2015/16 The Postgraduate Certificate in Academic and Professional Practice
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The Postgraduate Certificate in Academic and Professional Practice PCAPP: APL route Participant Handbook Learning and Development Centre 2015/16 Welcome from the Pro-Vice-Chancellor for Teaching and Learning Professor Christina Hughes The University of Warwick has a strong commitment to the development of excellence in relation to student achievement, learning and teaching, and research. As part of this commitment, we recognise the importance of enhancing the range of professional development opportunities available for our academic staff - whether probationers or more experienced colleagues. Warwick’s academic development programme for lecturers – the Postgraduate Certificate in Academic and Professional Practice (PCAPP) – actively demonstrates the value the University places on flexible and (so far as possible) individualised approaches to staff development and career enhancement. PCAPP is part of a wider continuing professional development framework for all colleagues with responsibility for teaching and learning, and provides a wide range of opportunities for staff to become involved in professional development activities that are best suited to their particular needs. The programme has been designed to provide you with opportunities to engage with colleagues from across the institution, whilst at the same time enabling you to contextualise the programme to your own particular disciplinary needs. PCAPP is aligned with the UK Professional Standards Framework and as such is accredited with the Higher Education Academy, leading to recognition as a Fellow of the Higher Education Academy. I very much hope you will enjoy and benefit from your participation in the programme over the next few years. 2 Contents Welcome from the Pro-Vice-Chancellor for Teaching and Learning Professor Christina Hughes ....... 2 Programme Overview ............................................................................................................................. 6 What are the benefits to me? ................................................................................................................. 6 Programme Aims .................................................................................................................................... 7 Learning Outcomes ................................................................................................................................. 7 The Programme Team............................................................................................................................. 8 What do I need to study PCAPP? ............................................................................................................ 8 How do I enrol? ....................................................................................................................................... 8 What’s involved?..................................................................................................................................... 9 How long does it take?............................................................................................................................ 9 Programme overview............................................................................................................................ 10 Part 1: The core programme ................................................................................................................. 13 Professional group meeting .............................................................................................................. 13 Your Teaching Philosophy Statement ........................................................................................... 13 The core workshops .......................................................................................................................... 13 Teaching observations .......................................................................................................................... 14 Teaching Observation Reflections .................................................................................................... 15 Part 2: Continuing Professional Developmental activities.................................................................... 15 Continuing Professional Development Activities.............................................................................. 15 PCAPP skills development workshops .................................................................................................. 19 Reflection and reflective writing ................................................................................................... 19 Engaging with educational literature: reading and writing .......................................................... 19 Introducing educational enquiry and the Scholarship of Teaching and Learning: preparing for the negotiated project .................................................................................................................. 19 PCAPP assessment workshop: preparing for the portfolio........................................................... 19 Part 3: The PCAPP Project ..................................................................................................................... 20 The Project Proposal ......................................................................................................................... 21 Submitting your Draft Project ........................................................................................................... 21 Building your Assessed Portfolio........................................................................................................... 21 Support for Participants ........................................................................................................................ 22 Support from the PCAPP Team ..................................................................................................... 22 3 Participant Progress Reports ........................................................................................................ 22 Tell us what you think: giving feedback ................................................................................................ 22 Programme Liaison Group ............................................................................................................ 22 Feedback about PCAPP workshops............................................................................................... 23 Other support ....................................................................................................................................... 23 Institute of Advanced Teaching and Learning (IATL) .................................................................... 23 Support from the Library .............................................................................................................. 23 The Teaching Grid ......................................................................................................................... 24 Indicative Reading list ........................................................................................................................... 24 Design and plan learning activities and/or programmes of study (A1) ........................................ 24 Teach and/or support learning (A2).............................................................................................. 25 Assess and give feedback to learners (A3) .................................................................................... 26 Develop effective learning environments and approaches to student support and guidance (A4) ...................................................................................................................................................... 27 Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices (A5) .............. 28 Appropriate methods for teaching and learning in the subject area and at the level of the academic programme (K2) ............................................................................................................ 28 How students learn, both generally and within their subject/disciplinary areas (K3) ................. 28 The use and value of appropriate learning technologies (K4) ...................................................... 29 Methods for evaluating the effectiveness of teaching (K5).......................................................... 29 The implications of quality assurance and quality enhancement for academic and professional practice (K6) .................................................................................................................................. 30 Respect individual learners and diverse learning communities (V1)............................................ 30 Promote participation in higher education and equality of opportunity for learners (V2) .......... 30 Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development (V3) .................................................................................. 30 Acknowledge the wider context in which higher education operates recognising the implications for professional practice (V4) ................................................................................... 31 Discipline specific journals ............................................................................................................ 31 Generic Journals............................................................................................................................ 32 Key databases: .............................................................................................................................. 32 Websites ....................................................................................................................................... 33 Social Media and networks ........................................................................................................... 33 4 Appendix 1: The UKPSF ......................................................................................................................... 35 What is the UKPSF? ........................................................................................................................... 35 The Descriptors: ................................................................................................................................ 35 The Dimensions of Practice............................................................................................................... 36 Appendix 2: The Teaching Observation Process .................................................................................. 37 Pre and Post Observation ................................................................................................................. 37 Appendix 3: Assessment Criteria and Procedures ................................................................................ 38 Assessment Criteria .......................................................................................................................... 39 How to submit your work ................................................................................................................. 40 Retention of assessed work .............................................................................................................. 41 Referencing ....................................................................................................................................... 41 Plagiarism .......................................................................................................................................... 42 Using material more than once ........................................................................................................ 42 External Examination ........................................................................................................................ 42 Mitigating circumstances .................................................................................................................. 42 Appeal ............................................................................................................................................... 43 5 Programme Overview Welcome to the PCAPP programme. PCAPP is a part-time, practice-based Masters level programme (60 CATS) for staff with teaching and learning responsibilities at Warwick. PCAPP enables you to benchmark your practice against the UK Professional Standards Framework (UKPSF) and gain national recognition as a Fellow of the Higher Education Academy (FHEA).1 PCAPP is designed to enable you to plan a route of study through the programme in accordance with your disciplinary interests and professional development needs. It provides you with opportunities to incorporate your wider academic practice and to use evidence-informed approaches, as well as outcomes from research and scholarship, to enhance your teaching. The programme is fully integrated with the institutional Continuing Professional Development Framework and encourages participants to network both within and beyond their faculty. Accreditation of Prior Learning (APL) 2 provides a much reduced route through PCAPP for suitably experienced members of academic staff, whereby the members of staff accredit their prior experience and/or learning towards the PCAPP award. What are the benefits to me? Gain formal national recognition for teaching and support of learning; Demonstrate alignment to criteria for promotion; Provide evidence that your practice is benchmarked to the UKPFS; Demonstrate commitment to the professionalism of teaching and supporting learning; Opportunity to plan and engage in professional development; Enhance learning through innovation based on evidence and best practice. Enlarge your professional network both within and beyond your faculty 1 Further details of the descriptors and their relationship to the UKPSF can be found in Appendix 1. 2 The process of identification, assessment and formal acknowledgement of prior learning and achievement is commonly known across the HE sector as 'accreditation' (QAA guidelines 2004). Throughout this document, the abbreviation APL includes accreditation of prior certificated learning (APCL) and accreditation of prior experiential learning (APEL) unless otherwise stated. 6 Programme Aims 1. To deliver flexible, creative collaborative provision that is directly relevant to a participant’s work situation and professional development needs. 2. To provide flexible development opportunities to engage with the knowledge, values, understanding and skills associated with excellent teaching, learning and assessment in a research-led university. 3. To provide a means for participants to develop a professional, reflective enquiry base to inform their teaching. 4. To provide opportunities for participants to investigate means of becoming more effective practitioners through critical reflection on and evaluation of their own practice, and to encourage a commitment to wider continuing professional development. 5. To support the development of the University’s research, teaching and learning culture, benefiting both participants and the wider University. 6. To encourage the dissemination of best practice and enable participants to further develop their ability to discuss educational issues, share ideas and communicate these effectively in varied contexts. 7. To be appropriate for both full-time and part-time staff, whether potential entrants to the profession, probationers or experienced members of staff. 8. To enable participants to gain academic credit for any appropriate skills, knowledge and understanding gained prior to joining the programme and for skills, knowledge and understanding developed through participation. Learning Outcomes By the end of the programme, you should be able to: 1. Describe, analyse and articulate an informed rationale for your own academic practice, incorporating research and scholarship as appropriate. 2. Design, plan and deliver effective learning activities and/or programmes of study, which demonstrate an understanding of how students learn both generally and within your discipline. 3. Develop effective learning environments and approaches to student support and guidance. 4. Demonstrate an appreciation of good practice for assessing student learning and providing effective feedback. 5. Recognise the use and value of technology to support teaching and learning and be able to select and employ technology appropriately and effectively to achieve specific pedagogical aims. 6. Identify, reflect on and evaluate your own academic, professional and educational development. 7. Demonstrate an informed awareness of institutional, national and other contexts that affect your academic practice. 8. Demonstrate an appreciation of the UKPSF and its role in your continuing development. 7 The Programme Team PCAPP is one of several professional development activities delivered through the Teaching and Learning Unit (TLU) of the Learning and Development Centre (LDC). The TLU team are experienced Higher Education learning and teaching practitioners and bring a wide range of expertises to the PCAPP programme gained in the UK and overseas. We organise and facilitate PCAPP workshops, Professional Groups, teaching observations, and provide programme support for participants. We also draw on the expertise of colleagues across the University and beyond to contribute to the workshop programme. What do I need to study PCAPP? To start and successfully complete the programme you will need to have: at least 30 hours of teaching per year; enough dedicated time to engage with the programme. If completing PCAPP is a condition of your probation you will usually have a reduced departmental workload, if this is not the case you should speak with your Head of Department; a Departmental Mentor who is not currently registered on PCAPP. Your Departmental Mentor will provide disciplinary guidance and specific advice on departmental procedures (such as marking policy, procedures for dealing with plagiarism), they will also undertake 2 of your teaching observations; completed online enrolment (see below). If you have any questions or issues concerning these essentials (e.g. insufficient hours or atypical teaching pattern) please contact us for advice at pcapp@warwick.ac.uk. How do I enrol? As a participant on PCAPP you are required by the University to enrol as a ‘student’ and therefore you will have dual status as ‘staff’ and ‘student’. When starting PCAPP you will be given a student number and will be asked to complete the online enrolment. At the start of each academic year the Academic Office will contact you requiring you to re-enrol. It is important that you enrol and re-enrol as required in order for your certificate to be issued at the end of the programme. The enrolment process involves you creating a student IT account. In order to avoid people emailing your student email address instead of the staff one you should set up a redirect from your student to your staff account. 8 For detailed instructions on enrolment and re-enrolment see: www.warwick.ac.uk/pcapp/currentparticipants2013/enrolment/ What’s involved? The programme has been structured to reflect your own professional, disciplinary and pedagogical contexts and interests. We invite you to create your own route through PCAPP, focussing on the elements of your teaching practice which you find most stimulating, and which offer the richest seam of enquiry. Over the course of the programme you will build a portfolio which evidences your professional development, which will include feedback and reflection on teaching observations, workshops on core aspects of learning and teaching, and your reflective and pedagogic writings. The programme is flexible and enables you to undertake a wide range of development activities. You will also have an opportunity to undertake a small scale research project into an aspect of learning and teaching, which is the keystone of the programme, and the final piece in your assessed portfolio. How long does it take? PCAPP carries 60 credits and so will take 600 hours of study. PCAPP is designed to integrate with your professional practice, and it is therefore assumed that a number of these hours will comprise normal work-based activity. We have designed the programme to be flexible in terms of pace and we anticipate that you will take between 12-24 months to complete the programme, depending on individual circumstances. NOTE: if you are on leave for an extended period of time (i.e. research leave, maternity leave, etc.) you are advised to apply for temporary withdrawal. For further information please email pcapp@warwick.ac.uk. If after 2 years you find that you still need additional time you can request a 6 months extension by filling the ‘Request for Extension’ form available on: http://www2.warwick.ac.uk/services/ldc/development/pcapp/currentparticipants2013/formsanddo cs/ Further extensions beyond 6 months are only granted under exceptional circumstances. 9 Programme overview For those who have at least 3 years (or full time equivalent) of relevant teaching experience in HE prior to coming to Warwick or have achieved Associate Fellowship of the Higher Education Academy (AFHEA) status. Core workshops Developmental activities Project (9 hours) PCAPP /FHEA •based on evidence of prior learning you may need to attend one or more core workshop. Professional Group meeting 2 Teaching observatio ns Assessment: Project proposal Assessment: Draft Project Assessment: PCAPP Project Assessment: Portfolio Key Assessment: Formative assessment Summative assessment Assessment: 10 For those who have completed a postgraduate award in teaching and learning in higher education at Warwick or equivalent course/programme at another Higher Education institution (30 CATS M level): PGA: Teaching and Learning in Higher Education (PGA: T&L in HE) PGA: Introduction to Academic and Professional Practice (PGA: IAPP) Developmental activities Core workshops Project (9 hours) PCAPP /FHEA •Module design •How students learn Professional Group meeting 2 Teaching observatio ns Assessment: Project proposal Assessment: Draft Project Assessment: PCAPP Project Assessment: Portfolio Key Assessment: Formative assessment Summative assessment Assessment: 11 For those who have completed a postgraduate award in technology enhanced learning at Warwick or equivalent course/programme at another HEI (30 CATS M level): PGA: Technology Enhanced Learning (PGA: TEL) PGA: E-learning in Academic and Professional Practice (PGA: EAPP) Core workshops Developmental activities (5 hours) PCAPP/F HEA •Assessment and feedback strategies •How students learn •Large and small group teaching •Module design •Reviewing and evaluating your teaching. 2 Teaching observatio ns Assessment: Pedagogic Review Assessment: Portfolio Key Assessment: Formative assessment Summative assessment Assessment: 12 Part 1: The core programme The core programme will support your engagement with the UKPSF Areas of Activity (A1-5), Core Knowledge (K1-5) and Professional Values (V1-4). You will deepen and refine your engagement with the UKPSF as the programme continues, developing specialisms according to your own context and interests. The PCAPP programme is built upon the twin pillars of reflective practice and scholarship. And so, in this first section of PCAPP you will begin to refine a reflective approach to your teaching practice, and also to explore the theories, philosophies and evidence-base which inform a scholarly approach to teaching and learning in HE. We recommend that you complete the core programme in your first term of PCAPP. Professional group meeting The professional group meeting is designed to support you in the writing of your Teaching Philosophy Statement. Your Teaching Philosophy Statement The Teaching Philosophy Statement is central to your portfolio. Your first task will be to write your Teaching Philosophy Statement (1000 - 1500 words). Put simply, a teaching philosophy statement tells the story of your teaching life – what you do, and why you do it, what you aim to achieve, and what you aspire to. It enables you to articulate your beliefs, values and identity, sharing your practice and the rationale which informs it. This is a reflective statement of around 1400 words that evidences reflective practice and encourages you to describe how you think learning occurs and how you think you can help facilitate/support the process; what main goals you have and what actions you take or will take to implement your intentions. Remember that the Teaching Philosophy Statement is not a summary of the experiences on your CV, nor is it an article on pedagogy. It is a concise, specific discussion of the objectives and approaches you currently use, have used in the past, and plan to use in the future. Ideally, you should compose this dynamic document early in your teaching career and revisit and revise it as you acquire experience, hone your philosophy, and adjust your practices. The core workshops Six core workshops provide foundational knowledge for the PCAPP programme. For this reason we strongly encourage you to attend all core workshops during the first term that you study on the PCAPP programme. These workshops introduce key pedagogic concepts, offer theoretical 13 background, explore different approaches to educational enquiry, and scaffold the skills that you will need to engage effectively with the programme. The workshops are mapped to the UKPSF, and offer a sound starting point for your own pedagogic explorations: Assessment and feedback strategies (A3) How students learn (K3, V1, V2) Large and small group teaching (A2, A4, K2) Module design (A1, K6) Reviewing and evaluating your teaching practice (A5, K5) Introduction to technology enhanced learning (delivered online and available from January 2016) (A4, K4, V2) Your confirmation of APL approval will indicate which core workshops you are required to attend. You can find more details of the workshops and book your place at: http://www.warwick.ac.uk/pcapp/currentparticipants2013/workshops As you will need to fold the experiences, skills, theories, approaches and knowledge that you encounter during these sessions into your own understanding, we ask you to do some reflective writing after each workshop. These reflections will be included in your portfolio. The workshop reflection forms can be found via our website at: www.warwick.ac.uk/pcapp/currentparticipants2013/formsanddocs/ Teaching observations The teaching observation process is a supportive developmental opportunity. It offers support for you to identify areas for development, try new approaches, implement changes, and consolidate good practice. You will be observed by your Departmental Mentor and by a PCAPP adviser: the Departmental Mentor observation gives you the opportunity to gain feedback that is more focused on the subject material; the PCAPP adviser offers support for trying out new approaches, confirming examples of good practice and identifying areas for further consideration. Scheduling your observations. Teaching observations should take place as you work through the Core Programme and the Developmental Activities, and should be scheduled at intervals which offer time for reflection and enhancement. 14 When arranging a teaching observation by an adviser, it is advisable to give as much notice as possible. It may be advisable to schedule the observations as soon as you have your confirmed teaching timetable. For the PCAPP adviser observation we will need notice at least 3 weeks before the date and time of the session you would like the adviser to observe. For more information and guidelines on the Teaching Observation Processes - see Appendix 2. Teaching Observation Reflections After you have undertaken the required observations (1 x PCAPP Adviser, 1 x Departmental Mentor) please complete the Teaching Observation Reflection Form available on: http://www2.warwick.ac.uk/services/ldc/development/pcapp/currentparticipants2013/formsanddo cs Part 2: Continuing Professional Developmental activities After you have completed the core programme you will engage with a range of development activities. There are opportunities to attend additional workshops, participate in special interest groups such as the Technology Enhanced Learning forum and the Widening Participation Forum, get involved in strategic working groups or mentor PhD students who teach. You are will also be able to engage in external CPD, for example attending events organised by the Higher Education Academy. Continuing Professional Development Activities You are required to engage in 9 hours of development activities (5 hours if you have completed a postgraduate award in technology enhanced learning at Warwick or equivalent course/programme at another HEI (30 CATS M level), of which 50% must be directly related to teaching and learning. The table below gives an indication of the activities you could engage with and their equivalence in terms of hours. Please note that these activities are not inclusive, for example other activities could include additional teaching observations (either observing or being observed), external examining, and participation in teaching and learning focussed committees or working groups. We will endeavour to inform you of new opportunities from within the University as they arise. To ensure that your development activities meet the requirements for the PCAPP programme you should complete the online form before starting the activity: www.warwick.ac.uk/pcapp/currentparticipants2013/workshops. 15 You will be required to reflect upon your CPD activities, specifically how they relate to your teaching practice, and how the activity maps to the UKPSF. These reflections will be submitted as part of your portfolio. 16 Workshops LDC Teaching and Learning Programme www2.warwick.ac.uk/services/ldc/tandl/workshops/ LDC Researcher Programme/ Leadership & Management Programme www2.warwick.ac.uk/services/ldc/development/ Equivalence Participation will be on an equivalence basis i.e. a 5 hour workshop equals 5 hours of development activity Institute of Advanced Teaching and Learning (IATL) Programme http://www2.warwick.ac.uk/iatl/news/ Library/Teaching Grid Provision Your Faculty/ Departmental teaching and learning focussed events Higher Education Academy workshops www.heacademy.ac.uk/events Facilitating Teaching and Learning Focused workshops/events These could be departmental, faculty or institutional events/co-delivering a workshop for PhD students who teach or facilitating a session on LDC’s programme Participation will be on an equivalence basis plus Facilitating a workshop/event development time (equal to delivery time) i.e. a 3 hours workshop would be equal to 6 hours Teaching and Learning Showcases The Institutional and Faculty Teaching and Learning Showcases provides a forum for the exchange of good practice, as well as offering colleagues the opportunity to reflect more broadly on teaching and learning strategies, explore new approaches and ideas, and share experiences. For more information see the links at www2.warwick.ac.uk/services/ldc/tandl/ Institutional Showcase Faculty of Arts Showcase Faculty of Science Showcase Faculty of Social Studies Showcase Participation is equivalent to 3 hours Special Interest Groups and Forums These are networking groups with the aim of sharing experiences, discussing issues and concerns, and building communities of practice. We will keep you informed of new groups and forums that may be of interest to you. For more information on the forums listed below contact pcapp@warwick.ac.uk Technology Enhanced Learning Participation is equivalent to 3 hours Moodle User Group Teaching Fellows Forum Undertaking a project with the Institute of Advanced Teaching and Learning (IATL) IATL offers 2 funding streams which fit the scope of the PCAPP programme: Academic Fellowships and Pedagogic Interventions. The Academic Fellowships are for the innovative re/development of a module. Pedagogic Interventions are for the development of workshops, lectures, events involving external guests etc. where the focus is on active participation by learners and teachers. www2.warwick.ac.uk/fac/cross_fac/iatl/funding/staff/ Academic Fellowships and Pedagogic Interventions Participation is equivalent to a maximum of 9 hours Mentoring a PhD Research Student who teaches/demonstrates In your module(s) you may be supported by PhD students who facilitate seminars/problem classes, demonstrate in lab classes or supervise student projects and you could mentor a student to support them in develop their teaching skills. This could be done informally or more formally if the student is enrolled on the PGA Teaching and Learning in HE programme. Typical mentoring tasks could involve teaching-focused meetings, reciprocal teaching observations and if the student is on the PGA, 2nd marking their assessed portfolio. Contact pcapp@warwick.ac.uk for more information Mentoring a PhD research student Mentoring a student is equivalent to a maximum of 6 hours Supervising an Undergraduate Research Scholarship Scheme (URSS) student The URSS scheme gives Warwick undergraduate students the chance to become directly involved in research work and gain first-hand experience of working in a research team. Past supervisors have reported benefits such as ‘bridging the gap between research and teaching’ and ‘investigating a student’s suitability for a PhD’. Students carry out the research during the summer vacation and are awarded bursaries of up to £1000. For more information see www2.warwick.ac.uk/services/scs/experience/urss/ Supervising a URSS student Supervising a student is equivalent to a maximum of 6 hours Widening Participation/ Outreach or Community Engagement There is a wide range of provision offered by the University with examples such as ‘Further Mathematics’, ‘Pathways to Law’, ‘Headstart‘(Engineering) and International Gateway for Gifted and Talented Youth (IGGY). For information on how you can get involved with activities in your department and beyond contact pcapp@warwick.ac.uk Widening Participation activities Participation will be on an equivalence basis plus development time (equal to delivery time) i.e. a 3 hour workshop would be equal to 6 hours 18 PCAPP skills development workshops We have designed a series of workshops to scaffold some of the skills which are central to the PCAPP programme, and some examples are given below. Participation in these workshops will contribute to the developmental activities element of the programme. Reflection and reflective writing Reflection sits at the heart of the PCAPP programme. Reflective practice provides a vehicle for learning, and therefore offers scope to improve our teaching, and to enhance our student’s learning, as well as enabling us to develop our professional identity and to connect all elements of our academic practice. However, reflection is difficult, time-consuming and often uncomfortable. The primary aim of this workshop is to make reflection a more palatable, even pleasurable activity, by considering why we should reflect and how we can reflect better. Engaging with educational literature: reading and writing The learning outcomes for the PCAPP programme require you to incorporate ‘research and scholarship as appropriate’. The need for evidence-based practice and engagement with the literature of learning and teaching is also evidence in the UKPSF (A5 and V3). But what if reading pedagogical literature feels like reading a foreign language, or like chewing through a “wet woolly wall” (Loads, 2013)? This workshop will support your engagement with the literature of educational research. By the end of this workshop you will be able to identify the different paradigms that you are likely to encounter in the literature, have considered how your own disciplinary practices intersect with these research paradigms, understand how to undertake a literature review within the field of educational enquiry. Introducing educational enquiry and the Scholarship of Teaching and Learning: preparing for the negotiated project This workshop provides additional support as you begin to consider your PCAPP project. It will present a series of activities designed to help you choose an area of enquiry, to consider what constitutes data in different disciplinary traditions, how that data might be collected, and how you can harness the research practices and methodologies from your home discipline in order to investigate your teaching practice. PCAPP assessment workshop: preparing for the portfolio This workshop gives you the opportunity to explore the requirements for the assessed pieces of work, including the programme aims, the learning outcomes and their relationship to the UKPSF. We will discuss the assessment criteria, and how standards are developed and applied. As part of the workshop you will be given opportunity to view anonymised past pieces of work, and take part in a marking activity. Part 3: The PCAPP Project The PCAPP project offers you the opportunity to undertake a small-scale research project into an aspect of your academic practice. Although the project offers scope to consider the broader context of academic practice, we do expect that at least 50% of the Project will be directly related to your teaching practice. You will need to identify an area for enquiry, and to carefully consider the scale and scope of the project, bearing in mind the time constraints that you will be working under. You will need to review the literature in the field, collect and analyse your data, and write up your project while you are registered on the PCAPP programme. It is therefore advisable to identify a relatively small and specific aspect of teaching upon which to focus. How you configure your research project will depend upon the nature of the aspect of teaching you wish to investigate, but might also depend upon your disciplinary context and ‘home’ research methodologies and practices. Please note: you should consider carefully, and have responsibility for determining, whether there are ethical issues with regard to any project you wish to conduct. As a matter of good practice, relevant students should be informed of the research and why it is being undertaken. Beyond this, however, if it is suspected that formal ethical review might be required, you should consult with the Chair of the appropriate Ethics Committee or Chair of the Departmental Research Committee. You might find it useful to attend the workshop ‘Introducing educational enquiry and the Scholarship of Teaching and Learning: preparing for the negotiated project’ as you begin to think about your Project. Links to the booking form will be included in the PCAPP monthly newsletter as the dates are finalised. The submitted assessment is a ‘write-up’ of the research undertaken, its results and any conclusions that might be drawn from it, including implications for future practice. The Project should be between 4,500 – 5,000 words long (not including Appendices). 20 The Project Proposal You must submit a Project Proposal before embarking upon your Project. When you have formulated your research question, identified an appropriate research methodology, considered whether you need ethical approval and drawn up a research schedule please complete the Project Proposal form at www.warwick.ac.uk/pcapp/currentparticipants2013/formsanddocs/, and submit for approval via email: pcapp@warwick.ac.uk. You will receive feedback on your Proposal from a member of the LDC team within 10 working days. You may need to refine your Proposal in light of feedback. Once approval has been received you can begin your Project. Please keep a copy of your approved proposal and the feedback you receive to submit with your completed Project. Submitting your Draft Project We offer you an opportunity to submit a draft of your final Project in order to gain feedback. Please email your draft to pcapp@warwick.ac.uk. Building your Assessed Portfolio Assessment is by portfolio which comprises the written assignments and evidences engagement with the programme activities. Your portfolio should contain: 1. Portfolio Coversheet 2. Teaching Philosophy Statement 3. Workshop/ Development Activities log sheet (50% of development activities to relate directly to teaching and learning) 4. Workshop reflection sheets 5. Development Activities reflection sheets (all reflections must relate activities to teaching practice and map to the UKPSF) 6. 2 x Teaching Observation forms and 1 x reflection form 7. PCAPP Project (including Project Proposal, approval and feedback) with coversheet OR, Pedagogic Review with coversheet for those who have previously completed a postgraduate award in technology enhanced learning) 21 Support for Participants Support from the PCAPP Team We offer support for: Managing your route through the programme; Discussing ideas for undertaking the Pedagogic Review and PCAPP Project; Arranging an observation by a member of the PCAPP team; Confirmation of course components to be completed; Guidance on submission requirements; Advice about course requirements and regulations; Enquiries from new starters about the possibility of Exemption from PCAPP and/or Accreditation of Prior Learning (APL). To request support please contact pcapp@warwick.ac.uk in the first instance. Participant Progress Reports To help you monitor your progress throughout your registration, you will be sent a personalised Progress Report three times each academic year. The report details which components of the course you have completed and which are outstanding. A summary of the report is also sent to your Head of Department. Tell us what you think: giving feedback Programme Liaison Group The Programme Liaison Group (PLG) is a forum which has been set up to consider the development and enhancement of the PCAPP programme; its function is similar to a SSLC. This participative forum brings together members of the LDC team, representatives from Departmental Mentors and representatives from each cohort. Their role is to represent concerns, requests, comments and suggestions from their fellow participants to the course team and others. The PLG meets on a regular basis, normally once a term. If you are interested in being a PCAPP representative please contact the Course Secretary (email to: pcapp@warwick.ac.uk) in the first instance. Terms of Reference for the PLG can be found with the current year’s meeting dates and minutes from previous meetings at: http://www2.warwick.ac.uk/services/ldc/development/pcapp/currentparticipants2013/plg 22 A list of current reps is available from the website. If you have any items that you wish to raise at one of the PLG meetings, please contact your nominated rep at least 2 weeks before the scheduled PLG meeting, so that the item(s) can be added to the agenda. Feedback about PCAPP workshops Participants are invited to complete feedback forms at the end of each PCAPP workshop. This is used to inform and shape future events. We welcome your feedback and suggestions at any time. The course team place great emphasis on feedback from participants and will be seeking feedback from you in a variety of ways, including evaluation questionnaires, course review meetings and informal discussions. Although completion of questionnaires and attendance at review meetings takes time we hope that you will regard this as a valuable investment that helps to develop the course for yourselves as well as future participants. If you have any suggestions or issues as the course progresses please feel free to raise them with any member of the course team rather than feeling you have to wait for the next ‘formal’ opportunity. Email us at: pcapp@warwick.ac.uk. Other support Institute of Advanced Teaching and Learning (IATL) IATL's core business is to foster a pedagogy that is committed to innovation, interdisciplinarity, inclusiveness, and internationalisation. They seek to enhance the student experience at Warwick by supporting staff and students in the development of best practice in teaching and learning. In practical terms, this means that IATL funds teaching and learning projects for staff, introduces interdisciplinary cross-faculty modules, and runs Reinvention: a Journal of Undergraduate Research and the Student Ensemble. You may want to consider collaborating with IATL as a development activity for Year 2. Support from the Library Staff Development Collection A dedicated collection of books to support participants on the PCAPP course is held in the Teaching Grid. Items within this collection can be borrowed for standard loan periods. 23 Further material about learning, teaching and Higher Education can be found within the general education collection on Floor 4, with books about educational psychology and cognition being found on Floor 2. Chris Bradford is the Education Librarian and she can provide guidance on locating material about teaching methods and learning styles within Higher Education. Contact: c.bradford@warwick.ac.uk or Tel. 024765 24476 The Teaching Grid The Teaching Grid is a dedicated space on Floor 2 of the Library that aims to support the development of innovative teaching at the University of Warwick. The Teaching Grid offers: Comfortable meeting, consultation and social areas for working individually or discussing teaching development matters with colleagues; Flexible teaching spaces to trial teaching methods and technologies; Technologies for teaching enhancement and delivery, including wireless data projection equipment, smart boards, laptops, and video conferencing equipment; A varied programme of developmental workshops, courses and events. Indicative Reading list The following list offers a sample of the growing body of literature focused around academic and professional practice in higher education. There are of course many books, journals and websites concerned with teaching and supporting learning and this list is by no means comprehensive. It does however provide a useful starting point for enquiry related to each of the UK Professional Standards Framework. A good overview which makes explicit links with the UKPSF is: Lea, J. (ed) (2015) Enhancing Learning & Teaching in HE: Engaging with the dimensions of practice. Maidenhead, McGraw-Hill Design and plan learning activities and/or programmes of study (A1) Barnett, R. and Coates, K. (2005) Engaging the Curriculum in Higher Education, Maidenhead, Open University Press, McGraw-Hill. Biggs, J. and Tang, C. (2011, 4th edition) Teaching for Quality Learning at University. Maidenhead: Society for Research into Higher Education and Open University Press. 24 Biggs, J. (2003) Aligning teaching for constructive learning. Higher Education Academy. Available at: http://www.heacademy.ac.uk/resources/detail/resource_database/id477_aligning_teaching_for_co nstructing_learning (accessed 09 April 2015). Butcher, C., Davies, C. and Highton, M. (2006) Designing learning: from module outline to effective teaching. New York, NY: Routledge. Moon, J. (2004) A Handbook of Reflective and Experiential Learning. London: Routledge Falmer. Mortiboys, A. (2012, 2nd edition) Teaching with emotional intelligence: a step by step guide for higher and further education professionals. London: Routledge Pegg, Ann, et al. (2012) Pedagogy for employability. Higher Education Academy. Available at: https://www.heacademy.ac.uk/sites/default/files/pedagogy_for_employability_update_2012.pdf Ramsden, P. (2003, 2nd edition) Learning to Teach in Higher Education. London: Routledge. Rust, C. and Gibbs, G. (1997) Improving Student Learning Through Course Design. Oxford: OCSD . Savin-Baden, M. and Howell Major, C. (2004) Foundations of problem based learning. Maidenhead: Open University Press. Taylor, C. (2012) Teaching and Learning on Foundation Degrees: A Guide for Tutors and Support Staff in Further and Higher Education (Essential Guides for Lecturers). London: Continuum International Publishing. Teach and/or support learning (A2) Ashwin, P. et al (2015) Reflective Teaching in Higher Education, Bloomsbury Brookfield, S. (2005, 2nd edition). Discussion as a way of teaching: tools and techniques for university teachers. Buckingham: Open University Press. Cannon, R. and Newble, D. (2000, 4th edition) A handbook for teachers in universities and colleges: a guide to improving teaching methods. London: Kogan Page. Cook-Sather, A., Bovill, C. & Felten, P. (2014) Engaging students as partners in learning and teaching, Jossey Bass Cottrell, S. (2001) Teaching Study Skills and Supporting Learning. Basingstoke: Palgrave. Exley, K. and Dennick, R. (2004) Small Group Teaching: Tutorials, seminars and beyond. London: Routledge Farmer. Exley, K. (2004). Giving a Lecture: from presenting to teaching. London: Routledge Farmer. Fry, H., Ketteridge, S. and Marshall, S., (eds) (2015, 4th edition). A handbook for teaching and learning in higher education: enhancing academic practice. London: Routledge. Gillies, R. M. (2003) Co-operative Learning: the social and intellectual outcomes of learning in groups. London. Routledge Falmer. 25 Hunt, L. and Chalmers, D. (2013) University teaching in focus: a learning-centred approach. Abingdon: Routledge. Jaques, D. (2007, 4th edition) Learning in Groups: a handbook for face to face and on-line environments. London. Kogan Page. Johnson, D. and Johnson, F. (2013, 11th edition) Joining together – group theory and group skills. Edinburgh: Pearson. Kuit, J. Reay, G. & Freeman, R. (2001) ‘Experiences of reflective teaching’. Active Learning in Higher Education, Vol. 2 (2): pp.128-142. Race, P. (2014, 3rd edition) Making learning happen, London: Sage. Race, P. (2015, 4th edition) The Lecturer’s Toolkit. Abingdon: Routledge. Ryan, J. (2012) Cross-Cultural Teaching and Learning for Home and International Students: Internationalisation of Pedagogy and Curriculum in Higher Education. Oxon: Routledge. Stuart, M. (2012) Social mobility and higher education : the life experiences of first generation entrants in higher education. Stoke on Trent: Trentham Books. Assess and give feedback to learners (A3) Boud, D. and Associates (2010) Assessment 2020: Seven propositions for assessment reform in higher education. Sydney: Australian Learning and Teaching Council. Boud, D. and Falchikov, N. (2007) Rethinking Assessment in Higher Education: learning for the longer term. London: Routledge. Brown, S. (2015) Learning, teaching and assessment in higher education: global perspectives, London: Palgrave-MacMillan. Brown, S. and Race, P. (2012) ‘Using effective assessment to promote learning’ in Hunt, L. and Chalmers, D. University Teaching in Focus: a learning-centred approach, Victoria: Australia, Acer Press, and Abingdon: Routledge. Falchikov, N. (2005) Improving Assessment through Student Involvement. London: Routledge Farmer. Flint, N. R. and Johnson, B. (2011) Towards fairer university assessment – recognising the concerns of students. London: Routledge. Gibbs, G. (2010) Using assessment to support student learning. Leeds: Leeds Met Press. Haines, C. (2004) Assessing Students’ Written Work: marking essays and reports. London: Routledge Joughin, G. (2010) A short guide to oral assessment. Leeds: Leeds Met Press. Merry, S., Price, M., Carless, D. and Taras, M. (eds) (2013) Reconceptualising Feedback in Higher Education: Developing dialogue with students. Oxon: Routledge. 26 Nicol, D. J. and Macfarlane-Dick, D. (2006) ‘Formative assessment and self-regulated learning: A model and seven principles of good feedback practice’, Studies in Higher Education Vol 31(2), 199218. Price, M., Rust, C., Donovan, B., and Handley, K. with Bryant, R. (2012) Assessment Literacy: the foundation for improving student learning. Oxford: Oxford Centre for Staff and learning Development. Race, P., Brown, S. and Smith, B. (2005, 2nd edition) 500 Tips on Assessment, London: Routledge. Sambell, K. (2013) ‘Engaging Students Through Assessment’ in Dunne, E. and Owen, D. (eds) The Student Engagement Handbook: Practice in Higher Education. Bingley, UK: Emerald. Sambell, K., McDowell, L. and Montgomery, C. (eds) (2012) Assessment for Learning in Higher Education. Oxon: Routledge. Schwartz, P. and Webb, G. (2002) Assessment: case studies, experience and practice from higher education. London: Kogan Page. Develop effective learning environments and approaches to student support and guidance (A4) (NB: see also the section below on technology enhanced learning, as learning environments can be virtual as well as physical). Neville, L. (2007) The personal tutor’s handbook. Hampshire: Palgrave. Oblinger, D. (ed) (2006) Learning Spaces, Educause, http://www.educause.edu/research-andpublications/books/learning-spaces (accessed 23 October 2015). Thomas, L., Hixenbaugh, P. (ed.) (2006) Personal tutoring in higher education. Trentham. Nearly, M. et al., (2010) Learning Landscapes in Higher Education, Lincoln, University of Lincoln, http://learninglandscapes.blogs.lincoln.ac.uk/files/2010/04/FinalReport.pdf (accessed 23 October 2015). Van Note Chism, N. and Bickford, D. (eds) (2002) “The Importance of Physical Space in Creating Supportive Learning Environments”: A special issue of New Directions for Teaching and Learning, http://onlinelibrary.wiley.com/doi/10.1002/tl.v2002:92/issuetoc (accessed 23 October 2015) Wilcox, P., Winn, S. & Fyvie‐Gauld, M. (2005). ‘"It was nothing to do with the university, it was just the people": the role of social support in the first‐year experience of higher education’, Studies in Higher Education, 30:6, 707-722. Wisker, G., Exley, K., Antoniou, M., and Ridley, P. (2008). Working one-to-one with students: supervising, coaching, mentoring and personal tutoring, Hampshire: Routledge. 27 Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices (A5) Bilham, T. (ed) (2013) For the Love of Learning. Hampshire: Palgrave MacMillan. Case, J. M. (2013) Researching Student Learning in Higher Education: A social realist approach. Oxon: Routledge. Cleaver, E. Lintern, M. and McLinden, M. (2014) Teaching and Learning in Higher Education. London, Sage. Cousin, G. (2009) Researching Learning in Higher Education. London: Routledge. Jones, J. (2010) ‘Building pedagogic excellence: learning and teaching fellowships within communities of practice’ in Innovations in Education and Teaching International, 47 (3):271-282. Macdonald, R. and Wisdom, J. (2002) Academic and Educational Development: Research, Evaluation and Changing Practice in Higher Education (Staff & educational development series) SEDA. Rowland, S. (2000) The Enquiring University Teacher. Buckingham: The Society for Research into Higher Education & Open University Press. Tight, M. (ed) (2004) The Routledge Falmer Reader in Higher Education London. Routledge Falmer. Appropriate methods for teaching and learning in the subject area and at the level of the academic programme (K2) Cox, B. and Mond, D. (2010) Training in Teaching for New Staff in UK University Mathematics Departments, http://homepages.warwick.ac.uk/~masbm/TeachTrain.pdf Kreber, C. (ed.) (2009) The university and its disciplines: teaching and learning within and beyond disciplinary boundaries. New York: Routledge. Schulman, L. (2005) ‘Signature Pedagogies in the Professions’, Daedalus, Vol. 134, No. 3, pp. 52-59. How students learn, both generally and within their subject/disciplinary areas (K3) Coffield, F., Moseley, D., Hall, E. and Ecclestone, K. (2004) Learning styles and pedagogy in post-16 Learning. A Systematic and Critical Review. London: Learning and Skills Research Centre. Gardner, H. (2011) Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books. Meyer, J.H.F. and Land, R. (2003) ‘Threshold Concepts and Troublesome Knowledge – Linkages to Ways of Thinking and Practising within the Disciplines’ in C. Rust (ed.) Improving Student Learning – Ten years on. Oxford: OCSLD. Middendorf, J. and Pace, D. (2004) ‘Decoding the Disciplines: A Model for Helping Students Learn Disciplinary Ways of Thinking’, New Directions for Teaching and Learning, 98, pp. 1-12. Pashler, H., McDaniel, M., Rohrer, D. and Bjork, R. (2008) ‘Learning Styles: Concepts and Evidence’. Psychological Science in the Public Interest, 9 (3): 104-109. 28 The use and value of appropriate learning technologies (K4) Bach, S. (2007) Online learning and teaching in higher education. Maidenhead: Open University. Beetham, H. and Sharpe, R. (eds) (2013) Rethinking Pedagogy for a Digital Age: Designing for 21st Century Learning. Oxon: Routledge. Carroll, J. (2015) Tools for teaching in an educationally mobile world; Oxon: Routledge Cornelius, S., Gordon, C. and Schyma, J. (2014) Live online learning: strategies for the web conferencing classroom. Basingstoke: Palgrave. de Freitas, S. & Jameson, J. (2012) The e-learning reader. London; New York: Continuum. Fisher, A., Exley, K. & Ciobanu, D. (2014) Using technology to support learning and leaching. Oxon: Routledge. Herrington, J., Reeves, T. C. & Oliver, R. (2010) A guide to authentic e-learning. Oxon; New York: Routledge. Laurillard, D. (2002, 2nd edition) Rethinking University Teaching: a conversational framework for the effective use of learning technologies. London. Routledge Falmer. Pachler, N. & Daly, C. (2011) Key issues in e-learning: research and practice. London: Continuum International Publication Group. Salmon, G. (2008) Podcasting for learning in universities. Maidenhead: Open University. Salmon, G. (2011, 3rd edition) E-moderating: the key to teaching and learning online. London: Routledge Falmer. Salmon, G. (2013). E-tivities: The key to active online learning. Oxon: Routledge. Selwyn, N. (2010) Education and technology: key issues and debates. London: Continuum. Palloff, R. M. and Pratt, K. (2013) Lessons from the Virtual Classroom: The Realities of Online Teaching. San Francisco: Jossey-Bass. Methods for evaluating the effectiveness of teaching (K5) Berk, R.A. (2005) ‘Survey of 12 strategies to measure teaching effectiveness’, International Journal of Teaching and Learning in Higher Education, 17, 1, pp. 48-62. Hounsell, D. (2010) “Evaluating courses and teaching” in Fry, H., Ketteridge, S. and Marshall, S. (2010) A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice (3rd Edition). New York and London: Routledge, 198-211. Kember, D. and Ginns, P. (2012) Evaluating teaching and learning. A practical handbook for colleges, universities and the scholarship of teaching, Abingdon: Routledge. 29 The implications of quality assurance and quality enhancement for academic and professional practice (K6) Probably the best place to start is at the QAA website: http://www.qaa.ac.uk/en Respect individual learners and diverse learning communities (V1) Ryan, J. (2012) Cross-Cultural Teaching and Learning for Home and International Students: Internationalisation of Pedagogy and Curriculum in Higher Education, Abingdon: Routledge. Brown, Sally (2015) Learning, Teaching and Assessment in Higher Education: Global Perspectives. London and New York: Palgrave. Carroll, Jude and Ryan, Janette (2005) Teaching International Students: Improving Learning for All, Abingdon and New York: Routledge Carroll, Jude (2015) Tools for Teaching in an Educationally Mobile World. Abingdon and New York: Routledge. Harrison, Neill. (2015) ‘Practice, problems and power in ‘internationalisation at home’: critical reflections on recent research evidence.’ Teaching in Higher Education, 20:4, 412-430. Killick, David (2015) Developing the Global Student: Higher Education in an Era of Globalization. Abingdon and New York: Routledge. Leask, Betty (2015) Internationalizing the Curriculum. Abingdon and New York: Routledge. Ryan, Janette (ed.) (2013), Cross-Cultural Teaching for Home and International Students (Abingdon and New York: Routledge, 2013) Morgan, M. (ed.) (2013) Supporting Student Diversity in Higher Education: A Practical Guide Abingdon: Routledge. Promote participation in higher education and equality of opportunity for learners (V2) Basset, T. N. and Tomlinson, S. (2012) Social inclusion and higher education. Bristol: Policy Press. Barnett, R. (2014) ‘Conditions of Flexibility: Securing a more responsive higher education system’, York: The Higher Education Academy. https://www.heacademy.ac.uk/flexible-pedagogies-preparingfuture (accessed 25 October 2015). Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development (V3) Boyer, E.L. (1990) Scholarship Reconsidered: Priorities for the Professoriate. Princeton University NJ: Carnegie Foundation for the Advancement of Teaching. 30 Chick, N., Hasssel, H., and Haynie, A. (2009), ‘“Pressing an ear against the hive”’ Reading Literature for Complexity’, Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture, Vol. 9, Number 3, pp. 399-422. Acknowledge the wider context in which higher education operates recognising the implications for professional practice (V4) BIS (Department for Business, Innovation and Skills) (2009) Higher Ambitions: The Future of Universities in a Knowledge Economy, London: BIS, http://dera.ioe.ac.uk/9465/ (accessed 23 October 2015). BIS (Department for Business, Innovation and Skills) (2011) Students at the Heart of the System, London: BIS, https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/31384/11-944higher-education-students-at-heart-of-system.pdf (accessed 23 October 2015) Collini, S. (2012) What are Universities for? London: Penguin. Gunn, V. and Fisk, A. (2014) ‘Considering Teaching Excellence in higher education 2007-2013’, York: The Higher Education Academy, https://www.heacademy.ac.uk/considering-teaching-excellencehigher-education-2007-2013 (accessed 23 October 2015). Tomlinson, M. (2014) “Exploring the impacts of policy changes on student approaches and attitudes to learning in contemporary higher education: implications for student learning engagement”, York: The Higher Education Academy, https://www.heacademy.ac.uk/sites/default/files/resources/exploring_the_impact_of_policy_chang es_student_experience.pdf (accessed 23 October 2015) Discipline specific journals Much research relating to teaching and learning within the disciplines is published in academic journals rather than books. You may therefore find the following journals useful: Art, Design & Communication in Higher Education http://www.ingentaconnect.com/content/intellect/adche Arts and Humanities in Higher Education http://ahh.sagepub.com/ Bioscience Education e-journal http://www.bioscience.heacademy.ac.uk/journal/ BMC Medical Education http://www.biomedcentral.com/bmcmededuc European Journal of Engineering Education http://www.tandfonline.com/loi/ceee20 International Journal of Educational Management http://www.emeraldinsight.com/products/journals/author_guidelines.htm?id=ijem 31 International Journal of Electrical Engineering Education http://www.manchesteruniversitypress.co.uk/cgi-bin/scribe?showinfo=ip023 International Journal of Engineering Education http://www.ijee.ie/ International Journal of Management Education http://www.journals.elsevier.com/theinternational-journal-of-management-education/ International Journal of Mechanical Engineering Education http://www.manchesteruniversitypress.co.uk/cgi-bin/scribe?showinfo=ip017 Journal of Economic Education http://www.tandfonline.com/toc/vece20/current Journal of Geography in Higher Education http://www.tandfonline.com/toc/cjgh20/current Journal of Professional Issues in Engineering Education and Practice http://ascelibrary.org/toc/jpepe3/current Nurse Education Today http://www.nurseeducationtoday.com/ Medical Education Online http://med-ed-online.net/index.php/meo Pharmacy Education http://pharmacyeducation.fip.org/ Teaching and Learning in Medicine http://www.tandfonline.com/toc/htlm20/current Teaching and Learning in Nursing http://www.sciencedirect.com/science/journal/15573087 The Law Teacher http://www.tandfonline.com/toc/ralt20/current The Open Medical Education Journal http://www.benthamscience.com/open/tomededuj/ Generic Journals Useful generic journals include: Active Learning in Higher Education http://alh.sagepub.com/ Assessment and Evaluation in Higher Education http://www.tandfonline.com/toc/caeh20/current Higher Education Research and Development http://www.tandfonline.com/toc/cher20/current Innovations in Learning and Teaching International http://www.tandfonline.com/toc/riie20/current Innovative Higher Education http://link.springer.com/journal/10755 International Journal for Academic Development http://www.tandfonline.com/toc/rija20/current International Journal for the Scholarship of Teaching and Learning http://digitalcommons.georgiasouthern.edu/ij-sotl/ Journal of Higher Education https://ohiostatepress.org/index.htm?journals/jhe/jhemain.htm Studies in Higher Education http://www.tandfonline.com/toc/cshe20/current Teaching in Higher Education http://www.tandfonline.com/toc/cthe20/current 32 Key databases: For Links to all main education databases go to http://webcat.warwick.ac.uk/search~S1/v?Education Websites Every effort has been made to check the availability of web based resources, however should you find that a web resource listed below has moved or is no longer available, please inform course staff. Additionally, should you find new resources, which you feel are appropriate for inclusion in future versions of this list please pass on the details. http://www.heacademy.ac.uk The Higher Education Academy is a valuable source of information for staff in Higher Education. http://www.seda.ac.uk Website of the Staff and Education Development Association. “The professional association for staff and education developers in the UK, promoting innovation and good practice in the UK”. News, publications and event. https://www.srhe.ac.uk/ The Society for Research into Higher Education www.testa.ac.uk TESTA (Transforming the Experience of Students through Assessment) https://www.brookes.ac.uk/aske ASKE (Assessment Standards Knowledge Exchange) at Oxford Brookes has some useful resources on assessment. http://www.celt.mmu.ac.uk The Centre for Excellence in Learning and Teaching at Manchester Metropolitan University has a useful website with some nice resources and some case studies in their ‘Good Practice Exchange’ section. http://www.hybridpedagogy.com/ Hybrid Pedagogy is a digital journal of learning, teaching and technology (@hybridPed on Twitter). http://www.ee.ucl.ac.uk/~mflanaga/thresholds.html A short introduction to threshold concepts and a comprehensive list of resources. The most recent 100 additions to the bibliography can be found at http://www.ee.ucl.ac.uk/~mflanaga/RecentAdditions.html http://www.decodingthedisciplines.org/ Decoding the Disciplines Social Media and networks If you use Twitter you will find an active community of educators working in, researching and talking about HE. You might want to join a Twitter chat such as those run by @LTHEchat which usually take place on Wednesdays between 8-9pm. 33 The RAISE network (Researching,Advancing, and Inspiring Student Engagement) http://raisenetwork.ning.com/ is a network of academics, practitioners, advisors and student representatives drawn from the Higher Education Sector who are working and/or interested in researching and promoting student engagement. There are also a number of active teaching and learning groups and networks on LinkedIn and Facebook. 34 Appendices Appendix 1: The UKPSF The UKPSF for teaching and supporting learning is for institutions to apply to their professional development programmes and activities thereby demonstrating that professional standards are being met. What is the UKPSF? The UKPSF provides a general description of the main dimensions of the roles of teaching and supporting learning within the HE environment. It is written from the perspective of the practitioner and outlines a national Framework for comprehensively recognising and benchmarking teaching and learning support roles within Higher Education. The Framework has two components: The descriptors and the dimensions of practice. The Descriptors: These are a set of statements outlining the “key characteristics” of someone performing four broad categories of typical teaching and learning support roles within Higher Education. Fellow: Descriptor 2 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. Typical individual role/career stage 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) teachingonly responsibilities including, for example, within work based settings 35 The Dimensions of Practice These are a set of statements outlining the: Areas of Activity undertaken by teachers and supporters of learning within HE Core Knowledge that is needed to carry out those activities at the appropriate level Professional Values that someone performing these activities should embrace and exemplify 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. Developing 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 K2. Appropriate methods for teaching and learning in the subject area and at the level of the academic programme K3. How students learn, both generally and within their subject/disciplinary area(s) K4. The use and value of appropriate learning technologies K5. Methods for evaluating the effectiveness of teaching Professional Values V1. Respect individual learners and diverse learning communities V2. Promote participation in higher education and equality of opportunity for learners V3. Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development V4. Acknowledge the wider context in which higher education operates recognising the implications for professional practice. 6. The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching 36 Appendix 2: The Teaching Observation Process Pre and Post Observation Before the observation, it is important to discuss the session to be observed with your observer. The preobservation meeting should be used to highlight your specific learning outcomes for the session and to identify any specific areas you wish the observer to focus on e.g. how you handle student questions, how successfully you interact with students during group work etc. Part 1 of the teaching observation form should be completed and sent to your observer at least 5 days before the session. After the observation, it is important that the debrief meeting takes place at the earliest opportunity in order to maintain the momentum of the process and to ensure the observation is completed, with any actions agreed and ‘signed off’ in a timely fashion. It is therefore recommended that observer and observee meet immediately after the session wherever possible. If this is not possible, the observer should try to provide the observee with some brief, supportive but accurate feedback at the end of the observed session. It is also essential that the observer provides the observee with constructive feedback on the session using Part 2 of the PCAPP Teaching Observation Form. Observation records and portfolio evidence To facilitate a consistent approach to the observation process, a Teaching Observation Form is used for each observation. Departmental Mentor and PCAPP Advisers observations Part 1: provides pre-observation information and must be given to the observer before the observation Part 2: includes observation comments and any suggested actions based on discussion between observer and observee. It is essential that a copy of the completed form is forwarded to the Course Secretary as soon as each observation is completed and ‘signed off’ Participants should then place the originals of each form in their Portfolios 37 Appendix 3: Assessment Criteria and Procedures The two items of written coursework are pieces of academic writing and appropriate reference to relevant academic and/or educational literature (generic, subject specific etc.) is therefore expected. The PCAPP programme operates in accordance with the University of Warwick’s Faculty of Social Studies Postgraduate Marking Criteria (see tables below) The table below provides guidance on what constitutes a distinction: Comprehension Use of wide range of relevant sources, well understood and fully appreciated. Analysis Critique Excellent answer to question. Locates suitable concepts and makes comprehensive assessment of issues involved. Understands the relevant theories and applies them to answering the question. Distinctive personal perspective on the problems in the question. Ability to set sources and viewpoints in context and evaluate contributions. Methodological awareness and theoretical appreciation. Presentation Well-structured and planned. Clear, articulate style (with good spelling, grammar and syntax). Proper referencing and bibliography. Confident presentation and appropriate length. The table below provides guidance on what would be classed as a merit: Comprehension Analysis Critique Good understanding of main sources, well summarised and used in a relevant way. Competent answers to the Appreciation of main issues question bringing out useful and ability to make points and substantiating appropriate critical points. them. Use of theoretical Sensible commentary on models in a relevant way to evidence and materials answer to the question. used. Presentation of arguments and intelligent comments relevant the question. The table below provides guidance ontowhat would be classed as a pass: Comprehension Analysis Understanding of the literature and fair range of source material consulted. Limited use and understanding of theoretical models. Presentation of arguments and intelligent comment relevant to the question. Critique Sensible commentary on evidence and materials used. Presentation Competent structure. Clear presentation (including good spelling, grammar and syntax). Proper referencing and bibliography. Control of length. Presentation Coherent presentation. Satisfactory spelling, grammar and syntax. Satisfactory referencing and bibliography. 38 The table below provides guidance on what would be classed as a referral: Comprehension Analysis Some or limited evidence of Introduction of basic reading and understanding. concepts and effort made to relate them to the question. Lack of analytical approach. Critique Mainly descriptive unsubstantiated points. Lack of a clear critical or appreciative framework. Presentation Attempt made at coherent presentation. Assessment Criteria Specific credit values are not allocated to individual elements within the PCAPP Portfolio. In order to obtain a pass, participants are required to meet the programme’s aims and learning outcomes as specified in first section of this handbook, and complete all the specified components to an appropriate standard and level of detail, supported by evidence as appropriate. This includes achieving a pass grade for the Pedagogic Review and PCAPP Project. The following guidance is offered to participants in relation to the marking of work: Pass Work meriting a pass will normally demonstrate many of the following: a. b. c. d. e. f. g. h. i. j. k. l. m. n. o. clear evidence that appropriate and identified learning outcomes have been met; clear evidence of relevance to the candidate's own academic practice and development; the competent and scholarly organisation of material; a logical conclusion set within an appropriate context for the task; clear evidence of background reading; the use (e.g. critique) of relevant underpinning theory; the coherent and logical progression of ideas; an awareness of broader departmental, disciplinary, institutional, national and international contexts where appropriate; competence in handling primary sources where used; well-reasoned conclusions which are indicative of recognition that there are likely to be inherent tensions both in relation to practice/practical situations and within the supporting literature; effective referencing of sources and authorities; in the case of the Portfolio, demonstrate that all the specified components have been satisfactorily completed; a high standard of English grammar and punctuation; an appropriate bibliography; a short abstract. NB. A 'pass' with minor corrections expected may be awarded in certain occasional instances. 39 Refer Where a submission is ‘referred’, there is likely to be evidence of a number but not necessarily the majority of the following elements: a. b. c. d. e. f. limited evidence of ability to demonstrate relevance of appropriate learning outcome(s); limited or even poor organisation of material; limited relevance to candidate's academic work; restricted understanding of the subject of the submission; little or no evidence of secondary reading; limited awareness of broader departmental, disciplinary, institutional, national and international contexts when clearly relevant; g. little or no evidence of critique and comment; h. limited coherence and limited evidence of logical argument; i. failure to recognise sufficiently the inherent tensions in both practice and literature; j. in the case of the Portfolio, evidence that some specified components are incomplete; k. insufficiently high standard of English grammar and punctuation. NB. A ‘referral’ indicates that the candidate should, in the view of markers, be able to achieve a pass with some re-working of the material. Fail A submission which fails is likely to display many of the following: a. b. c. d. e. f. g. l. failure to demonstrate achievement of appropriate learning outcome(s); very poor or incompetent organisation of the material; no obvious relevance to candidate's academic work; little or no evidence that the candidate understands the subject of the submission; very poor or non-existent evidence of use of a range of secondary reading; substantial errors of fact; no clear evidence of ability to review, critique or comment on relevant literature; no evidence of awareness or relevance of broader departmental, disciplinary, institutional, national and international contexts; m. poor overall coherence and limited logical argument; h. lack of any reference to or acknowledgement of any tensions inherent in the material; i. in the case of the Portfolio, evidence that certain specified components are unsatisfactorily completed and/or are missing; j. poor standard of English grammar/punctuation which makes the text difficult to fully comprehend; k. lack of Bibliography or overt evidence of reading; l. lack of relevant supporting documentation when required. How to submit your work There are 3 submission dates each academic year and these are the first Monday of each term. 1. All work must be submitted in hardcopy to the Course Secretary by 4.00pm on or before the relevant deadline submission date. 40 2. Use the relevant cover sheets and checklist provided at: http://www2.warwick.ac.uk/pcapp/currentparticipants2013/formsanddocs/ 3. You are also advised to retain a full copy of all the work you have submitted. A confirmation receipt will be sent by email for all work you submit. 4. Two hard copies of each piece of assessed academic writing, (Pedagogic Review and PCAPP Project) must be submitted. This to enable simultaneous distribution to markers and the external examiner when necessary. 5. Work which is submitted after the deadline date will be held over until the next submission deadline and will, therefore, not be marked until the next marking round. Retention of assessed work 1. Please note that one copy of your portfolio may be retained indefinitely by LDC, predominantly for the purposes of assessment moderation and for the monitoring of course development/impact. 2. Confidentiality is strictly maintained and normally no access to copies of assessed work is permitted to any persons other than those directly involved in assessment procedures and those undertaking course review under quality assurance arrangements recognised by the University. 3. In certain instances, where your Portfolio (or an element within it) demonstrates what is agreed to be ‘good’ or ‘best’ practice, you may be asked to confirm that you have no objection to it being shown to others (suitably anonymised where necessary). 4. If you do not wish any copies of your work to be retained beyond the minimum period required by University procedures, please inform pcapp@warwick.ac.uk in writing within your first three months of registering on the programme. Arrangements will then be made for them to be destroyed. 5. Participants may be required to meet with the External Examiner at an appropriate point in the year. Referencing You should use appropriate scholarly referencing throughout your portfolio. In-text citation referencing (author-date, e.g. Harvard) is most commonly used in the Social Sciences and is therefore the approach you are most likely to encounter in books and periodicals relating to most aspects of academic practice and professional development in higher education. We appreciate that participants who are not accustomed to working in the Social Sciences may prefer to use a referencing system from their own discipline. If you wish to do this, please ensure that you use your chosen referencing style consistently. You can find some an overview and a quick to each commonly used reference style via the Library website at https://www2.warwick.ac.uk/services/library/students/referencing/referencing-styles Please ensure that you provide a full list of bibliographical references is given at the end of each piece of work. Please note that we would like you to include References – i.e. works that you have 41 cited within your text, rather than a Bibliography which lists all the works you have read in the preparation of your work but which you may not have referred to directly. Plagiarism Please ensure that all work submitted is your own, and that you always credit the work of others by referencing your work carefully. Plagiarism is covered by Regulation 11, Regulations Governing the Procedure to be Adopted in the Event of Suspected Cheating in a University Test. For further information see: www2.warwick.ac.uk/services/gov/calendar/section2/regulations/cheating/ Using material more than once 1. Whilst it is possible that similar material may be relevant for more than one aspect of your work, you should be aware that submitting substantially the same material for more than one Portfolio element could be construed as taking unfair advantage. Thus, given the wide range of topics and approaches available to participants in both the PCAPP Project and Pedagogic Review, it is essential that the duplication of material is avoided. If you do need to use material which you have previously submitted, please reference your own work. 2. If you are at all concerned about this issue, it is essential that you consult with the Course Leader at an early stage and well before the final submission of your Portfolio. External Examination 1. The PCAPP programme is subject to the normal arrangements and procedures for external examination of postgraduate awards in the Faculty of Social Studies. 2. Please note that candidates for the PCAPP award can be required to meet with the External Examiner prior to the relevant Examination Board. You will be notified in advance that you may be needed but it will not be possible until nearer to the specific date to confirm that your presence is required. Mitigating circumstances Mitigating Circumstances are unforeseen events or circumstances which have a significant negative impact on your ability to successfully complete, or study effectively in preparation for, summative assessment tasks such as essays, written or oral examinations, assessed presentations or assessed laboratory work. For guidance on the policies and procedures around mitigating circumstances please visit: http://www2.warwick.ac.uk/services/aro/dar/quality/categories/examinations/policies/u_mitigatin gcircumstances/ 42 Appeal 1. In the event that a course member should disagree with an assessment decision, the following procedure will be adopted: a. The participant will be required to submit a written statement of the grounds for complaint to the PCAPP Course Leader at the Learning and Development Centre. b. The statement, the submitted work, the assessors’ decision and comments, assessment guidelines and any other relevant information will be considered by the Course Leader in consultation with the two internal markers. c. In exceptional cases, where the matter cannot be resolved internally, the assignment and supporting material outlined in b. will be sent to the External Examiner, who will adjudicate. 2. Complaints concerning the quality of teaching or of pastoral care on the course are a different category of grievance, and should be brought to the attention of the Course Leader. 43
