PGCAP student handbook 2017 18

STUDENT PROGRAMME HANDBOOK 2017/2018 Faculty of Education Learning and Teaching Enhancement Postgraduate Certificate in Academic Practice (PGCAP)

STUDENT PROGRAMME HANDBOOK 2017/2018

YOUR PROGRAMME HANDBOOK This handbook sets out a range of information and, where applicable, points to a number of other important documents to help support you through your studies at the University.

The purpose of this handbook is to provide information about your programme of study.

This should be read in conjunction with ‘My Essential Information’, which sets out general information relevant to all students at the University.

This information is designed to support you throughout your studies and it is important to familiarise yourself with all the contents of both this handbook and ‘My Essential Information’.

IF YOU FIND THAT YOU HAVE ANY QUERIES AFTER READING THIS GUIDE, PLEASE CONTACT EITHER YOUR PROGRAMME DIRECTOR (FOR PROGRAMME SPECIFIC QUERIES) OR THE IZONE FOR ANY OTHER QUERIES:

CANTERBURY

i-zone@canterbury.ac.uk 01227 782222

If you have any suggestions for how this handbook may be improved for future students, please email your suggestion to: quality@canterbury.ac.uk

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Contents Contact information......................................................................................................... 5 ........................................................................................................................................ 5 PROGRAMME OVERVIEW..................................................................................................... 6 What are the aims of the programme?.........................................................................6 What should you achieve at the end of the programme?.............................................6 What will you study?.................................................................................................... 7 Where will you be taught?............................................................................................ 8 How long will you normally need to study to complete this programme?....................8 Does the programme feature progression between levels or stages, and if so, what will you need to achieve to progress from one level or stage to the next?........................8 What will you need to achieve in order to graduate and how will your overall grade be calculated?................................................................................................................... 8 Are there any external bodies involved in the development and approval of the programme?................................................................................................................. 8 KEY DATES AND TIMETABLING............................................................................................ 9 MODULES......................................................................................................................... 11 Introduction to Academic Practice.............................................................................. 11 Pedagogic Research and Reflection............................................................................11 Enhancing Academic Practice.................................................................................... 11 TEACHING AND LEARNING................................................................................................ 12 How will you be taught?............................................................................................. 12 ASSESSMENT.................................................................................................................... 15 How will you be assessed?......................................................................................... 15 Submission of work.................................................................................................... 16 TUTORIALS / PERSONAL ACADEMIC TUTORING / MENTORING..........................................18 REGULATORY ARRANGEMENTS......................................................................................... 18 EXTERNAL EXAMINER....................................................................................................... 18 THE UNITED KINGDOM PROFESSIONAL STANDARDS FRAMEWORK (UK PSF)....................19

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WELCOME FROM THE PROGRAMME DIRECTOR Welcome to the Postgraduate Certificate in Academic Practice. This taught programme forms part of the University’s My Accredited Pathway: Higher Education (MAP:HE) framework, which provides ways for all our staff who teach and support learning to achieve recognition in learning, teaching and assessment practices by the Higher Education Academy and, where appropriate, the Nursing and Midwifery Council.

The Postgraduate Certificate in Academic Practice (PGCAP) has been designed specifically for new academic staff and professional service staff who have a role in teaching and supporting learning in Canterbury Christ Church University and our collaborative partners.

Successful completion of the programme will give you a qualification in higher education academic practice. In addition, provision of appropriate evidence of attainment of specific outcomes will also give you Associate or full Fellowship of the Higher Education Academy (HEA), and Nursing and Midwifery Council (NMC) registered staff will also gain NMC teacher status.

Higher education has changed greatly over the past twenty years. There has been a significant increase in research and scholarship in higher education which has informed our understanding of how best to facilitate learning, for example away from a traditional model of content ‘transmission’ to one which is student-centred and encourages active learning.

The digital revolution has also transformed the ways in which knowledge is managed, accessed and created as well as providing innovative learning environments and opportunities for collaboration. The policy context of English higher education has changed the way universities are funded and managed, with students now entering university with potentially different expectations and demands than previously.

As a new lecturer or professional service staff member you will gain the knowledge, skills and values to be able to manage and develop your students’ learning and progression within this new higher education context. The programme is closely mapped against the United Kingdom Professional Standards Framework (UK PSF) and therefore provides you a transferable and sector recognised award should you continue your academic career elsewhere in the future. The award also gives you Advanced Standing and progression into the MA Education programme at Canterbury Christ Church University, where appropriate

Contact information Sarah Stead (FHEA) Pathway Lead, NMC 01227 924434 sarah.stead@canterbury.ac.uk

Rosie Greenslade (SFHEA) Programme Director Module Leader: Enhancing Academic Practice 01227 921834 rosie.greenslade@canterbury.ac.uk

Programme Administrator PGCAP/UCAP 01227 922519 Chris Blamires (FHEA) Module Leader: Introduction to Academic Practice apdadmin@canterbury.ac.uk 01227 921948 chris.blamires@canterbury.ac.uk

Rayya Ghul (NTF, FHEA) Module Leader: Pedagogic Research and Reflection 5

PGCAP/UCAP 01227 923794 rayya.ghul@canterbury.ac.uk

PROGRAMME OVERVIEW What are the aims of the programme?

The Postgraduate Certificate in Academic Practice aims to:  Provide you with the core knowledge and professional values necessary to design and deliver high quality learning activities within your discipline area of higher education.  Establish critical reflective practice and enquiry into teaching and learning as the core foundation of being an educator in a higher education context.  Enhance and develop your practice in learning and teaching against the UK PSF in teaching and supporting learning.  Equip you to engage in academic practice within the higher education context to meet the Quality Assurance standards and regulations locally and nationally.  Enable you to interpret and respond to a fluid higher education context and critically evaluate emerging educational policies and practices.  Provide a route to achieving Approved Teacher status 1 for NMC registrants.

What should you achieve at the end of the programme?

The programme will enable you to develop a personal approach to critically reflective practice where you can explore and demonstrate your theoretical understanding of learning, teaching and assessment in higher education. You will be able to design and run appropriate learning activities for students drawing on scholarship and research into higher education practice using your reflective practice to evaluate, learn and improve.

You will be able to use and critically evaluate a wide range of enhanced learning, teaching and assessment activities including those utilising technology. You will begin to identify possibilities for enhancement and innovation in yours and others’ practices to support your learners’ development. Your practice will reflect professional values such as studentcenteredness, inclusivity and respect for diverse communities. You will be familiar with how to deal with a variety of student needs and know when and how to refer students to the university’s specialist services and instigate fitness to practice as appropriate for NMC participants. You will be able to interpret and respond to the contemporary higher education context as well as having a thorough knowledge of historical and social alternatives to provide a rich background against which to critically evaluate a range of educational policies and practices. You will become familiar with sources of research and scholarship on which you can draw to enhance your practice.

There are two exit routes on the programme:  Postgraduate Certificate in Academic Practice (PGCAP) (60 credits at Level 7) or  University Certificate in Academic Practice (UCAP) (20 credits at Level 7).

1 An NMC teacher is an NMC registrant who, following successful completion of an NMC approved teacher preparation programme, has achieved the knowledge, skills and competence required to meet the NMC defined outcomes of stage 4 of the developmental framework (NMC, 2008 p32).

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On successful attainment of the Postgraduate Certificate in Academic Practice, you will gain Fellowship of the HEA through the University’s internally accredited route. Successful completion of the University Certificate in Academic Practice will give you an Associate Fellowship.

Please note that if you are a member of staff working in a partner institution, unless your institution is a subscriber of the HEA, you will have to pay the HEA for recognition of the Fellowship.

By the end of the Postgraduate Certificate in Academic Practice you will be able to: 1.

Critically and systematically evaluate core and advanced knowledge, theory and practice in higher education learning, teaching and assessment and utilise scholarship and research to enhance practice and continuing professional development.

2.

Utilise a synthesis of knowledge and professional values to design, carry out and evaluate effective learning, teaching and assessment activities appropriate to the needs of students in their discipline areas with due regard to the quality requirements and assurance processes of Canterbury Christ Church University, the Quality Assurance Agency and professional and statutory regulatory bodies.

3.

Demonstrate respect for individual learners and diverse learning communities through promoting inclusive and student-centred practices and learning environments taking Critically and systematically evaluate core and advanced knowledge, theory and practice in higher education learning, teaching and assessment and utilise in account the contemporary context of higher education and how this impacts on professional practice.

4.

Utilise critical reflective practice to evaluate and enhance learning, teaching and assessment practice, including technological enhancements, and identify subjects for pedagogical inquiry.

5.

Carry out educational research into an aspect of your own higher education practice utilising appropriate methodologies and make recommendations for future developments.

If you are an NMC registrant you will also be able to: 1.

Support interprofessional working and learning.

2.

Teach and assess in practice settings.

3.

Contribute to decisions about fitness to practise of NMC students for both registration and qualifications at a level beyond initial registration.

If you choose to exit after completing the first module, Introduction to Academic Practice, you will be awarded a University Certificate in Academic Practice and you will be able to: 1.

Utilise theory and research in higher education to design and deliver appropriate teaching, learning and assessment activities within your own subject discipline.

2.

Develop and maintain a critical reflective practice and give and receive constructive peer feedback for enhancement of learning, teaching and assessment.

3.

Demonstrate critical awareness of the particular needs of a higher education curriculum with reference to the quality requirements and assurance processes of Canterbury Christ Church University, the Quality Assurance Agency and professional and statutory regulatory bodies.

4.

Demonstrate critical awareness of personal and institutional processes and structures which enhance student experience and engagement within an inclusive learning environment.

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What will you study?

You will take a critically evaluative approach to studying key concepts and skills for academic practice, learning, teaching and assessment in higher education. These will include recognised good practices such as constructive alignment, utilising threshold concepts in your disciplinary area, design and planning learning activities for ‘deep’ learning and/or programmes of study and use of technology and virtual learning environments to support learning and critical reflective practice. You will learn theories about how adults learn and how to use this knowledge to tailor learning activities for your subject discipline. You will study different types of higher education curricula and use your understanding of them to choose appropriate learning and teaching and assessment strategies which offer a high quality student experience in terms of subject achievement, employability, sustainability and inclusive practice. You will learn how to support and guide students and make use of the university central provisions which enhance student learning and achievement.

You will learn about the wider context of higher education and be able to design for ‘higher’ learning, ensuring that you meet the Quality Assurance standards which give our students confidence in our programmes. You will learn about innovative practices in higher education and have the opportunity to research and develop your teaching and learning strategies through engagement with scholarship and research in higher education and undertaking your own research project.

If you are an NMC registrant you will, in addition, learn the knowledge and skills to support interprofessional and practice education. In particular, you will learn how to do this within a context of practice that reflects healthcare and education policies. You will also learn how to assess learning, in order to make judgements related to the NMC standards of proficiency for entry to the register or, for recording a qualification at a level beyond initial registration, being the final point of accountability for ‘fitness to practise’ decisions.

Where will you be taught?

The programme will be delivered on the Canterbury campus and supported with online learning opportunities.

How long will you normally need to study to complete this programme?

The programme has been designed to be completed within 18 months. However, in line with regulations you will have registration status for up to three years to complete.

Does the programme feature progression between levels or stages, and if so, what will you need to achieve to progress from one level or stage to the next?

You should successfully complete the Introduction to Academic Practice module before undertaking the remaining two modules on the Postgraduate Certificate in Academic Practice.

What will you need to achieve in order to graduate and how will your overall grade be calculated?

You will need to pass all modules in order to graduate. All modules will be equally weighted and the final grade will be calculated as an average. All awards will be made in line with the Regulation and Credit Framework for the Conferment of Awards.

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Are there any external bodies involved in the development and approval of the programme?

The HEA is involved in the development and approval of the programme to ensure that it meets the descriptors of the UK PSF in teaching and supporting learning in relation to the award of Associate (D1) and Fellow (D2) status of the HEA. The NMC is involved in the development and approval of the programme to ensure that the programme meets the standards of the NMC Teacher Status.

An NMC teacher is an NMC registrant who, following successful completion of an NMC approved teacher preparation programme, has achieved the knowledge, skills and competence required to meet the NMC defined outcomes of stage 4 of the developmental framework (2NMC, (2008) Standards to Support Learning and Assessment in Practice (SLAIP) p32). Meeting these outcomes is mandatory for any nurse or midwife based in higher education who supports the learning and assessment of students on NMC approved programmes.

KEY STAFF AND CONTACT DETAILS Rosie Greenslade (SFHEA) Programme Director Module Leader: Enhancing Academic Practice 01227 921834 rosie.greenslade@canterbury.ac.uk Chris Blamires (FHEA) Module Leader: Introduction to Academic Practice 01227 921948 chris.blamires@canterbury.ac.uk

Rayya Ghul (NTF, FHEA) Module Leader: Pedagogic Research and Reflection PGCAP/UCAP 01227 923794 rayya.ghul@canterbury.ac.uk Sarah Stead (FHEA) Pathway Lead, NMC 01227 924434 sarah.stead@canterbury.ac.uk Programme Administrator PGCAP/UCAP 01227 922519 apdadmin@canterbury.ac.uk NMC

2 NMC (2008) Standards to Support Learning and Assessment in Practice (SLAIP) 2 nd Edition. London:

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KEY DATES AND TIMETABLING

A student’s timetable at Canterbury Christ Church University is typically made up of the following for each module that they study:  lectures which are attended by everyone studying the module  seminars and other classes or practicals which are taught in smaller groups  supporting activities such as inductions of skills sessions.

Accessing your timetable There are a number of ways to keep track of where and when your lectures, seminars, practicals and other programme-related activities are due to take place. 

Individual Student Timetables (ISTs) The majority of students have access to an online personalised timetable (usually referred to as an Individual Student Timetable or ‘IST’), which tells them where and when their classes are due to take place. If you have an IST, you can access it via the ‘My Calendar’ tile in Portal or the calendar that comes with your University email account. ISTs are usually updated twice a year; just before the new academic year starts and just before the Christmas break; the only exception being new students in their first semester / term, for whom ISTs will usually only become available once everyone has registered and (where relevant) picked their optional modules.



On Time Students can also view the full timetable for the Programme(s) they are studying – and any other Programmes running at Canterbury, Broadstairs or Medway campus – via OnTime, CCCU’s online timetabling and rooming system.

For more information about ISTs and OnTime, including full guides and video tutorials, visit the Student Timetables page of the website. 

Blackboard Your Programme team may also post timetabling information on the Blackboard virtual learning environment. Additionally, they might ‘invite’ you to other activities via your University email account, so you should check that and your CCCU calendar regularly.

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Canterbury Christ Church University is committed to publishing a fully-roomed academic timetable before the start of each semester / term, and minimising the number of changes thereafter, in order to help you plan ahead and better manage your work-life balance.

Minor amendments to the published timetable may occur due to occurrences outside of the University’s control, so you are advised to check your IST and/or OnTime regularly.

If you are experiencing problems with accessing your timetable, please contact the i-zone.

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MODULES Full module descriptors will be available on the programme Blackboard VLE

Introduction to Academic Practice Module Aims The aim of the module is to provide the participant with the foundation knowledge, skills and values for academic practice in higher education, grounded in a personal critical reflective practice.

1.

2.

3.

4.

Learning Outcomes By the end of this module participants should be able to: Utilise theory and research in higher education to design and deliver appropriate teaching, learning and assessment activities within their own subject discipline.

Develop and maintain a critical reflective practice and give and receive constructive peer feedback for enhancement of learning, teaching and assessment.

Demonstrate critical awareness of the particular needs of a higher education curriculum with reference to Quality Assurance policies and procedures.

Demonstrate critical awareness of personal and institutional processes and structures which enhance student experience and engagement within an inclusive learning environment.

Pedagogic Research and Reflection Module Aims The aim of the module is the aim is to deepen critical reflection and pedagogical enquiry and enable participants to undertake a manageable, systematic, and scholarly investigation of a pedagogic issue using an appropriate educational research methodology.

1.

2.

3.

4.

5.

Learning Outcomes By the end of this module participants should be able to: Identify and critically reflect upon pedagogical issues relevant to their own teaching area with reference to research and scholarship.

Critically evaluate different methods of critical reflection for higher education.

Systematically appraise educational research methodologies and methods.

Carry out scholarly research into a pedagogic issue using an appropriate educational research methodology.

Write up research for potential publication.

Enhancing Academic Practice Module Aims The aims of the module are to continue to develop the knowledge, skills and values required for confident academic practice and a well-established critical reflective practice. It also aims to introduce a range of enhancements for enabling learning which can be critically evaluated and incorporated appropriately into the course participant’s disciplinary area.

Learning Outcomes By the end of this module participants should be able to: 1. Articulate a philosophy of education which includes a commitment to respecting diversity and inclusive practice.

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2. Critically evaluate subject and pedagogic scholarship and/or research and integrate this into academic practice.

3. Critically evaluate a range of learning enhancements including technology and crossdisciplinary or interprofessional working and integrate this into academic practice.

4. Maintain a critical reflective practice which supports ongoing professional development and pedagogical enquiry within a fluid higher education context.

TEACHING AND LEARNING How will you be taught?

You will be taught using a variety of active learning strategies. There will be practical whole or half day workshops (maximum of six per module) utilising small and large group discussion and active learning exercises. These will typically take place once or twice a month. You will engage with scholarship and research literature and media in higher education and will consolidate your learning through a developing critical reflective practice.

Learning will be supported through use of the University’s virtual learning environments (VLE) and other digital media. You will have the opportunity to experience technology enhanced learning both as a learner and through using it to create learning opportunities.

Through a cycle of classroom activities followed by practical application of your learning in practice you will build your knowledge and skills and self-evaluation through critical reflection. You will undertake directed independent learning tasks which may be linked to your subject discipline, professional service area or professional requirements. As far as possible the learning and teaching strategies will model good practice in higher education and provide a range of models for critical evaluation.

In addition, you will receive mentoring as part of a learning set and personalised feedback from teaching observations. Your mentors are all people who hold an HEA fellowship at D2 (Fellow) or above. Most are alumni of the programme. They have been trained in individual, group and online mentoring and assessment of practice. In addition their training includes marking academic work at level 7 and assessing for recognition of the UK PSF descriptors, D1 and D2.

A total of four observations will be carried out across the programme with two taking place in the first module and one in each subsequent module. If you are an NMC registrant one of these observations will take place in practice by a dual role NMC registered teacher.

The Postgraduate Certificate in Academic Practice (PGCAP) is formed of three modules, each worth 20 credits at Level 7. Once you are enrolled, you will start the first module, Introduction to Academic Practice 3, begins with an intensive two-day workshop on critical reflective practice and learning and teaching. Introduction to Academic Practice is mapped against the D1 descriptors of the UK Professional Standards Framework (UKPSF) which go towards your achievement of HEA fellowship (see p.22). If you complete this module and decide to exit the programme, you this enables you to claim Associate Fellowship. This initial two-day workshop will support you in achieving A1, A2, K2, K3 and V1-4. Following this, you will join the other course participants in your cohort online and develop your critical reflective practice as you begin to engage in your academic practice.

Through engagement with post-workshop activities online and with your mentor you can develop evidence for A5 and K1 of the UKPSF. 3 This module forms the UCAP and if you are enrolled on that route, you will complete and exit the programme once you have successfully completed this module.

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Another two-day workshop will introduce you to curriculum design, assessment strategies and Quality Assurance processes. This supports development of A1, A3, K5 and K6 of the UKPSF. You will continue to develop your reflective practice. A final block of workshops will introduce you to the context of higher education, from historical and contemporary perspectives including the growth of widening participation (V4). Finally, you will learn ways in which students can be supported and their learning enhanced through personal tutoring, referral to professional services and creative utilisation of the learning environments. For participants whose role is not directly teaching, this supports your evidence for A4. The workshops will be spread over three months to allow you plenty of time to put what you have learned into practice and engage critically with the literature.

Through your critical reflective practice, you will have considered the transition into your identity as academic and highlighted potential areas for critical pedagogical enquiry.

Once you have complete Introduction to Academic Practice, the next 20 credit module will be Pedagogic Research and Reflection. You will now be moving into the D2 level of the programme where you develop evidence for Fellowship as part of your academic work. This module particularly supports the development of K5 in addition to broadening your understanding of the rest of the descriptors. The first part of the module will be four days of workshops (in blocks of two per month) where you will learn about educational research methodologies and draw upon your ongoing critical reflective practice and identified areas for pedagogical enquiry in order to develop a suitable focus for your own educational research project. The Pedagogic Research and Reflection module will continue online and through individual tutorials until the end of programme. There will be a day to share and review progress prior to submission of the research project. It is anticipated that taught content and activities from the third module, Enhancing Academic Practice will contribute to the ongoing reflective online discussions.

Enhancing Academic Practice will follow a similar format to the Introduction to Academic Practice module and will focus on technology enhanced learning, research informed teaching, enhancement and innovation, student engagement, the higher education context and the inclusive curriculum. This module allows you to broaden your understanding of academic practice in line with the requirements of D2 and specifically supports the achievement of K4. You will continue to undertake directed independent learning tasks which may be linked to your subject discipline, professional service area or professional requirements. In particular, if you are an NMC registrant, you will undertake activities relevant to learning and assessment in the practice context. By the end of this module, through the critical reflective practice you will also be able to articulate your philosophy of education.

Figure 1, overleaf, shows the journey you will take through the Postgraduate Certificate in Academic Practice programme. Some of your peers will be on the University Certificate in Academic Practice and will exit after the Introduction to Academic Practice module and will be able to become an Associate Fellow of the HEA. If you are unable to complete the programme and have successfully completed Introduction to Academic Practice, you can request to exit with a University Certificate in Academic Practice and become an Associate Fellow of the HEA. If you are progressing on to the full Postgraduate Certificate in Academic Practice you will undertake the Pedagogic Research and Reflection module and continue to use your critical reflective practice throughout the rest of the programme. During this period you will undertake Enhancing Academic Practice and you will be encouraged to utilise your 14

critical reflective practice to consolidate your learning from the module as well as provide ideas which could feed into your research. This is why there is a strand of Pedagogic Reflection and Research running through until submission of the study and completion of the programme.

Figure 1 The Student Journey N.B the darkened area in each module is the reflective element

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ASSESSMENT The assessment strategy of the programme aims to be integrative, whereby all strands of assessment are brought together coherently to support learning and achievement. There will be opportunities for formative assessment prior to summative assessment and the assessment tools will be chosen to align with the module outcomes, UKPSF descriptors and learning tasks.

How will you be assessed?

Each module will be assessed separately and you will receive a grade in line with the standards set out for work at Level 7 and in line with the Regulation and Credit Framework for the Conferment of Awards.

The assessments will draw on your ongoing work while developing your critical reflective practice and will therefore have many opportunities for formative feedback from programme staff and your peers. You will present elements of your reflections to be assessed summatively and you will also be required to submit a written assignment, a poster and a research study presented in the form of a journal article. All work will be required to meet the requirements of HE L7. Guidance and support will be available to meet this level.

Meeting the requirements for the UKPSF and fellowships (see p.22) Your assignments will also provide evidence of achievement of the appropriate level of the UK PSF for the award you are seeking. Introduction to Academic Practice (also the UCAP) will evidence D1 – Associate Fellowship. At this level, you are expected to show a sound understanding of a selection of D1 descriptors. The learning outcomes of the module do require you to address all of them, but the depth you address individual descriptors will be the way you ensure you meet the UKPSF requirements. Your mentor and the programme team will ensure this is clear when you do the assignment. Those students progressing on to the next two PGCAP modules, will continue to provide evidence for D2 – Fellow. It is a requirement of all assignments that both the module learning outcomes and UK PSF are met fully. For each assignment you will receive an assignment brief which has a checklist to help you ensure you include all the required elements and keep track of your progress. You will have a separate checklist for IAP which maps to D1 and then for the subsequent two modules which map to D2. This ensures that you meet the descriptors at the broader level required for the latter.

Meeting the requirements for the NMC Teacher Status (see p.24) If you are seeking NMC Teacher status part of your submitted work must include evidence of critical reflection that demonstrates how the NMC standards have been examined and developed in response to formative and summative assessment of teaching practice, experiential learning opportunities and critical engagement with theory. There is also a requirement for participants seeking NMC Teacher Status to record a minimum of 12 weeks (or 360 hours) teaching activity in both higher education and practice settings that is assessed and verified by a nurse or midwife teacher (with Due Regard ), who has a recorded teaching qualification on the NMC register.

Observations of practice 16

In addition to the written work you are required to have your teaching observed; four observations for the PGCAP. The purpose of the teaching observations is primarily to receive developmental feedback and authenticate your practice rather than assess your teaching. Although these are not formally assessed, you must show evidence of having completed them and you may make reference to them in your written work. ‘Teaching’ is a broad description for activities which support learning and may not need to be classroombased.

Introduction to Academic Practice Sample of critical reflections selected by you from your ongoing reflective practice selected to demonstrate attainment of module learning outcomes (2000 words).

Written synoptic reflection and critical evaluation of learning focusing specifically on your own subject discipline or professional service area (2000 words).

Pedagogic Research and Reflection You will produce a 4000 word study utilising an appropriate educational research methodology, in order to engage in the systematic evaluation of pedagogic practice.

Specifically, the study should adopt a scholarly approach to the identification of a pedagogic issue, and proceed to include the following: a critical review of relevant academic literature; a rationale for the choice of research tools, and consideration of relevant ethical issues; analysis of findings and suggestions for enhancements to pedagogic practice; reflections on working within an educational research paradigm.

Your study will presented in the form of an article for potential publication.

Enhancing Academic Practice Sample of critical reflections selected by the module participant from their ongoing reflective practice selected to demonstrate attainment of module learning outcomes (2000 words) Poster outlining critical evaluation and use of a teaching enhancement. (50%) If you miss an assessment through illness or misfortune please refer to the University Extenuating Circumstances Policy in this handbook.

If you miss an assessment through illness or misfortune please refer to the Extenuating Circumstances Policy in Section 2 of this Handbook.

Teaching Observations For each module, you should have your teaching observed through a formal teaching observation process. The observations are linked to the learning outcomes of the modules and you will complete two observations for Introduction to Academic Practice and one each for the other two modules. The observers are either your mentor, specialist colleagues or students. Full details on the observation process and the forms to be used are on the Blackboard.

Although the observations are not marked, all teaching observations must be completed and checked before an award can be made. The deadline for completion is two weeks

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before the final exam board. This means you do not have to have an observation by the end of a module, although this would be preferable.

For NMC registrants one of your observations must be carried out in practice.

Submission of work Information about where and how to hand in work will be posted on the programme Blackboard VLE. In all assignments, your work will be submitted and marked electronically. Alternative arrangements can be arranged if necessary, by request to the programme director.

All assignments are first and second marked using the embedded marking criteria on Turnitin. Please refer to the assignment guidelines and ensure that you understand what is required to pass. The pass mark is 50%. As all assignments also carry judgement of fellowship evidence, you must provide adequate evidence for meeting the D1 and D2 descriptors of the UKPSF in order to pass.

In the event of a referral, you are entitled to two reassessment attempts in line with CCCU assessment policy.

Assessment and reassessment deadlines are available on the Blackboard All work should be referenced to the standard expected of Level 7 work. The preferred referencing style should be Harvard. However, it is recognised that as students are colleagues they may be more used to a discipline style. This can be used as long as it is used consistently.

All work should be submitted via Turnitin. All instructions and Turnitin submission buckets are accessed via Blackboard under the ‘Assessments’ section.

You can self-check at least one draft per assessment in the Blackboard area and are strongly recommended to make use of this facility.

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TUTORIALS / PERSONAL ACADEMIC TUTORING / MENTORING All students are allocated a mentor who will provide academic guidance and support. The core delivery team will also be available to support you and often offer group assignment preparation and group tutorial sessions.

The extenuating circumstances process has been updated this year (2017-18) and further information can be found by following this link: https://cccu.canterbury.ac.uk/registry/docs/extenuating-circumstances/Information-onExtenuating-Circumstances-changes-for-2017-18.pdf Please note that all requests for extensions should be made to the Programme Director via the programme administration email: apdadmin@canterbury.ac.uk

REGULATORY ARRANGEMENTS This programme operates within the Regulation and Credit Framework for the Conferment of Awards which provides the regulatory arrangements for the University’s programmes.

This sets out information such as how your degree classification will be calculated and the requirements for obtaining your award. You can access it here: www.canterbury.ac.uk/handbook/policies-procedures

EXTERNAL EXAMINER The University appoints External Examiners to act as an independent check upon the academic standards of each programme. The details of the External Examiner(s) for this programme are given below.

Name of current External Examiner: Professor Pam Parker (PFHEA) Position of current External Examiner: Deputy Director of the Department for Learning Enhancement and Development and Professor of Educational Development.

Institution of current External Examiner: City University of London In due course, you may be asked to meet the External Examiner(s). This meeting will be to enable the External Examiner to gather information on the quality and standards of the programme. Individual performance will not be assessed at this meeting. You should not, therefore, raise any issues regarding individual assessment outcomes with the External Examiner at this time. If you wish to make an academic or fitness-to practice appeal you should do so through the University's Academic or Fitness-to-Practice Appeals Process, details of which are provided in ‘My Essential Information’. If you wish to make a complaint about the quality of your programme you should do so through the University’s Student Complaints Process, details of which are provided in ‘My Essential Information’. In line with the Quality Assurance Agency UK Quality Code for Higher Education you should not make direct contact with the External Examiner(s).

The External Examiner for your programme will submit an annual report. All External Examiner reports can be accessed via the Student Portal. You can participate in the formal 19

process through which External Examiner reports are considered and responded to through the programme’s student-staff liaison committee. Details of these meetings will be available from the Programme Director. The response to the External Examiner report will also be made available on the Student Portal.

THE UNITED KINGDOM PROFESSIONAL STANDARDS FRAMEWORK (UK PSF) The UK PSF was developed through consultation across the UK Higher Education sector and is housed by the Higher Education Academy (HEA). It is primarily designed to be used flexibly by individuals and institutions as a recognised benchmark for higher education practice in teaching and supporting learning. It should not, however, be mistaken for a competency framework with fixed definitions and performance criteria. The framework is designed to be open to a degree of interpretation to allow contextualisation of roles, institutions and circumstances particular to an individual or institutional context. For this reason, you might initially find the descriptions of the expectations rather vague and feel the need for greater clarification. When you reach the section on preparing for fellowship or if you are undertaking the taught route, you will see that you will be supported in understanding the framework and how best to evidence your claim.

The UK PSF is a simple way of representing a highly complex and dynamic practice. For this reason, people speak of ‘engaging’ with the framework. It has two key components: 1. The three dimensions of practice; 2. The four descriptors (D1-D4) The three dimensions; Areas of Activity (A), the Core Knowledge (K) and Professional Values (V) form the core of all academic practice. The four descriptors (D1-D4) describe different types of practice and correspond to the different categories of fellowship: Associate Fellow (D1), Fellow (D2), Senior Fellow (D3) and Principal Fellow (D4). There are common elements to all four descriptors but as you engage with them you will see that they build upon each other. For example, the Fellow (D2) and Senior Fellow (D3) both require a solid practice in learning and teaching but D3 has additional descriptors associated with leadership of learning and teaching.

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Areas of Activity A1 Design and plan learning activities and/or programmes of study A2 Teach and/or support learning A3 Assess and give feedback to learners A4 Develop effective learning environments and approaches to student support and guidance A5 Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices Core Knowledge K1 The subject material Professional Values K2 Appropriate methods for teaching and learning in the subject area and at the level of V1 Respect individual learners and diverse the academic programme learning communities K3 How students learn, both generallyV2 and Promote participation in higher education within their subject/disciplinary area(s)and equality of opportunity for learners K4 The use and value of appropriate learning V3 Use evidence-informed approaches and the technologies outcomes from research, scholarship and professional development K5 Methods for evaluating the effectivenesscontinuing of teaching V4 Acknowledge the wider context in which higher education operates recognising the K6 The implications of quality assurance and quality enhancement for academic and implications for professional practice professional practice with a particular focus on teaching

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Descriptor 1: Associate Fellow Demonstrates an understanding of specific aspects of effective teaching, learning support methods and student learning.

Individuals should be able to provide evidence of: I. Successful engagement with at least two of the five Areas of Activity II. Successful engagement in appropriate teaching and practices related to these Areas of Activity III. Appropriate Core Knowledge and understanding of at least K1 and K2 IV. A commitment to appropriate Professional Values in facilitating others’ learning V. Relevant professional practices, subject and pedagogic research and/or scholarship within the above activities VI. Successful engagement, where appropriate, in professional development activity related to teaching, learning and assessment responsibilities

Typical individual role/career stage Individuals able to provide evidence of effectiveness in relation to their professional role(s), which, typically, will include at least some teaching and/or learning support responsibilities.

This teaching and learning role may sometimes be undertaken with the assistance of more experienced teachers or mentors. Typically, those likely to be at Descriptor 1 (D1) include: a. Early career researchers with some teaching responsibilities (e.g. PhD students, GTAs, contract researchers/post doctoral students etc.) b. Staff new to teaching (including those with parttime academic responsibilities) c. Staff who support academic provision (e.g. learning technologists, learning developers and learning resource/library staff) d. Staff who undertake demonstrator/technician roles that incorporate some teaching-related responsibilities e. Experienced staff in relevant professional areas who may be new to teaching and/or supporting learning, or who have a limited teaching portfolio

Descriptor 2: Fellow Demonstrates a broad understanding of effective approaches to teaching and learning support as key contributions to high quality student learning.

Individuals should be able to provide evidence of: I. Successful engagement across all five Areas of Activity II. Appropriate knowledge and understanding across all aspects of Core Knowledge III. A commitment to all the Professional Values IV. Successful engagement in appropriate teaching practices related to the Areas of Activity V. Successful incorporation of subject and pedagogic research and/or scholarship within the above activities, as part of an integrated approach to academic practice VI. Successful engagement in continuing professional development in relation to teaching, learning, assessment and, where appropriate, related professional practices

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Typical individual role/career stage Individuals able to provide evidence of broadly based effectiveness in more substantive teaching and supporting learning role(s). Such individuals are likely to be established members of one or more academic and/or academic-related teams.Typically, those likely to be at Descriptor 2 (D2) include: a. Early career academics b. Academic-related and/or support staff holding substantive teaching and learning responsibilities c. Experienced academics relatively new to UK higher education d. Staff with (sometimes significant) teaching-only responsibilities including, for example, within work-based settings