University of Sussex - PowerPoint Presentation

Slide1

University of SussexPostgraduate Certificate in Higher Education (PGCertHE)

Course leader:

Dr Tamsin Hinton-Smith

Senior Lecturer in Higher Education

School of Education and Social WorkSlide2

Course team contacts

Dr

Tamsin

Hinton-Smith,

Course

leader

PGCertHE (FHEA) Essex House room 147

j.t.hinton-smith@sussex.ac.uk

Dr

Liz Sage

, Module

convenor

Starting to Teach (AFHEA)

Essex House room 239

l.sage@Sussex.ac.uk

Dr David Walker,

Head of

Technology

E

nhanced

Learning Essex House room 234

d.j.walker@sussex.ac.uk

Emmy

Bastin

, PGCertHE

course

administrator

ADQE office, Sussex House room 332A

PGCertHEadmin@sussex.ac.uk

Clare Wolstenholme,

ADQE manager

ADQE office, Sussex House room 332A

c.l.wolstenholme@sussex.ac.uk

 Slide3

Descriptors

1. Associate

of the Academy (

AFHEA)

A minimum of 2 areas linked to core knowledge and all professional values

2. Fellow

of the Academy (FHEA

)

Expected of all staff with substantive teaching responsibilities and covers all of dimensions of the framework

3

.

Senior

Fellow of the Academy (SFHEA

)

Considerable experience over time including mentorship, co-ordinating, supervising and managing individuals and groups

4. Principal

Fellow of the Academy (PFHEA

)

Strategic leadership of academic practice and developmen

tSlide4

Overview of training and professional development pathways

Starting to Teach (including AFHEA for those with HE teaching experience)

PGCertHE

(FHEA)

FHEA, SFHEA, PFHEA – Individual application routeSlide5

PGCertHE

Provides an academic qualification

Accreditation via Fellowship of the Higher Education Academy (FHEA)

Co-ordinated by ADQE

60 credit level 7 course

Two modules support the range of aspects of HE Teaching and Learning development

Module and course assessment on a Pass/Fail basis

Workshop session participation in agreement with mentor

Mentor is critical to support - not involved in assessment

Peer and tutor support through action-learning sets

Module Study Direct sites for course information and resources, and active participant contribution and discussionSlide6

Who can do it? PGCertHE Requirements and eligibility

Mandatory

for all

permanent lecturers and TFs at or above 0.4fte with

less than

three years’ consecutive HE teaching experience in a substantive faculty role

Optional for all permanent

lecturers and TFs at

or above 0.4fte with

more than

three years’ consecutive HE teaching experience in a substantive faculty role

Optional

for all permanent

RFs and teaching-engaged professional services staff (including library, careers, IT) at

or above 0.4fte with

any level of HE

teaching

experience

Accessible by RFs at or above 0.4fte on contracts of at least 2 years duration, and with a large amount of service on fixed term contracts, at the discretion of Head of School

n.b.

Line managers are required to agree the required 0.1 remission from workload for

any staff

for whom course participation is agreed. Slide7

PGCertHE Module 2: Teaching and learning in higher education

A

45 credit

module

with individually tailored participation in a programme of 8 workshops, to be agreed with course mentors based on prior experience and developmental need

Workshops include:

Curriculum design

Principles of effective assessment and feedback

Approaches to teaching - Large and small group teaching

Supporting

students’ learning: library, study skills and career development

Technology

in teaching, learning

and

assessment

Postgraduate teaching, supervision and assessment

Supporting

equality and diversity in HE teaching and learning

Teaching international studentsSlide8

PGCertHE Module 2 assessment

A piece of scholarship

(

up to

5,000

words) addressing an aspect of your teaching

practice. This may take a variety of forms, for example:

A critical commentary on an example of curriculum development or teaching and learning innovation, which may include technology enhanced learning, with reference to relevant literature.

A

review and assessment of policy. This may be national or University policy and could involve an examination of how the policy has been implemented and an assessment of its impact. This may involve looking at similar subjects within the University or at different universities with reference to relevant literature.

An exploration of a particular conceptual framework, methodology or theoretical perspective relevant to teaching in your discipline, perhaps in the format of a proposal, supported by appropriate evidence, for change in your department.

There

is not a fixed style for this work, popular formats include reports, journal papers, conference proceedings and essays but more creative non-text based formats are also possible.

2

teaching observation reports from a member of the

PGCertHE

observation

team + 2

reports of your learning from the role of being an

observerSlide9

The Higher Education Academy Accreditation Panel identified some areas of particularly good practice in relation to your accreditation submission and they wished to commend you on the following aspects:

The

University of Sussex demonstrates a clear institutional commitment towards the integration of the UK Professional Standards Framework (UKPSF) into HR policies and processes relevant to career probation, promotion and reward and provides opportunities for the professional development of staff to suit different career stages

The

creation of the new Academic Development and Quality Enhancement Office (ADQE) further supports the longer term vision which articulates ambitious strategies to promote excellence in Learning and

Teaching

Collaboration

between the Staff Development Unit, Technology Enhanced Learning team, Library, and Doctoral School enhances the participant experience and provides additional opportunities for

developmen

t

Provision

of discipline specific opportunities for development will encourage dialogue around pedagogic practice across teams and consequently foster a stronger community of learning within the institution

The

assessment strategy on the Starting to Teach

programme

allows participants to set the UKPSF within the context of their

practice

Guidance

for the process of peer observation is linked to the UKPSF

The

institutional commitment to the development of staff that teach and/or support learning is

clearly

demonstrated in the allocation of time from workload to

participateSlide10

PGCertHE Participant feedback‘I would like to put on record that I have found the module very helpful, that I have learnt a lot and that it was extremely well

organised

. (The Study Direct site is also very well-designed.) Having both the workshops and the action learning groups was a brilliant idea and I thought you ran the groups exceptionally well, providing inspirational and supportive leadership in what ultimately turned out to be a collective effort to reflect on good teaching practice. These compulsory courses can be a chore and I am grateful to you that you turned the module into an enjoyable experience

.’

Lecturer, School

of History, Art History and PhilosophySlide11

‘I just wanted to drop you a line.  I am an early career lecturer who has been attending the second module of the PgCertHE that you run at the University of Sussex.  As you may recall I started out doing this ‘reluctantly’ having come into academia in later life and previously having had a career as a teacher, school leader and local authority adviser.  However, I want to tell you – a little shame-facedly – just how much I have been getting out of the PGCertHE sessions that you have been leading this term.  Against my ‘better judgement’ you have drawn me in, gently guided and challenged me and given me precious ‘time’ to talk, think and work with colleagues in what I know deem as a ‘precious pedagogic space’ for reflection and learning.  In fact, I have now come to think of my experiences in your teaching sessions as some of the times I most look forward to my very hectic weeks.  And, of course, I realise that I have much to learn (not least humility

).’

Lecturer, School of Education and Social WorkSlide12

Mentors

Each

course participant has a

mentor

, assigned by Head of School or Department or Director of Teaching and Learning

Mentors are identified as having relevant

experience in HE teaching and

learning

Participants’ official mentors are used where possible

Participants’ PGCertHE learning plan together through identification of prior experience and developmental need

Mentors contribute relevant

departmental/subject-related

guidance and perspective

Mentors may provide: information and advice on

teaching in discipline areas, navigating local practices and

procedures,

and connecting mentees to useful contacts and

networks

Mentors act as a critical friend, which may include

by providing feedback on teaching

development

and

giving

the opportunity for reciprocal peer review or observation of

teaching

Mentors undertake

at least one observation of

their mentee’s

teaching

while they

are enrolled on the course, and

provide

formative

feedbackSlide13

PGCertHE Action-Learning Meetings

Four course-team-facilitated, scheduled group meetings during module 2:

Welcome and induction – Introduction to the module

Introduction to the assessment – including observation and the UKPSF

Assessment planning

Final assessment session including mapping to the UKPSF:

Participants are also encouraged to meet independently for additional support and reflection

A space to prepare for assessment, discuss

teaching, share learning from development activities and independent reading, and arrange peer observations of teaching with each

other

Identifying issues > Getting feedback from peers > Reflecting > Taking action > Reporting back > Reflecting on learning and developmentSlide14

Further pathway information and course registration:

http://www.sussex.ac.uk/adqe/enhancement/devawardsrecognitionSlide15

Questions?