attending meetings and conferences. George’s research was a sideline to the work carried out by the research team but Professor Jenkins hoped that it would yield interesting results that might lead on to more research. A post-doc with some experience in the subject area was appointed as second supervisor. Half-way through George’s project however, it became clear from his work in the field and from his results that, unless he did double the fieldwork than had originally been planned, the project would not make a PhD. Even with the extra work, the project was not as exciting as had been hoped for or envisaged. George, however, wanted to try a different tack that he was certain would complement his earlier work, impress his colleagues and get exciting results. He did not want to go down the route and do the extra work Professor Jenkins proscribed and tried to persuade him that his idea was exciting and ground breaking. Professor Jenkins explained that this was not a sensible thing to do within the time-scale, and pressed him to do the extra fieldwork and carry on with the plan. ‘Don’t let go of that exciting idea George, but we need to stick with the plan.’ George disagreed and secretly decided to go his own way. A colleague of George explained his absence as ‘fieldwork.’ George and Prof. Jenkins saw each other infrequently and, when they did meet, the supervisor felt that they were talking at cross-purposes. He saw some drafts of the thesis but these were rewrites of old chapters he’d seen before. He became increasingly baffled by George’s behavior. George submitted his thesis with minutes to spare on the four year deadline. He intended to apologize to the examiners at the viva about the rather hurried and poorly presented thesis. However, he was shocked to be told that the work was not to PhD standard, and that he could only get an M.Phil even after a substantial re-write. George is appealing on grounds of poor supervision. Your Response: [Your completed submission should be prepared within this template and be approximately 1500 words in length. Completed assignments should be uploaded the CPS VITAL module This will be available as one of your modules under ‘My Courses’ within VITAL once you have been registered onto the programme. Your text here... Name: Date:

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CPS Handbook 2016-2017 Learning Outcome: Show awareness of the range of issues that influence academic supervision within a research context. You should explain how the supervisor role impacts on the student experience; identify the key issues; state what support and advice you would seek and propose appropriate solutions. Case Study: The Supervisor I have a research student who is making slow progress. Being aware of the need to ensure she completes within three years, I have had to be firm about deadlines. I have also had to have a few hard conversations about the need for formal academic writing— I’m not kidding, this student has problems with basic literacy! I was stunned to hear from a colleague, who I regard as a friend, that she overheard the student telling others I was ‘culturally unaware.’ She sees my desire to get her through as an example of post-colonialism. Frankly, I feel reluctant to continue working with this student. Because I heard this indirectly, though, I am also uneasy about how to raise it. Your Response: [Your completed submission should be prepared within this template and be approximately 1500 words in length. Completed assignments should be uploaded the CPS VITAL module This will be available as one of your modules under ‘My Courses’ within VITAL once you have been registered onto the programme. Your text here... Name: Date: