Pre-Course Briefing December, 2011 Postgraduate Certificate in Teaching Higher Education (PGCTHE)

What this programme aims for… AU’s Vision for Teaching and Learning “…to foster a culture of reflection and innovation to enhance the quality and value of [the student] experience.” Learning and Teaching Strategy

What this programme aims for… …better student learning

Is teaching an art or a science?

Setting the context National Committee of Inquiry into Higher Education Advocated training in teaching for probationary staff Spearheaded the ‘Quality’ agenda The Dearing Report (1997)

Setting the context Browne Review 2010… “It will be a condition of receipt of income from the Student Finance Plan for the costs of learning that institutions require all new academics with teaching responsibilities to undertake a teaching training qualification accredited by the HE Academy, and that the option to gain such a qualification is made available to all staff – including researchers and postgraduate students – with teaching responsibilities” (Securing Sustainable Higher Education, page 45).

Setting the context Changing social, educational and economic factors: Widening participation and retention agenda Central control vs marketisation professionalization

Is teaching in HE a profession? What are the distinctive features of a profession?

Distinctive features of a profession An altruistic orientation, or dedication to the interest of the ‘clients’ Occupational practice based on substantial body of knowledge An extensive period of education or training An occupational code of ethics is in operation Strong form of self-organisation, designed to control entry and discipline members based on professional standards.

Professionalising teaching in the UK Move towards: Quality Assurance (QAA) Quality Enhancement (professional development) Formation of the HEA (2004) advocating evidence-based /evidence-informed practice) Higher Education Academy programmes are now accredited in 135 HE Institutions across the UK

HEA Areas of Activity Designing learning Teaching and/or supporting student learning Assessment and feedback Student support and guidance Engage in continuing professional development in subjects/ disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices PGCTHE Masters Level Programme (NQF level 7) 60 M-Level Credits Postgraduate Certificate Registered Practitioner / Fellow of the Higher Education Academy (FHEA)

Professional Development Reflective Practice Values (UKPSF) Masters Level Programme (NQF level 7) 60 M-Level Credits Postgraduate Certificate

What can you expect? Theories, tips and techniques for teaching & learning Space and time to think about how it might work in your context Not a “one way” learning experience but an exchange of ideas!

What is expected of you? Work-based practice Reflective practice Practice informed by scholarship Evidence-based practice A trajectory of developing practice

Key elements of the PGCTHE programme The course comprises: Residential Induction (3 days) CPD Workshops (6 days) Teaching Cycles (3 action research projects) Presentation Event (end of first teaching cycle) Teaching Observations (7 in total) Mentor Meetings Optional Individual/Group Meetings Assessed Portfolio

Residential Induction Frameworks for thinking about learning, teaching, assessment, feedback & evaluation Peer guided sessions Time to debate and reflect Opportunity to work with colleagues from other institutions

Residential Induction Preparatory Work (see Handbook) 1. Pre course reading. 2. Prepare five copies of a statement of “Learning and Studying at University” 2. Prepare 10 min presentation for the induction from one of your sessions.

Developing a teaching philosophy “Teachers’ beliefs about what learning is will affect everything they do in the classroom, whether these beliefs are implicit or explicit. Even if a teacher acts spontaneously, or from habit without thinking about the action, such actions are nevertheless prompted by a deep-rooted belief that may never have been articulated or made explicit.” (Williams and Burden 1997: 56)

Learning beliefs exercise ‘Reflect on your experience as a learner and discuss how this influences your approach to teaching and supporting learning in your discipline’

Teaching Cycles Small scale action research project. Not redesigning an entire module! 1. Identify a problem / or area for development 2. Research and consult around the area (mentor) 3. Explore options and decide on action with a theoretical rationale and plan for change. 4. Activity log – implementation of process. 5. Evaluation of action - personal, peer, student etc 6. Assessment. Has intervention achieved aims? If no what can be changed in the future?

Presentation Event At the end of first teaching cycle (usually end of second semester after registration); Based on first teaching cycle; Ten minute presentation in front of peers, mentors, DLT; Five minutes of questioning; Comments and feedback can be used for planning next teaching cycle.

Teaching Observations Two observations of the participant’s teaching by the mentor. One observation of the participant’s teaching by a member of CDSAP / SELL. Three observations of the participant’s teaching by any colleague (e.g. programme member or departmental colleague). One observation by the participant of any colleague.

Mentor Meetings Usually three per semester Discussion of teaching cycles Teaching Observations General teaching support Reading the portfolio

Completing the qualification… Portfolio assessment Combination of written commentary and supporting evidence…… …..to demonstrate achievement of learning outcomes.

Residential Induction Metropole Hotel, Llandrindod Wells Coach leaves from Porters’ Lodge at 9.30 am Monday 9 th January Coach leaves Llandrindod Wells at 3.45pm on Tuesday 10 th January

Other Teaching Interventions Database (300+ Teaching Cycle reports) Online Journal of Academic Practice Higher Education Academy Subject Centres

PGCTHE teaching team Susan Chapman / Jo Maddern Graham Lewis Giles Polglase Annette Edwards Mary Jacob & Kate Wright Charles BuckleyBangor Andrew MorganSwansea University Sue TangneyUWIC