Postgraduate Certificate in Teaching in Higher Education (PGCTHE) Programme Handbook 2009-2010 1
Transcript
1. Postgraduate Certificate in Teaching in Higher Education
(PGCTHE)
Programme Handbook
2009-2010
Contents
Section 1: Introducing the Programme
1.1Introduction
1.2Structure
1.3Teaching at AU
1.4Programme Team
1.5Departmental Mentors
1.6Booking and Registration
1.7English and Welsh
1.8Further Information
Section 2: Programme Content
2.1Programme Aims
2.2Outcomes for the Programme
2.3Higher Education Academy
2.4Course Programme
2.4.1 Pre-course Briefing
2.4.2 Residential Induction
2.4.3 Three Teaching Cycles
2.4.3.1Support
2.4.3.2 Presentation
2.4.4 CPD Reports
2.4.5 Departmental Mentor Meetings
2.4.5.1The Mentor Scheme
2.4.5.2Mentors & Assessment
2.4.5.3Changing Mentors
2.4.6 Teaching Observations
2.4.7 Individual and Group Meetings
2.5Study Calendar
2.6Introductory Resources
2.6.1 Websites
2.6.2 Booklist
2.6.3Journals Available Online
2.6.4Vodcast and Podcast Resources
Section 3: Assessment
3.1 The Portfolio
3.1.1The Portfolio Matrix Index
3.1.2The Induction Assignments
3.1.3Three Teaching Cycle Reports
3.1.4First Teaching Cycle Presentation
3.1.5CPD Workshop Reports
3.1.6Teaching Observation Reports
3.1.7Personal Commentary
3.1.8References and Sources
3.2 Portfolio Assessment Criteria
3.3 Submission of Portfolio
3.4 Assessment Panel
3.5 Referrals and Fails
3.6PGCTHE Board of Studies
3.7Exit Points
3.8Leaving Aberystwyth
Section 4: Information for Mentors
4.1Mentors
4.2 Mentor Training and Programme Briefing
4.3Mentor Responsibilities
4.3.1 Induction
4.3.2 Mentor Meetings
4.3.3Teaching Observations
4.3.4 PGCTHE Presentations
4.3.5 Submission of Portfolio
4.3.6 Assessment of Portfolios
Appendix 1:Information on Languages
Appendix 2:Indicative Content for Mentor Meetings
Appendix 3:Forms
Milestones
Meeting with Mentor
Teaching Cycle Agreement
Teaching Observation Form
Intention to Submit Form
Appendix 4:Glossary of Terms
Appendix 5:PGCTHE Dates 2009/2010
Induction
Group 20:
1st Teaching Cycle Presentations
Intention to Submit Form Dates
Portfolio Submission Dates
PGCTHE Assessment PanelPGCTHE Presentations (Pre 2006)
PGCTHE Consultative Forum
PGCTHE Board of Studies
Appendix 6:Programme of CPD sessions
Appendix 7:Residential Induction Programme
Section 1: Introducing the Programme
1.1 Introduction
Welcome to the Postgraduate Certificate in Teaching in Higher
Education (PGCTHE) at Aberystwyth University. The PGCTHE is
designed for staff who teach and support learning in Higher
Education across a wide variety of contexts, from lecturing and
distance learning to adult education. The programme is accredited
by the Higher Education Academy, the central UK institution charged
with enhancing the quality of teaching and learning in Higher
Education. Successful completion of the programme leads to a
Masters level qualification in the form of a Postgraduate
Certificate, as well as registration with the Higher Education
Academy as a Fellow (FHEA). The programme consists of one 60 credit
Masters level module (EDM1060), and normally takes between 12
months and 3 years to complete.
This programme handbook describes out the aims, structure and
assessment process for the programme. We would suggest you read
Section 1 to gain a brief overview of how the programme works.
Section 2 provides more detail of the content of the programme,
offering a point of reference and a means of planning your work in
order to achieve the qualification. Section 3 outlines the
assessment procedures. Section 4 provides additional information
for mentors.
1.2 Structure
The programme involves both a taught element and independent work
where you use your current work context as a basis for developing a
variety of teaching methods and considering the relevant
literature. The work-based nature of the programme means that many
of the learning activities take place during your usual teaching.
The programme includes:
A pre-course briefing
A residential induction programme
Three teaching cycles small-scale research projects on student
learning
Continuing Professional Development (CPD) workshops
Meetings with a departmental mentor experienced in teaching your
discipline
Teaching observations
Regular individual or group meetings providing support from the
programme team.
The programme is assessed by means of an end-of-course portfolio in
which you present evidence of the development of your professional
skills and knowledge of teaching in your departmental context. This
evidence is drawn from normal teaching duties and continuing
professional development activities. The portfolio is assessed by a
panel of senior staff according to criteria conforming to the
requirements for Higher Education Academy accreditation.
1.3 Teaching at AU
The PGCTHE is designed to provide an appropriate entry route to
Higher Education teaching for staff. In developing lecturers
educational knowledge and skills, the programme contributes towards
AUs Learning and Teaching Strategy, which states that AU aims to
provide a high quality learning environment which involves students
at all levels in an active and transforming learning experience. We
seek to foster a culture of reflection and innovation to enhance
the quality and value of that experience. Successful completion of
the programme is normally a formal requirement for newly appointed
academic staff with less than three years teaching experience,
although other academic staff may elect to follow the programme
when there is sufficient capacity.
1.4 Programme Team
The PGCTHE is coordinated from the School of Education and Lifelong
Learning (SELL). The programme is currently based in G19 Cledwyn
Building (Penglais Campus). The Learning and Teaching Development
Coordinator for Aberystwyth University is the primary contact for
the course ([email protected] 01970 628523). Administrative assistance
is provided by the Centre for the Development of Staff and Academic
Practice ([email protected] 01970 622386).
The programme is run in partnership with Bangor University, Trinity
St. Davids, Swansea University and the University of Wales
Institute Cardiff. The residential induction is run jointly,
providing participants with the opportunity to further their
knowledge of teaching through contact with colleagues throughout
Wales. Programme partners also collaborate in the assessment
process and are represented on the Exam Board.
1.5 Departmental Mentors
Each participant is assigned an individual mentor by the head of
department. Mentors are established and experienced staff who will
support the participant throughout the programme. Mentors also
undertake teaching observations of the participant and will
participate in the assessment of portfolios.
1.6 Booking and Registration
The PGCTHE is open to all staff teaching at any level, both full
time and part time. However participants must undertake a minimum
of 90 hours teaching over the course of the programme (maximum 3
years). Formal registration for the programme takes place at the
induction, but to request and book a place on the programme please
contact the Centre for the Development of Staff and Academic
Practice.
Once a place has been allocated, participants should return the
Confirmation Form at least four weeks before the date for the
Residential Induction (see link for dates).
http://www.aber.ac.uk/staffdevelopment/english/tHEscheme.htm
1.7 English and Welsh
The PGCTHE is committed to the Aberystwyth Universitys Welsh
Language Scheme. The programme is delivered through the media of
English and Welsh as appropriate. In common with all AU courses,
assessed work may be submitted in either English or Welsh. The
Welsh medium version of the course is supported by the Centre for
Welsh Medium Higher Education. Please see Appendix 1 for further
information.
1.8 Further Information
Further details of dates, as well as pro-formas and additional
information can be found on the PGCTHE website:
http://www.aber.ac.uk/staffdevelopment/english/tHEscheme.htm
Section 2:Programme Content
2.1 Programme Aims
The programme encourages you to develop yourself as an educator,
using your current work context as a basis for practising a variety
of methods and informing your practices with a consideration of the
literature on teaching in HE. The work of teaching not only
includes performing as a lecturer or tutor, but also planning and
running sessions, designing support for students, supervising
practical work, marking assessments and giving feedback, taking
part in the departmental administration of teaching and
experimenting with new ways of encouraging students to engage with
your discipline. All of this work takes place in a rapidly changing
context in which not only the student population but their
technological and social environment is undergoing transformation.
The programme assists educators in reflecting on and evaluating the
purpose and methods of teaching in diverse environments. It also
provides a starting point for the continuing development of
professional skills throughout a career in Higher Education. It is
important to emphasise that the successful completion of the
programme involves demonstrating not only that you can teach, but
that you have also thought critically about what it means to teach
well and are continuing to develop and learn.
Learning Outcomes
On completion of the programme, you will have developed your
professional ability to:
Design and plan effective learning opportunities, resources and/or
programmes of study.
Select and perform a range of teaching methods to support
learning.
Design and implement effective assessment schemes, and provide
feedback to learners.
Develop environments for learning that offer effective student
support and guidance.
Integrate scholarly, research based knowledge of learning with the
practices of teaching and supporting learning.
Evaluate the impact of teaching using a range of monitoring
methods, and use to plan the development of professional
practices
2.2 Outcomes for the Programme
As a Masters level programme, the expectation is of a standard of
study commensurate with Aberystwyth University Level-M Standard
Descriptor in which you must: display mastery of a complex and
specialized area of knowledge and skills, employing advanced skills
to conduct research, or advanced technical and professional
activity....
Assessment for the programme is based on the participants ability
to evidence the achievement of the Learning Outcomes above. The
Assessment Criteria outlines in further detail how participants can
show that they have met these Learning Outcomes (see Section 3.2).
In brief, as a Masters Level programme, participants will be asked
to evidence, for each Learning Outcome:
Knowledge and Understanding of key issues in each particular area,
partly through an engagement with the professional literature on
learning and teaching, i.e.
Intellectual Skills through the critical assessment, analysis and
evaluation of ideas and practices.
Professional Practical Skills applied in your own particular
teaching context.
2.3 Higher Education Academy
The PGCTHE is benchmarked against the UK Professional Standards
Framework for teaching and supporting learning in higher education
at Standard Descriptor 2.
2.3.1UK Professional Standards Framework
The UK ProfessionalStandards Framework (UK PSF) for teaching and
supporting learning is a flexible framework which uses a
descriptor-based approach to professional standards.
The standards framework aims to act as:
an enabling mechanism to support the professional development of
staff engaged in supporting learning;
a means by which professional approaches to supporting student
learning can be fostered through creativity, innovation and
continuous development;
a means of demonstrating to students and other stakeholders the
professionalism that staff bring to the support of the student
learning experience, and;
a means to support consistency and quality of the student learning
experience.
The PGCTHE is aligned against Standard Descriptor 2 which states
that participants should:
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; the ability to incorporate research,
scholarship and/or professional practice into those
activities.
The PGCTHE impacts on all of the Areas of Activity (AA) outlined in
the UK PSF. The areas of activity are:
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
In addition, through engagement with the PGCTHE participants will
develop knowledge and understanding of the UK PSF Core Knowledge
(CK) which relates to:
The subject material
7. Appropriate methods for teaching and learning in the subject
area and at the level of the academic programme
8. How students learn, both generally and in the subject
9. The use of appropriate learning technologies
10. Methods for evaluating the effectiveness of teaching
11. The implications of quality assurance and enhancement for
professional practice
As well as actively committing themselves to the UK PSF
Professional Values (PV) which are:
Respect for individual learners
12. Commitment to incorporating the process and outcomes of
relevant research, scholarship and/or professional practice
13. Commitment to development of learning communities
14. Commitment to encouraging participation in higher
education, acknowledging diversity and promoting equality of
opportunity
15. Commitment to continuing professional development and
evaluation of practice
More information on the UK PSF can be found at:
http://www.heacademy.ac.uk/ourwork/policy/framework
2.4 Course Programme
The programme consists of:
A pre-course briefing
A residential induction programme.
Three teaching cycles (including a presentation event for first
cycle).
Continuing Professional Development (CPD) workshops.
Departmental mentor meetings.
Teaching observations.
Regular individual or group meetings providing support from the
programme team.
2.4.1 Pre-Course Briefing
All participants attend a pre-course briefing lasting no more than
2 hours which is normally held during the week before the induction
(please see
http://www.aber.ac.uk/staffdevelopment/english/tHEscheme.htm for
dates and venues). The briefing provides background information on
the programme and the induction, and gives participants the
opportunity to meet other members of their group.
2.4.2 Residential Induction & Third Day
The residential induction is a joint venture with Aberystwyths
collaborators. The first two days residential programme allow staff
to make contact with new colleagues in a pleasant physical
environment and aims to stimulate engagement with topics and issues
in teaching and learning in HE. The third day is based back in
Aberystwyth, and focuses on next steps for participants joining the
course.
Practicalities
Accommodation is at Plas Tan y Bwlch, a residential training centre
near Maentwrog, Gwynedd (www.plastanybwlch.com). Transport is
provided from the Porters Lodge, Penglais Campus, usually leaving
at 8:45am on Day 1 and returning to Aberystwyth by 5:00pm on Day
2.
Please see
http://www.aber.ac.uk/staffdevelopment/english/tHEscheme.htm for
more details of dates and arrangements. Once you have been
allocated a place on an induction (see 1.6 Registration and Booking
above), please return the Confirmation Form (available for download
from the same webpage), including any special dietary requirements,
whether you will be using the transport provided, and your
preferred language (Welsh, English or bilingual) for group work
(see Appendix 1 for further information on language).
Residential Induction Programme
Details of the residential induction programme will be circulated
separately in advance of the induction. Preparation for the
induction normally includes:
(1) A short statement on Learning and Studying at University.
Participants write a short statement (one page) on the topic of
Learning and Studying at University. The aim of the statement is to
provide an introduction to your thinking on education for the
purposes of a small group discussion that will help participants to
refine their ideas about teaching and learning. The statement is
intended to represent your perceptions based in your own
experience, in particular of your subject area and so does not have
to be a heavily referenced document.
You will need to bring 5 copies of this statement with you one for
the tutors, three for other PGCTHE participants to review your
statement and one for yourself. Please note that participants will
be allocated to a group depending on their language preference (see
Appendix 1 for further information on language). Any thoughts you
develop as a result of the exercise should be recorded and included
along with the statement in your final portfolio.
(2) Pre-induction Reading
To make the most of discussion based activities at the induction
you will need to read four short introductory papers on teaching
and learning. The papers set out some of the key concepts that
provide a basis for discussion about effective teaching practices.
At various points during the induction we will refer to these
ideas. Papers will be circulated in advance of the induction.
(3) Teaching Session
During the induction each participant will deliver a 10 minute
excerpt from one of their teaching sessions These presentations
will take place to small groups of fellow participants on the first
afternoon.
The presentations form the basis for a discussion about teaching
observations and the development of teaching skills over the course
of the qualification. Feedback will be given at the end of each
presentation. You will be given the opportunity to decide, as a
group, what you would like to receive feedback about and will be
asked to complete observation forms for each of the presentations
you see. This feedback should be recorded and included with a
personal commentary in your final PGCTHE portfolio.
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 perfectly acceptable to stand and talk without visual
aids or to bring a pre-prepared PowerPoint presentation.
Participants who plan to present through the medium of Welsh are
asked to advise the programme team (via the Induction Confirmation
Form) so the arrangements can be made for simultaneous translation
(see Appendix 1 for further information on language).
2.4.3 Three Teaching Cycles
Most of the learning on the PGCTHE is work-based. The participants
normal teaching duties provide the context for three teaching
cycles that are used as evidence in the portfolio.
A teaching cycle is a mini-research project investigating the
impact of a particular teaching practice on the student experience
of learning. 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.
Undertake the teaching practice.
Gain feedback on the student learning experience.
Use interim modifications to the teaching practice if
necessary.
Evaluate the student learning experience.
Plan future developments in teaching practice.
Please note that the term teaching cycle should not be confused
with the academic year cycle a teaching cycle can take place over a
relatively short period of time e.g. four weeks.
The teaching cycle is widely used in education as a means of
planning and reviewing teaching and learning activities with a view
to developing professional practice. It enables educators to
identify expected outcomes, plan teaching activities, gain feedback
from students, and evaluate the impact of their teaching.
For the purposes of the PGCTHE, the three teaching cycle are the
most important evidence of the participants 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
teaching cycles is therefore crucial to producing a successful
portfolio. Participants are advised to consider how their choice of
topics across the three teaching cycles will enable them to provide
concrete evidence of their attainment of the learning
outcomes.
Each teaching cycle should be written in the form of a report with
supporting evidence included. The usual structure for the report
is:
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 methods 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.
2.4.3.1Support for Teaching Cycles
Participants will develop their understanding of teaching cycles
during the residential induction, the continuing professional
development programme, group support sessions, mentor meetings and
other meetings with the programme team.
2.4.3.2Teaching Cycle Presentation
Each participant will also attend a presentation event following
their first teaching cycle, normally at the end of their second
semester of registration. The presentation event provides
participants with the opportunity to receive feedback from their
peers, the programme team, mentors, AU staff, assessors and
examiners. Each participant makes a 10 minute presentation on their
first teaching cycle, which will normally include the elements
listed above. Time will be allocated for questions and feedback.
The feedback will enable participants to evaluate their own
teaching cycle and develop their future teaching practice. Feedback
from the presentation event can also be included in the portfolio.
Further details of dates and venues can be found at
http://www.aber.ac.uk/staffdevelopment/english/tHEscheme.htm.
2.4.4 Continuing Professional Development Workshops
Programme participants attend a Continuing Professional Development
(CPD) programme equivalent to six full days through the course of
the qualification. This normally involves attending the equivalent
of two days per semester for the first three semester of
registration. For more information on dates, please see
http://www.aber.ac.uk/staffdevelopment/english/tHEscheme.htm.
The CPD programme consists of a series of workshops designed to
address the key requirements of the Higher Education Academys
Professional Standards Framework. The workshops offer the
opportunity to engage with current scholarship and practice in
Higher Education in order to inform participants approaches to
student learning in their own specific context. Knowledge gained
from the workshops provides a useful basis for planning and
evaluating the teaching cycles.
The CPD programme is assessed through a short summary (one to two
pages) of the workshop and its implications for the participants
teaching, which is submitted in the end-of-course portfolio (see
Section 3 below).
The CPD workshops are delivered by the programme team and external
trainers and normally include:
Lecturing performance and presentation.
Developing student participation.
Designing and planning teaching programmes.
Using assessment and feedback to facilitate learning.
Effective support for students.
Linking teaching and research
The CPD programme, organised by the Centre for the Development of
Staff and Academic Practice contains other sessions of interest to
PGCTHE participants (e.g. Research Supervision, E-Learning,
Effective Mentoring). External CPD events are often available in
particular disciplines (see the Higher Education Academy website
for details of your Subject Network).
Participants who have difficulty in attending CPD sessions should
contact the programme team. Exemptions from CPD sessions may be
available for participants who have previously undertaken
equivalent professional development training. Exempted sessions
must be replaced by equivalent sessions from the Centre for the
Development of Staff and Academic Practice CPD programme or
external sessions. Please contact the programme co-ordinator to
discuss exemption.
2.4.5 Departmental Mentor Meetings
2.4.5.1The Mentor Scheme
Participants are assigned a mentor by their head of department. A
mentor is usually a senior member of staff who is responsible for
mentoring not only their teaching but all areas of work (see
Academic Handbook for more details on AUs mentoring scheme).
Mentors should be assigned on or soon after appointment and staff
should consult their Head of Department to confirm arrangements.
Mentors and participants usually arrange mentor meetings three
times a semester.
For the purposes of the PGCTHE, the mentor acts as a critical
friend who provides a source of support and discussion for the work
involved in the PGCTHE. The mentor will have experience of teaching
in the participants discipline. He or she will also be aware of the
departmental context and will be able to give advice on issues such
as the preparation of a new module or undertaking a particular
administrative role. The content of mentor meetings is determined
by the participant. Discussion of plans for implementing and
evaluating the teaching cycles is particularly important and the
mentor should attend your presentation of the first teaching cycle
(see Support for Teaching Cycles under 2.4.3. above). Mentor
meetings are also a valuable place for discussions of scholarship
and practice in teaching in your particular discipline and provide
a means of furthering your knowledge in relation to the Higher
Education Academys Areas of Activity (see 2.3 above). Further
advice on the content of mentor meetings is included in section
4.2.2. Mentors and participants are required to make a record of
meetings and intended actions to ensure discussions have continuity
and direction. A pro-forma to support this is available from
http://www.aber.ac.uk/staffdevelopment/english/tHEscheme.htm.
2.4.5.2Mentors and Assessment
The mentor also plays a role in the assessment process. Mentors are
required to read the participants portfolio prior to submission to
recommend the portfolio for submission and to indicate that the
participant has addressed all learning outcomes. They may wish to
give additional information to aid in the assessment of the
portfolio. Mentors across the University are asked to take part in
portfolio assessment panels from time to time and your mentor may
well have experience of the assessment process.
2.4.5.3Changing Mentors
Participants occasionally have a change of mentor during the course
of the programme, usually because of their mentors work
circumstances (e.g. study leave), and occasionally because of
difficulties in the relationship. Please note that as the mentor
scheme is administered by departments, all arrangements for a new
mentor should be requested through the Head of Department. The
programme team should be notified of any change so that
arrangements can be made for mentor briefing and training where
appropriate.
Further information for mentors is provided in Section 4.
2.4.6Teaching Observations
Participants take part in a minimum of seven teaching
observations:
Two observations of the participants teaching by the mentor.
One observation of the participants teaching by a member of the
programme team (CDSAP/SELL).
Three observations of the participants teaching by any colleague
(e.g. programme member or departmental colleague).
One observation by the participant of any other colleague.
Teaching observations may be undertaken in any order and at any
point during the qualification, 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, the permission of the student
involved should be secured.
The teaching observer should use the observation form, available
from: http://www.aber.ac.uk/staffdevelopment/english/tHEscheme.htm.
This is designed to provide a structure for the conversation
between observer and participant.
Teaching observations are assessed as part of the end-of-course
portfolio. 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 any professional
development taking place as a result of the observation.
2.4.7Individual and Group Meetings
Optional individual and group meetings provide a useful source of
support for participants undertaking the PGCTHE.
Group meetings are organised by the programme team and occur
roughly once a month. The agenda for group meetings is usually set
by the group, with a variety of practical and scholarly topics
providing the basis for discussion. In addition, the programme team
organises a series of reading group meetings where relevant
literature on education in higher education is discussed.
Both group meetings and reading groups are run roughly once per
month. Details for sessions running from September 2008 to January
2009 can be found in appendix 6 but please check the website for
any changes. You will also be alerted by email.
Individual meetings can be arranged with the programme team at any
point. Individual meetings are useful for addressing specific
issues concerning teaching and/or the portfolio as they arise
during the course of the programme. The agenda for individual
meetings is determined by the participant. Participants can also
contact the programme team to arrange a viewing of previous
portfolios.
2.5Study Calendar
The PGCTHE normally takes four semesters to complete, although the
maximum period before submission is six semesters. The following
table provides an indicative study calendar for the PGCTHE (each
rectangle = month).Sem. 1Sem. 2Sem. 3Sem. 4Induction
ActivitiesPre-course briefingResidential Induction (2 days)3rd day
induction at AberystwythTeaching Cycles First Teaching CyclePresent
First Teaching CycleSecond Teaching CycleThird Teaching CycleCPD
WorkshopsCore Workshops (6)Optional Workshops (2)Mentor
meetingsMentor meetings (3 per sem.)Teaching
ObservationsObservations by mentor (2)Observation by
CDSAPObservations by staff (3)Observation of colleague (1)Group and
Individual MeetingsGroup meetingsIndividual meetingsSubmissions of
PortfolioIntention to submit formFinal preparation of
portfolioMentor reads and approvesSubmission of portfolio
2.6Introductory Resources
2.6.1 Websites
Higher Education Academy: a large searchable database of accessible
resources related to most themes in teaching and learning
www.heacademy.ac.uk. Includes:
Supporting Learning: brief and usually accessible papers on a range
of learning and teaching issues. Very useful for planning teaching
cycles. http://www.heacademy.ac.uk/44.htm
Subject Centres: each discipline has a dedicated website containing
resources and initiatives on teaching
www.heacademy.ac.uk/SubjectNetwork.htm
Supporting New Academic Staff (SNAS): with resources for new
teaching staff www.heacademy.ac.uk/snas
Deliberations: Teaching and Learning in Higher Education
www.londonmet.ac.uk/deliberations
Oxford Centre for Staff and Learning Development:
http://www.brookes.ac.uk/services/ocsd/2_learntch/2_learnt.html
2.6.2Booklist
Biggs, J (2003) Teaching for quality learning in higher education,
2nd edition, Buckingham: SRHE/Open University Press.
Fry, H, Ketteridge, S & Marshall, S (eds) (1999) A handbook for
teaching and learning in higher education enhancing academic
practice. London: Kogan Page.
Raaheim, K (1991) Helping students to learn. Milton Keynes: Open
University Press.
Race, P (2001) The lecturers toolkit, 2nd edition, London: Kogan
Page
Radnor, H (2002) Researching your professional practice.
Buckingham: Open University Press.
Ramsden, P (2003) Learning to teach in higher education. London:
Routledge Falmer.
2.6.3Journals available online
http://www.aber.ac.uk/is/ejournals/
Active Learning in Higher Education
Arts and Humanities in Higher Education
Assessment and Evaluation in Higher Education
Higher Education Quarterly
Journal of Further and Higher Education
Quality in Higher Education
Studies in Higher Education
2.6.4VodCast and PodCast Recourses
Nottingham University (Promoting Enhanced Student Learning
Project): lecturers speaking about their teaching with examples of
actual teaching.
http://www.nottingham.ac.uk/teaching/video/browse/techniques/
Section 3: Assessment
3.1The Portfolio
The PGCTHE is assessed through an end-of-course portfolio. A
teaching portfolio is a personal record of your professional
development as a 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 PGCTHE
is assessed via a portfolio because it provides a way for
individual participants in different teaching contexts to evidence
the development of their own expertise.
In brief, the required content for the PGCTHE portfolio is:
A matrix index
The induction assignments
Three teaching cycle reports
CPD Workshop reports
Teaching observation records
A personal commentary
References and sources
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 induction poster) as this makes it
difficult to read.
Although there is no word limit for the portfolio, as an indication
the whole portfolio normally contains approximately 35-40 sides of
A4 written commentary, plus additional evidence required to support
the text.
3.1.1The Portfolio Matrix Index
One of the most important elements of the portfolio is the index.
This normally takes the form of a matrix identifying where in the
portfolio the participant has evidenced their performance of the
learning outcomes, which is used by the assessment panel to arrive
at an assessment decision.
An indicative version of such a matrix, mapping where the portfolio
provides opportunities to demonstrate the learning outcomes, is
shown overleaf. Participants should produce a similar matrix with
page numbers to indicate where assessors can find evidence of
attainment of the learning outcomes. A model index can be
downloaded from
http://www.aber.ac.uk/staffdevelopment/english/tHEscheme.htm.
3.1.2The Induction Assignments
This section includes all written work produced as part of the
Residential Induction (see section 2.4.2), including:
The Short Statement on Learning and Studying at University.
The poster representing the first teaching cycle.
3.1.3Three Teaching Cycle Reports
For each teaching cycle, the portfolio should present a report
accompanied by selected supporting evidence. Each report is
normally approximately 6 sides of A4. The report should be fully
referenced and supported by appropriate evidence.
As set out in section 2.4.3, the report will normally
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 teaching cycle reports are the most substantial part of the
portfolio, and provide participants with the best opportunity to
demonstrate their attainment of the learning outcomes to assessors.
Participants are advised to ensure that the three teaching cycle
reports make a clear and convincing case to assessors that all
learning outcomes have been addressed.
3.1.4First Teaching Cycle Presentation
At the end of your second semester of registration you will be
require to make a presentation of your first teaching cycle. The
presentations aim to provide feedback on your teaching practice at
an early stage of the PGCTHE process. The presentations are a
mandatory and open event and will be attended by your mentor, other
candidates from the PGCTHE, senior members of academic staff and
other members of the university staff. The presentations are
chaired by members of CDSAP or invited external chairs including
the external examiner.
Each presentation is ten minutes with ten minutes for questions.
Candidates wishing to present through the medium of Welsh should
contact CDSAP at least six weeks before the presentations in order
for simultaneous translation to be arranged.
3.1.5CPD Workshop Reports
For each Continuing Professional Development (CPD) 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.
3.1.6Teaching Observation Reports
The portfolio should include a total of 7 teaching observation
forms resulting from the teaching observations outlined in section
2.4.6. The teaching observation forms offer an important
opportunity to demonstrate to the assessor how your professional
skills have developed, and how you are able to make use of teaching
observations as an important evaluative technique to improve your
teaching and inform your professional development.
3.1.7Personal Commentary
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 Induction. 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.
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.
3.1.8References and Sources
All references and sources should be cited in the text and
referenced in a bibliography according the academic norms of your
own discipline.
Indicative matrix on potential opportunities to evidence
performance of learning outcomes (X)
Learning Outcomes: Demonstrate development of professional ability
to.:Induction AssignmentsTeaching Cycle 1Teaching Cycle 2Teaching
Cycle 3CPD CommentaryTeaching Observation RecordsPersonal
Commentary1Design and plan effective learning opportunities,
resources and/or programmes of study.XXXXXX2Select and perform a
range of teaching methods to support learning.XXXXX3Design and
implement effective assessment schemes, and provide feedback to
learners.XXXXX4Develop environments for learning that offer
effective student support and guidance.XXXXX5Integrate scholarly,
research based knowledge of learning with the practices of teaching
and supporting learning.XXXXX6Evaluate the impact of teaching using
a range of monitoring methods, and use to plan the development of
professional practices.XXXX
3.2Portfolio Assessment Criteria
To pass, a portfolio includes all the elements listed in 3.1., and
must evidence the knowledge and skills required for Learning
Outcomes 1 to 6. The assessment criteria used by assessors reflects
the evidence required to demonstrate the achievement of the
Learning Outcomes. Assessors are asked to consider the following
(taken from the assessment form):
Assessment Form
The Postgraduate Certificate in Teaching in Higher Education is an
M level programme. The AU Generic Level Description to be applied
in assessing participants is:
LEVEL M: Display mastery of a complex and specialized area of
knowledge and skills, employing advanced skills to conduct
research, or advanced technical and professional activity,
accepting responsibility for all related decision making including
supervision and, in appropriate circumstances, the guidance of
others.
(1) Knowledge and Skills in Teaching: What evidence is there that
the participant has demonstrated and evaluated their professional
ability in the following areas of activity? Please assess the
evidence that the participant has demonstrated their knowledge of
key issues and the development of their practical skills within
their particular work context.
(i)The design and planning of effective learning opportunities,
resources and/or programmes of study?
(ii)The range of teaching methods that can be used to support
learning?
(iii)The design and implementation of effective assessment schemes,
and their use to give feedback to learners?
(iv)The development of effective learning environments, student
support and guidance?
(2)What evidence is there that the participant has integrated their
engagement with scholarship and research on learning with their
teaching? Please assess evidence of the participants knowledge of
scholarship and research on learning, and their ability to use
their engagement with this knowledge to inform decisions about
teaching in their own particular context.
(3)What evidence is there that the participant has evaluated the
impact of their teaching on student learning? Please assess
evidence of the participants knowledge of the purpose of
evaluations of learning, and their ability use appropriate
techniques to gain feedback within their own particular teaching
context.
(4)Does the portfolio as a whole provide evidence that the
participant has used their experience and knowledge of teaching to
develop professionally?
3.3Submission of Portfolio
There are two submission opportunities per year, usually
immediately preceding Christmas and after Easter (for dates see
http://www.aber.ac.uk/staffdevelopment/english/tHEscheme.htm).
Portfolios may be submitted on any submission opportunity up to
three years after registration.
Candidates should send in the Intention to submit form at least 8
weeks before the intended submission date (available from
http://www.aber.ac.uk/staffdevelopment/english/tHEscheme.htm.), so
that 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 (see Appendix 1 for further information about
language).
All portfolios require a letter from the mentor 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. Mentors will
need to be advised on the timetable to submission, particularly so
they can allocate time to read the portfolio in advance.
Two copies of the portfolio should be submitted to the Centre for
the Development of Staff and Academic Practice (G19, Cledwyn
Building). Portfolios will only be accepted if there are two copies
of the complete version, along with a mentor letter. A receipt will
be provided for accepted portfolios.
3.4Assessment Panel
Each portfolio is assessed by two mentors acting as assessors, at
least one of whom will have prior experience as an assessor. The
assessors complete the assessment sheet (see 3.3 above) 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.
3.5Referrals 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 must be submitted at the next submission date.
Portfolios may be resubmitted on two occasions before the candidate
is deemed to have failed the programme.
3.6PGCTHE Board of Studies
The Board of Studies meets twice each year to determine the award
of a pass or fail to each participant. The External Examiner will
also read a selection of the submissions. The Board of Studies is
chaired by the Head of the School of Education and Lifelong
Learning and consists of:
The AU PGCTHE coordinator
Course coordinators of each collaborating institution;
External Examiner
Internal moderator (nominated by SELL)
Participant Representatives
Representatives (usually mentors) from each department with staff
on the scheme.
Assessors and programme lecturers may be invited to attend.
3.7Exit Points
The programme team are currently developing a 20 Credit Post
Graduate Award for Teaching in Higher Education (PGA). Participants
who are unable to complete the full qualification may, in
consultation with the Learning and Teaching Development
Coordinator, be able to transfer to the PGA. Please contact CDSAP
for more information.
3.8Leaving Aberystwyth
If a candidate intends leaving the university for other employment
during the period of registration, CDSAP should be informed
immediately.
If the candidate is transferring to another Welsh HEI within the
PGCTHE consortium, then that institution will assume responsibility
for the completion of PGCTHE. If the candidate is moving outwith
Wales then Aberystwyth University will not be able to support
completion of the award.
Please contact CDSAP for more information.
Section 4: Information for Mentors
4.1Mentors
This section of the PGCTHE handbook provides information and
guidance for departmental mentors about their role on the
programme. It is designed to be read alongside the programme
information provided in this handbook and mentors should ensure
that they are familiar with Sections 2 and 3 on the programme and
assessment procedures. As the PGCTHE is a work-based programme of
learning where participants use their work experience to evaluate
and develop their professional skills and knowledge, mentors play a
particularly important role as an experienced member of staff with
a close and detailed working knowledge of the participants
department and discipline and environment
Mentors are assigned to new members of staff by their Department as
part of Aberystwyth Universitys mentoring scheme. The Academic
Staff Handbook provides details of the scheme (see
http://www.aber.ac.uk/en/staff/academic-handbook/appoint/section08.php),
including the responsibilities of mentors across all areas of the
new staff members work.
For the purposes of the PGCTHE, the mentor acts as a critical
friend who provides a source of support and discussion for the work
involved in the PGCTHE. The mentor will have experience of teaching
in the participants discipline. He or she will also be aware of the
departmental context, and will be able to advise on issues with
which participants will engage as they progress through the
programme. Briefly, mentor activities include:
Attending Effective Mentoring training where appropriate (see
section 4.2).
Attending lunch with participants on Day 3 of Induction, at AU (see
4.3.1).
Attending a briefing meeting for mentors by the programme team (see
4.2).
Holding mentor meetings with their mentee three times per semester
(see 4.2.2)
Undertaking two teaching observations (see 4.3.3)
Attending mentees presentation of first teaching cycle (see 2.4.3
and 4.3.4)
Reading mentees portfolio prior to submission (see 4.3.5).
Confirming the mentee has addressed the learning outcomes (see
4.3.5).
Assessing portfolios through occasional attendance at an assessment
panel (see 4.3.6)
4.2Mentor Training and Programme Briefing
General training on Effective Mentoring, in support of AUs mentor
scheme, is provided by the Centre for the Development of Staff and
Academic Practice and is available to all staff as required.
Training sessions are normally held at the beginning of each
semester (see
http://public.mis.aber.ac.uk/staffdev/list_courses.php for more
details).
A programme briefing for mentors is offered at the beginning of
each mentees registration on the programme. The briefing provides
details of the programme and the mentors role. Dates for mentor
briefings will be circulated by email.
4.3Mentor Responsibilities
4.3.1Induction
Mentors attend lunch at AU with participants and the programme team
on Day 3 of the PGCTHE induction. This is designed to provide
mentors with an insight into the work undertaken on the induction
and the participants plans for their first teaching cycle. Further
details will be circulated prior to inductions (see 2.4.2 for
further information on the induction).
4.3.2Mentor Meetings
Mentors and mentees normally meet three times per semester. This is
the most important aspect of mentoring, and mentees 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
http://www.aber.ac.uk/staffdevelopment/english/tHEscheme.htm.
The content of mentor meetings is determined by the participant,
but will normally include discussions linked to work undertaken
during the programme including:
Programme Planning: Much of the learning undertaken by participants
on the PGCTHE 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 mentor meeting will normally involve constructing a plan of
work that will enable the participant to complete the
qualification. A Milestones pro-forma is available from
http://www.aber.ac.uk/staffdevelopment/english/tHEscheme.htm. to
support this exercise. The pro-forma sets out the major tasks
involved in the PGCTHE, and ask participants to map when they aim
to complete these tasks.
The Milestones pro-forma can also form the basis for subsequent
mentor meetings, as it can be used to assess progress to date and
amended accordingly. Where mentors 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
department at an early stage.
Teaching Cycles (see section 2.4.3): The three teaching cycles form
the most important and substantial part of the participants
portfolio, and it is crucial that mentors offer support in the
development of each cycle. The teaching 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 mentors
and participants should carefully consider the following
questions:
Choosing a focus: Which learning outcomes will the issue enable the
participant to evidence? Will the three teaching cycles as a whole
enable the participant to attain all learning outcomes?
Scholarship and Research: Has the participant engaged with the
scholarship and research on this issue? Has the participant engaged
with any discipline specific resources e.g. Learning and Teaching
Subject Networks? Where can the participant gain informal
advice?
Aims and outcomes of teaching cycle: What are the expected outcomes
of the teaching cycles for student learning? Does the project have
realistic aims given the participants time resources and
constraints?
Departmental Context: Is the teaching cycle feasible within the
departmental context? What are the quality assurance implications
of the teaching cycle? Will approval be needed from the Degree
Scheme Coordinator and/or Learning & Teaching Committee? Will
Faculty require documentation (e.g. Approval of New or Restructured
Module Form)? Can this be done within a realistic timeframe?
Planning the Cycle: When, where and how will the participant
undertake the teaching practice in question? Which students will be
involved? How will the cycle progress? What opportunities for
interim modifications are available?
Gaining Feedback: How will the participant gain concrete feedback
on the impact on student learning? What techniques are suitable for
assessing the impact? Does the teaching cycle need contingency
plans if these techniques do not work as intended?
Evaluating feedback: What techniques will be used to collate,
evaluate and assess the feedback in order to arrive at conclusions?
How successful has the participant been in their evaluation?
Using the results: What are the implications of the teaching cycle
for the participants future teaching practice?
Please note that participants are required to present their first
teaching cycle at a formal event, which mentors are asked to attend
see 4.3.3 below for details.
Continuing Professional Development
During the PGCTHE participants attend a CPD programme in which they
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 mentors have a close working knowledge of teaching and
learning in the participants discipline, a further role of mentor
meetings is to provide participants with the opportunity to discuss
and evaluate their knowledge in all areas of teaching
activity.
To support the work of participants in developing their knowledge,
mentors are referred to the indicative content and associated
resources listed in Appendix 2.
4.3.3Teaching Observations
As set out in section 2.4.6, participants undertake seven teaching
observations. Two of these observations are carried out by the
mentor. The timing of these observations is determined by the
participant in conjunction with the mentor, although it is
suggested that the mentor undertake the first observation within
the first few weeks of the semester. Records of teaching
observations and associated discussions should be kept by
completing the Teaching Observation form available from
http://www.aber.ac.uk/staffdevelopment/english/tHEscheme.htm.
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.
4.3.4PGCTHE Presentations
Mentors are asked to attend their mentees presentation of the first
teaching cycle at a presentation event, usually at the end of their
second semester of registration (see section 2.4.3).
The presentation event provides participants with the opportunity
to receive feedback from their peers, the programme team, mentors,
AU staff, assessors and examiners. Each participant makes a 10
minute presentation, and time will be allocated for questions and
feedback. The feedback will enable participants to evaluate their
own teaching cycle and develop their future teaching practice.
Feedback from the presentation event can also be included in the
portfolio. Further details of dates and venues can be found at
http://www.aber.ac.uk/staffdevelopment/english/tHEscheme.htm.
4.3.5Submission of Portfolio
Mentors are required to read the participants 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 from
http://www.aber.ac.uk/staffdevelopment/english/tHEscheme.htm).
Mentors may wish to give other additional information to help the
assessors. This should be returned to the participant for inclusion
in their portfolio.
Please see section 3.3 for further information on the submission of
portfolios.
4.3.6Assessment of Portfolios
Mentors across the University are 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. Separate guidelines will
accompany such a request. Assessment panels normally take place in
January and May. The programme team will contact mentors to request
attendance at an assessment panel as appropriate.
Appendix 1
Information on Languages
The Postgraduate Certificate of Teaching in Higher Education
conforms to the requirements of the university of Wales Welsh
Language scheme (see
http://www.aber.ac.uk/canolfangymraeg/admin/languagescheme/index.html).
In order to assist the Programme coordinator to facilitate the use
of Welsh on the programme, participants are asked to provide the
following information at various stages of the programme.
Residential Induction (see section 2.4.2): every effort is made to
ensure that group activities, particularly of participants
statements on Teaching and Studying at University and the
presentation, can be conducted through Welsh, English or
bilingually. Participants are asked to state their preferred
language when they complete the Confirmation for Residential
Induction form. (see
http://www.aber.ac.uk/staffdevelopment/english/tHEinfopost06.htm
Teaching Cycles (2.4.3); following their first teaching cycle,
participants take part in a presentation event involving the
programme team, fellow participants, mentors and other university
staff. Participants wishing to present through the medium of Welsh
are asked to advise the programme team so the arrangements can be
made for simultaneous translation.
Departmental Mentor Meetings (2.4.5): as departments are
responsible for assigning a mentor to staff, participants who would
prefer mentor meetings to be available through the medium of Welsh
are advised to discuss this with their Department.
Teaching Observations (2.4.6): Participants are observed by
mentors, the programme team and colleagues. Where staff teach
through the medium of Welsh, arrangements can be made for a
Welsh
speaking member of the programme team to undertake the
observation.
Submission of Portfolio (3.3): in common with all assessment at AU,
portfolios may be submitted through Welsh, English or bilingually.
Where staff expect to use Welsh in their portfolio, they are asked
to advise the programme team when completing the Intention to
Submit form (see
http://www.aber.ac.uk/staffdevelopment/english/tHEinfopost06.htm)
so that Welsh speaking assessors may be approached.
Appendix 2:Indicative content and resources for mentor
meetings
Design and planning of learning activities and/or programmes of
study.
Planning a moduleBaume, D (2003) Designing courses and modules.
http://www.brookes.ac.uk/services/ocsd/firstwords/fw3con.htmlConstructive
alignment Biggs, J. (2003) Teaching for Quality Learning at
University (chapter 2 Constructing learning by aligning teaching:
constructive alignment). OU Press: Maidenhead.Defining Objectives
for LearningBiggs, J. (2003) Teaching for Quality Learning at
University (chapter 3 Formulating and Clarifying Curriculum
Objectives). OU Press: Maidenhead.Designing and Using Learning
OutcomeJackson, N, Wisdom, J and Shaw, M (2003) Guide for Busy
Academics: Using Learning Outcomes to Design. Available at
http://www.heacademy.ac.uk/836.htmExternal requirements in planning
e.g. QAShaw, M. (2002) Contexts for Curriculum Design : working
with external pressures. Available at
http://www.heacademy.ac.uk/837.htm
Teaching and/or supporting student learning
Large group teachingBaume, D. (2003) First Words on Teaching and
Learning.
http://www.brookes.ac.uk/services/ocsd/firstwords/fw1con.htmlSmall
group teachingRace, P. (2001) The Lecturers Toolkit (chapter 4
Making small-group teaching work). Kogan Page:
London.E-LearningLittlejohn, A and Higgison, C (2003) E-learning
Series no 3: A Guide for Teachers.
http://tinyurl.com/jesg6Supervising ResearchMarshall, S (1999)
Supervising Projects and Dissertations, in Fry, H., Ketteridge, S
and Marshall, S (eds.) A Handbook for Teaching and Learning in HE.
Kogan Page: London (pp 108-119).Managing classroom
difficultiesBaume, D (2004) Managing Classroom Difficulties.
http://tinyurl.com/z7njg
Assessment and giving feedback to learners
Aligning learning and assessmentRust, C (2002) Purposes and
principles of assessment. http://tinyurl.com/lc4ugSelecting
assessmentBiggs, J. (2003) Teaching for Quality Learning at
University (chapter 9 Assessing for learning quality II: practice).
OUP: Maidenhead.Giving feedbackStudent Enhanced Learning through
Effective Feedback http://www.heacademy.ac.uk/senlef.htmFormative
assessment techniquesRace, P (2003) The Lecturers Toolkit (Feedback
and Assessment pp 68-80.Assessing group workBaume, D. (2002)
Assessing Group Work.
http://www.brookes.ac.uk/services/ocsd/firstwords/fw26.html
Developing effective environments and student support and
guidance.
What is student support for?Wallace, J (1999) Supporting and
Guiding Students, in Fry, H., Ketteridge, S and Marshall, S (eds.)
A Handbook for Teaching and Learning in HE. Kogan Page: London (pp
175-187).Support for students with disabilityPlanet Special
Edition: Special Educational Needs and Disabilities (designed for
Geography Subject Network but provides a good overview of issues
http://www.gees.ac.uk/pubs/planet/senda.pdfResource based
learningRace, P (2001) The Lecturers Toolkit (chapter 5 Resource
based learning). Kogan Page: London.Personal Development
PlanningGuides for Busy Academics: PDP
http://www.heacademy.ac.uk/963.htm
Integration of scholarship, research and professional activities
with teaching and supporting learning.
Understanding student learningFry, H., Ketteridge, S and Marshall,
S (1999) Understanding Student Learning in Fry, H., Ketteridge, S
and Marshall, S (eds.) A Handbook for Teaching and Learning in HE.
Kogan Page: London (pp 21-40)Integrating teaching and
researchJenkins A Designing a curriculum that values a
research-based approach to student learning
http://tinyurl.com/ngd8nDiscipline specific teaching issuesSee
Higher Education Academies Subject Network
http://www.heacademy.ac.uk/SubjectNetwork.htmReflective
PracticeBiggs, J. (2003) Teaching for Quality Learning at
University (chapter 12 The Reflective Teacher. OUP:
Maidenhead.
Evaluation of practice and continuing professional
development.
Gaining feedbackBaume, D (2006) Monitoring and Evaluating Teaching.
http://www.brookes.ac.uk/services/ocsd/firstwords/fw4con.htmlTeaching
observationsFullerton, H (1999) Observation of Teaching in Fry, H,
Marshall, S and Ketteridge, S (eds.) A Handbook for Teaching and
Learning in Higher Education. Kogan Page: London (pp.
220-234)Action LearningBeatty, L (2003) Action Learning, available
at http://www.heacademy.ac.uk/985.htmContinuing Professional
DevelopmentPartington, P (1999) Continuing Professional Development
in Fry, H, Marshall, S and Ketteridge, S (eds.) A Handbook for
Teaching and Learning in Higher Education. Kogan Page: London (pp.
247-262)Managing WorkloadsRace, P (2001) The Lecturers Toolkit
(chapter 6 Looking After Yourself. Kogan Page: London.
Appendix 3: Forms
AU PGCTHE MILESTONES
Sem. 1Sem. 2Sem. 3Sem. 4Induction ActivitiesPre-course
briefingResidential Induction (2 days)3rd day induction at
AberystwythTeaching Cycles First Teaching CyclePresent First
Teaching CycleSecond Teaching CycleThird Teaching CycleCPD
WorkshopsCore Workshops (6)Optional Workshops (2)Mentor
meetingsMentor meetings (3 per sem.)Teaching
ObservationsObservations by mentor (2)Observation by
CDSAPObservations by staff (3)Observation of colleague (1)Group and
Individual MeetingsGroup meetingsIndividual meetingsSubmissions of
PortfolioIntention to submit formFinal preparation of
portfolioMentor reads and approvesSubmission of portfolio
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.
AU PGCTHE Meeting with Mentor
Candidate Name: .
Date: ..
This form records the purposes and outcomes of a meeting with your
Mentor.
What do you want to get out of this meeting?
Topics for discussion.
Outcomes and planned actions.
Candidate
Signature____________________________________________________________________
Mentor
Signature______________________________________________________________________
Date________________________________________________________________________________
A copy should be filed in you portfolio.
A copy should be given to your Mentor.
AU PGCTHE Teaching Cycle Agreement
You should discuss your planned teaching cycle with your Mentor,
and consider how you plan to gather feedback and evaluate what
happened.
Class/Module:The module description (intended learning outcomes,
teaching and learning strategies and assessment methods may be
attached).
Level_________________________________Semester_____________________________Meetings
(timetable)____________________Numbers in
class_______________________Venue________________________________The
intended development:-Issue to be addressedSources of appropriate
scholarship on issueIntended outcome for students?How will the
teaching practice be implemented?What feedback on student learning
will be produced?What opportunities will there be for modification
along the way (if any)?What criteria will be used to evaluate the
success of the teaching cycle?Candidate
Signature__________________________________________________________________Mentor
Signature____________________________________________________________Date______________________________________________________________________A
copy should be filed in you portfolio.A copy should be given to
your Mentor.
AU PGCTHE Teaching Observation Form
You should discuss your teaching observations with your Mentor, and
consider how you plan to gather feedback and evaluate the
session
Name of CandidateDateName of ObserverNumbers in class
GroupLocationTopics Start TimeFinish TimeLearning OutcomesAim/ sAny
particular factors/problem taken into account when planning the
session?Any changes made since similar previous sessions? (if
applicable)Any aspects of this session which are new to you?How
have you incorporated suggestions made previously? (if
applicable)Do you wish to be given advice on any particular aspect
of your teaching in this session?Observers CommentsTeaching
Characteristics: Preparation, selection of aim/objectives,
statement of aim and learning outcomes. Selection and organisation
of content. Planning. Choice of teaching/learning
methodsPresentation: Beginning class, introduction, continuity with
other sessions, students prior knowledge. Clarity of presentation.
Pace. Attitude to subject matter. Use of appropriate reinforcement.
Ending the session summary, future work etc.Technique and Aids:
General apparatus board, OHP, data projector, use of handouts.
Question and answer technique. Other evaluation procedures, class
management, instructions to students.Student Responses: General
class atmosphere, level of participation, attention and interest.
Student attitude and ability to carry out classwork. Were learning
problems identified and overcome? Awareness of individual needs.
Attitude to students.General: Was effective communication achieved?
Was there good student teacher rapport? Were the outcomes achieved?
Appropriateness of teaching/learning methodsFuture areas of
focus:Strengths:
Course Members Notes and Observation(Please complete after your
post-session discussion with your observer.)How helpful were the
comments about the observation?In the light of the comments made
are you likely to make any changes?Any further comments about the
session and observation?Candidate
Signature____________________________________________________________________Mentor
Signature______________________________________________________________________Date______________________________________________________________________________A
copy should be filed in you portfolio.A copy should be given to
your Mentor.
AU PGCTHE Intention to Submit
You should complete this form at least 8 weeks before you plan to
submit your portfolio. The form should be forwarded to the Centre
for the Development of Staff and Academic Practice in the Cledwyn
building.
Name:
Department:
Tel:
Email:
Group Number:
Expected Date of Submission:
Is the submission through the medium of Welsh?
Is this a Resubmission? (Yes/No)
Signed:
Date:
Mentor
Name:
Department:
Signature:
Appendix 4
Glossary of Terms, Abbreviations and Acronyms
Term or AbbreviationTitleDefinitionAHEAAssociate Fellow of the
Higher Education AcademyConferred status for successful completion
of the HEA-accredited PGCTHEAUAberystwyth UniversityYour employing
institution.CandidateA member of teaching staff registered on the
PGCTHE.CDSAPCentre for the Development of Staff and Academic
PracticeAberystwyth University Academic and Educational Staff
Development UnitCPDContinuing Professional DevelopmentWithin the
context of the PGCTHE or PGA this means workshops aligned to each
of the six areas of activity as defined by the UK PSF.FHEAFellow of
the Higher Education AcademyConferred status for successful
completion of the HEA-accredited PGCTHE HEAHigher Education
AcademyThe central UK institution charged with enhancing the
quality of teaching and learning in Higher EducationHEFCWHigher
Education Funding Council for WalesThe intermediary body between
the Welsh Assembly Government and the higher education sector in
Wales.LTDCLearning and Teaching Development CoordinatorEmployed by
SELL but working from CDSAP. Responsible for all aspects of the
PGCTHE & PGA. Advises Academic Affairs , PAC and other
committees on learning and teaching issuesMenteeThe term used to
refer to a PGCTHE candidate when corresponding to a mentor.MentorA
member of staff assigned to act as your teaching and learning
advisor for the duration of the PGCTHE / PGA. PGAPost graduate
award20 credit Level M module in teaching and learning in higher
educationPGCTHEPostgraduate Certificate for Teaching in Higher
Education60 credit Level M module in teaching and learning in
higher educationPSFProfessional Standards Framework for Teaching
and Supporting Learning in Higher EducationThe framework is a
descriptor to demonstrate application of six areas of activity,
core knowledge and professional values within the institutions
professional development programmesSELLSchool of Education and
Lifelong LearningAberystwyth University department which owns the
PGCTHE and PGA qualifications.Teaching CycleAction research project
designed to develop a reflective and evaluative approach to
teaching and learning.
Appendix 5:PGCTHE Dates 2009/2010
Induction
Group 20: Starting January 2010
Pre Induction Course (Mandatory): 11 December 2009: 10:00 -
10:00
16. Residential Induction (Mandatory): 5 / 6 January 2010: Plas
Tan Y Bwlch
17. 3rd Day at Aberystwyth University (Mandatory): 11 January
2010: Aberystwyth University
Learning and Teaching Conference (1st Teaching Cycle
Presentation)
January 2010
Date: 28 January 2010
Time: 14:00 - 18:00
Location:CDSAP Training Room, Visualisation Centre
April 2009
Date: 13 April 2010
Time: 09:00 13:00
Location:CDSAP Training Room, Visualisation Centre
June 2010
Date: 17 June 2010
Time: 14:00 - 18:00
Location:CDSAP Training Room, Visualisation Centre
PGCTHE Staff Candidate Consultative Forum
January 2009
Date:19 January 2010
Time:12:00 -13:00
Location:CDSAP Training Room, Visualisation Centre for 29 January
2010 Board of Studies
June 2010
Date:3 June 2010
Time:12:00 -13:00
Location:CDSAP Training Room, Visualisation Centre for 18 June 2010
Board of Studies
Portfolio Submission
June 2010 Board of Studies
Reminder e-mail sent to participants: 15 January 2010
Intention to Submit Form: 26 February 2010 (by 12:00)
Portfolio Submission Date: 23 April 2010 (by 12:00)
Assessment Panel Meeting: 21 May 2010
PGCTHE Board of Studies: 18 June 2010
Appendix 6: Programme of CPD Sessions
The most up to date version of the CPD programme is available
online at:
https://secure.mis.aber.ac.uk/staffdev/sd/list_courses.php Courses
are also booked online. Please remember that there is a charge of
10 for non-attendance.
Appendix 7:PGCTHE Residential Induction Programme
Vision
Our vision is to create an inspirational, challenging and
experiential learning environment in which all participants will
learn something new and take away some skills, tools or knowledge
which will motivate them, further realise their potential, and
enable them to make more informed choices about the development of
their teaching.
Aims and objectives of the residential
Aim:
To provide practitioners with an opportunity to reflect and share
their conceptions of teaching and introduce them to some of the key
areas contained within the Professional Standards Framework.
Objectives:
1. Provide opportunities for practitioners to discuss their
philosophy on teaching and gain feedback from peers in an informal
setting.
2. Introduce a number of perspectives with associated examples
designed to inform learning and teaching.
3. Create an atmosphere conducive to planning for teaching
interventions within different disciplines
Preparation for the Residential
1. A short learning statement entitled: Reflect on your experience
as a learner and discuss how this will influence your approach to
teaching and supporting learning in your discipline (1-2 pages).
This piece represents your thoughts and perceptions on teaching and
learning in higher education, in particular, in your subject area.
It is intended to be reflective and to provide a basis for
discussion. In this way, it does not need to be heavily referenced.
It will provide a baseline from which to develop professionally as
a teacher and facilitator of learning.
2. During the induction, 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.
Recommended reading prior to residential
Biggs, J. (1996). Aligning teaching for constructing learning.
York, Higher Education Academy
Bransford, J. D., Brown, A. L. and Cooking, R, R. (Eds) (1999). How
People Learn: Brain, Mind, Experience, and School (Chapter 2)
Washington DC National Academy Press
Cousin, G. (2009). Researching Learning in Higher Education. London
Routledge (Chapter 12)
Fry, H., Ketteridge, S, and Marshall, S. (2009) A Handbook for
Teaching and Learning in Higher Education (3rd Edition) London,
Routledge (Chapters 9 and 10)
Race, P (2006) The Lecturers Toolkit (3rd edition), London: Kogan
Page. (Chapter 2)
STAFF
Course TutorsNameInstitutionRoles & ResponsibilitiesDr. Jo
MaddernAberystwyth UniversityLearning and Teaching Development
CoordinatorGraham LewisAberystwyth UniversityCoordinator, Centre
for the Development of Staff & Academic PracticeGiles
PolglaseAberystwyth UniversityAssistant Coordinator, Centre for the
Development of Staff & Academic PracticeDr. Charles
BuckleyBangor UniversityEducational DeveloperSue ClaytonBangor
UniversityDirector Academic Development UnitPenny DowdneyBangor
UniversityGraduate Skills CoordinatorDr. Gwyn LewisBangor
UniversityDirector of Teaching and LearningEifion Lloyd JonesCentre
for Welsh-Medium in Higher EducationFacilitatorChristine
JonesTrinity St Davids UniversityHead of Welsh StudiesCarole
Russell-WilliamsTrinity St Davids UniversityLecturer in
EnglishAndrew Morgan Swansea UniversityStaff Development
OfficerRuth MathesonUniversity of Wales Institute CardiffSue
TangneyUniversity of Wales Institute Cardiff5th January
2010TIMEEVENTLEAD TUTORVENUEHow this session maps on to the UK
Professional Standards Framework 10.30 a.m.Arrival, registration
and coffeeAllReception10.30 a.m. Ice breakerAll11.00 a.m.Overview
of the awardAndrew Morgan11.15 a.m.Learning statementsPractitioners
work in groups Teaching and/or supporting student learning
Developing effective environments and student support and
guidance12.30 p.m.LunchDining room1.30 p.m.Models of learning and
teachingSue TangneyRuth MathesonTeaching and/or supporting student
learning3 p.m. Tea and coffee3.30 p.m.
PresentationsVarious17.30Dinner18.30Bilingual teachingGwyn
LewisDesign and planning of learning activities and/or programmes
of studyDeveloping effective environments and student support and
guidanceTeaching and/or supporting student learning20.30Finish, own
time (bar opens 21.00)Bring money for bar / pub as no cash machine
is available on site.
6th January 2010 TIME EVENTLEAD TUTORVENUEHow this session maps on
to the UK Professional Standards Framework8.00Breakfast9.00Models
of learning and teachingJo MaddernIntegration of scholarship,
research and professional activities with teaching and supporting
learningDesign and planning of learning activities and/or
programmes of study10.30Coffee11.00Feedback/ assessment for
learning rather than of learningAndrew MorganAssessment and giving
feedback to learners12.30Lunch13.30Interventions through action
researchSue TangneyIntegration of scholarship, research and
professional activities with teaching and supporting
learning15.00Plenary15.15Coffee break and depart
Following the Residential (Day 3)
You need to develop an A1 (flipchart) sized poster outlining a plan
for your first proposed teaching intervention. It should
include:
A description and evaluation of present teaching situation and
participants rationale for undertaking professional
development;
The teaching innovation participant wishes to apply, supported by
theoretical underpinning;
The evaluation method the participant will use to assess its
success;
Contact Details:
Dr. Jo Frances Maddern, BA (Hons), PhD.
Cydgysylltydd Datblygu Dysgu ac Addysgu / Learning and Teaching
Development Co-ordinator
G19, Ganolfan Datblygu Staff ac Ymarfer Academaidd / G19, Centre
for the Development of Staff and Academic Practice
Adeilad Cledwyn / Cledwyn Building,Campws Penglais / Penglais
CampusAberystwythCeredigionSY23 3DD
Ffn / Phone: 01970 628523
Ffacs / Fax: 01970 622982
http://www.aber.ac.uk/sell/staff/alist/jmaddern.htm
13716003499485http://www.aber.ac.uk/staffdevelopment/