1. Curriculum Development on a Post-Graduate Certificate of Education Pam Thompson and Rachel Higdon De Montfort University pthompson@dmu.ac.uk rhigdon@dmu.ac.uk Higher Education Academy Social Sciences Conference 23 rd and 24 th May 2013

2. What we did? Reviewed the existing PGCertHE Developed a programme in which all assessments were in some way related to participation in a PGCertHE conference in teaching and learning. Why we did it? To have a more aligned curriculum so practice what we preach. To reinforce academic practice which includes research. To model expected excellent academic practice So far, so good?

3. The Review 2010 Old Mode 2 years part-time Delivery over 1 year Assessments over 18months Modules 1.Learning, Teaching and the Curriculum (LTC) 30 credits (comprising Part A. Planning to Teach and Study Part B. Learning, Teaching and the Curriculum) 2. Assessment and Evaluation (A&E) 15 Credits 3. Teaching in Practice (T in P) 15 Credits Delivery September –April.

4. LTC Delivery September-December Part A 3 day block September After this Wed pm 3 hours per week Part B October-December Assessments: 1.3000 words (Reflection on PBL activity; blog entries) 2. 4000 words (essay) A&E Delivery January-March Assessments 1.Essay 4000 -2 parts, one which asks for evaluation of Learning Technologies and Assessment. T in P Portfolio based, all year, workshops in April. Portfolio 5000 words (Observation Feedback: 2 tutors; 1 given to peer; 2 from mentor; Teaching Log, Reflective Journal)

5. New Mode 2 years part-time Delivery over 1 academic year Assessments over 1 academic year Timetabling the same as previous (poster/publicity/programme) handouts Working towards a conference on April 19 th, Open Doors : Open Minds: Student Engagement with Higher Education. Modules: 1. Learning, Teaching and Research (LTR) 30 credits 2. Assessment and Feedback (A&F) 15 credits 3. The Academic/Practice Educator (TA in P) 15 Credits in Practice

6. LTR ( comprising Part A. Introduction to Academic Practice and Practice Educator Practice Part B. Learning, Teaching and Research) Assessments: Type Weighting 1. Abstract for a conference paper. (Individual) 300 words 10% 2. Pech Kucha (group) on ideas for conference papers related to theme. 20% 3. Conference paper (Individual) 3000 words 40% 4. Conference Workshop (group) 30% A&F Assessments: 1. Essay 50% 2. Oral Presentation 20% 3. Conference Poster 30% TA in P Portfolio based, all year, workshops for portfolio-building in April. Portfolio 5000 words (Observation Feedback: 1 tutor, 1 given to peer;, 1 received from a peer,, 1 of mentor, 1 by mentor ;Teaching Log, Reflective Journal)

7. The Conference

8. Undertaking the PGCertHE gave me the confidence to start thinking about the importance of learning, teaching, assessment and support issues within an educational environment. Nurse Educator

9. I would recommend this course to any lecturer in HE but especially for practitioners who may work in HE sporadically as I feel it underpins and embeds the teaching requirements, whilst providing an opportunity for peer-learning and transdisciplinary contact at DMU. Forensic Scientist and Lecturer