The Postgraduate
Certificate in Academic
and Professional Practice
PCAPP
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 ................................................................................................................. 11
Professional group meeting .............................................................................................................. 11
Part A: Your Teaching Philosophy Statement ............................................................................... 11
Part B: Mapping your route to HEA Fellowship ............................................................................ 11
Teaching baseline.............................................................................................................................. 12
The core workshops .......................................................................................................................... 12
Teaching observations .......................................................................................................................... 13
Teaching Observation Reflections .................................................................................................... 14
Assessed work: ...................................................................................................................................... 14
Pedagogic Review ............................................................................................................................. 14
Reflection on the Pedagogic Review ................................................................................................. 15
Part 2: Continuing Professional Developmental activities.................................................................... 16
Professional Group Meeting 2 .......................................................................................................... 16
Continuing Professional Development Activities.............................................................................. 16
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
3
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
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 .............................................................................................................. 24
The Teaching Grid ......................................................................................................................... 24
Indicative Reading list ........................................................................................................................... 24
Design and plan learning activities and/or programmes of study (A1) ........................................ 25
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) .................................................................................. 31
4
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: .............................................................................................................................. 33
Websites ....................................................................................................................................... 33
Social Media and networks ........................................................................................................... 33
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 ................................................................................................................. 41
Retention of assessed work .............................................................................................................. 41
Referencing ....................................................................................................................................... 42
Plagiarism .......................................................................................................................................... 42
Using material more than once ........................................................................................................ 42
External Examination ........................................................................................................................ 42
Mitigating circumstances .................................................................................................................. 43
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.
What are the benefits to me?
1

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
Further details of the descriptors and their relationship to the UKPSF can be found in Appendix 1.
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.
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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
Postgraduate Certificate in Academic and Professional Practice
Programme overview
Core
programme



Induction
Professional
Group 1
Core
workshops
Developmental
activities


Project
PCAPP
/FHEA
Professional
Group 2
15 hours
developmental
activities
Teaching observations
Assessment:
Project proposal
Assessment:
Pedagogic Review
Assessment:
Draft Project
Assessment:
PCAPP Project
Assessment:
Portfolio
Key
Formative assessment
Summative assessment
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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
Part A: Your Teaching Philosophy Statement
The programme begins where you are. Your first task will be to write your Teaching Philosophy
Statement (500-750 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.
The teaching philosophy statement also represents a starting point for the reflective process which
underpins the entire PCAPP programme.
Some of you will have already documented your teaching philosophy, perhaps as part of the
recruitment process, if so please bring this with you to the first Professional Group meeting.
Part B: Mapping your route to HEA Fellowship
The second element of the professional group meeting is a mapping exercise, which enables you to
assess how your existing experience and understanding maps to the UKPSF. Together with your
teaching philosophy statement this exercise will enable you to identify potential areas of focus for
the PCAPP programme – be that gaps which need to be addressed, or specific areas of teaching and
learning which are most relevant or more interesting to you in your professional practice, and will
form the basis of your personal development plan.
11
Teaching baseline
As the programme requires you to reflect upon your development the output of these two activities
come together to create a baseline for your academic practice as you embark upon the programme.
Please document this ‘Teaching baseline’ in a way which is meaningful to you – this might be textual
visual, diagrammatic, or some other format.
The teaching baseline is a required element of your portfolio.
The core workshops
Six core workshops provide foundational knowledge for the 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 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
http://moodle.warwick.ac.uk/course/view.php?id=15158) (A4, K4, V2)
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/
Technology enhanced learning – online workshop
The workshop provides the opportunity to explore the role of technology in teaching and learning
and supports you while you experiment with the available tools, learn about what others have
already done and start to consider your own use of technology enhanced learning. The workshop
offers a combination of self-study materials and opportunities to encounter others' ideas and reflect
12
on how they compare to your own and should take two to three hours to complete. It is available
from the T&L online workshops Moodle space - please see direct link below.
http://moodle.warwick.ac.uk/course/view.php?id=15158
When you have completed all of the sections of a workshop you will receive a badge to recognise
your completion of the workshop, and LDC will be automatically notified.
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, a PCAPP adviser and by a peer,
and you will also observe a peer – as critiquing someone else’s teaching and supporting a colleague
through the development process can be a useful prompt to self-reflection. Peer observation is likely
to be most valuable to you if your Peer Observer is able to take a genuinely objective stance.
Therefore you should observe and be observed by a fellow PCAPP participant from a different
department. (If desired, the peer can come from a related discipline). If you are unable to find an
appropriate peer, please contact us via pcapp@warwick.ac.uk.
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.
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.
13
Teaching Observation Reflections
After you have undertaken the required observations (2 x PCAPP Adviser, 2 x Departmental Mentor
and the Reciprocal Peer Observations) please complete the Teaching Observation Reflection Form
available on:
http://www2.warwick.ac.uk/services/ldc/development/pcapp/currentparticipants2013/formsanddo
cs
If on APL route complete this after Department Mentor and PCAPP Adviser observations.
Assessed work
Pedagogic Review
At the end of the core programme you should undertake the pedagogic review. The pedagogic
review asks you to focus upon an aspect of teaching and learning that is relevant to your practice
and of interest to you. In the review you will evidence your ability to reflect upon, describe, analyse
and critically engage with your practice and with the evidence-base, including research, scholarship,
and the evaluation of professional practices.
The review is a piece of academic writing, and therefore must demonstrate engagement with
appropriate educational literature, and consistently employ academic conventions such as accurate
referencing.
One of the main objectives here is that you demonstrate how your experience intersects with an
academic engagement with pedagogy and its scholarship. You will therefore need to weave threads
of personal, reflective, scholarly and critical engagement through your work.
Consider the artefacts and experiences (teaching philosophy, teaching baseline, teaching
observations reports and reflections, reflections on workshops), that you have created and curated
in your portfolio on the PCAPP programme to date. Using these to guide you, identify a specific
aspect of teaching and learning which you would like to explore within the literature. The more
specific the better, choosing a vast topic like ‘the lecture’ will make it very difficult to engage deeply
and comprehensively with the evidence-base in any meaningful way.
14
Undertake a critical review of two examples taken from the scholarly literature relevant to your area
of enquiry – e.g. journal articles, book chapters, conference presentations or papers; you might also
include the grey literature or blog posts, policy documents. Whatever you choose, you will also need
to engage critically with the nature of your evidence and consider issues around reliability and
authority. Your review should be supported by reference to the wider literature in order to provide
the broader context.
Format: the review is designed to assess your ability to engage with the literature of educational
enquiry, and to articulate and communicate that engagement, and relate it to your own practice.
How you choose to communicate is up to you. You might choose to submit a text, or an annotated
PowerPoint presentation, or to create a webpage, video, infographic, or image. As a guide we
anticipate that a text-based review will be 3,000 – 3,500 words.
Reflection on the Pedagogic Review
In addition to your review please submit a reflective account (1,000 – 1,500 words) which outlines:




how you chose your area of enquiry;
how the area of enquiry maps to the UKPSF;
how you selected the two texts for review;
your experience of undertaking the pedagogic review – the challenges, the benefits, what
have you learned?
15
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.
Professional Group Meeting 2
In the second professional group meeting you will reflect on your professional development to date
(from the Teaching Baseline you produced during the Core Programme) and articulate plans for
development beyond the end of the programme.
Continuing Professional Development Activities
You are required to engage in 15 hours of development activities, 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.
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.
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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 Focussed 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 Baseline
Teaching Philosophy document, map of engagement with UKPSF, reflections on your
development as you have progressed through the PCAPP programme, and an indication of
your future CPD plans.
3. Workshop reflection sheets
How students learn
Module design
Assessment and feedback
Large and small group teaching
Reviewing and evaluating teaching
Introduction to technology enhanced learning
4. Workshop/ Development Activities log sheet (50% of development activities to relate
directly to teaching and learning)
21
5. Development Activities reflection sheets (all reflections must relate activities to teaching
practice and map to the UKPSF)
6. 6 x Teaching Observation forms and 1 x reflection form
7. Pedagogic Review with coversheet
8. PCAPP Project (including Project Proposal, approval and feedback) with coversheet
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
22
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
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.
23
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.
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
24
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.
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.
25
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.
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
26
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.
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).
30
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.
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
31
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
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.
The RAISE network (Researching, Advancing, and Inspiring Student Engagement) http://raisenetwork.ning.com/ is a network of academics, practitioners, advisors and student representatives
33
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
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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
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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
Reciprocal Peer Observations

Part 1: provides pre-observation information and is given to the observer before the
observation

Part 2: includes observation comments and any suggested actions based on discussion
between observer and observee.

Part 3: includes comments from the observer on impact of the observation on their own
practice

It is essential that a copy of the completed form parts 1 and 2 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
Presentation
Good understanding of
main sources, well
summarised and used in a
relevant way.
Competent answers to the
question bringing out useful
points and substantiating
them. Use of theoretical
models in a relevant way to
answer to the question.
Presentation of arguments
and intelligent comments
relevant to the question.
Appreciation of main issues
and ability to make
appropriate critical points.
Sensible commentary on
evidence and materials
used.
Competent structure. Clear
presentation (including
good spelling, grammar and
syntax). Proper referencing
and bibliography. Control of
length.
The table below provides guidance on what 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
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.
40
How to submit your work
There are 3 submission dates each academic year and these are the first Monday of each term.

The Pedagogic Review and the PCAPP Project must be submitted electronically via Tabula by
16:00 on the relevant deadline submission date. We will email you the relevant links in advance
of the submission date.

Please use the relevant cover sheets and checklist provided at:
http://www2.warwick.ac.uk/pcapp/currentparticipants2013/formsanddocs/

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.

You should submit two copies of the Portfolio in hard copy. This to enable simultaneous
distribution to markers and the external examiner when necessary. You also need to submit an
electronic copy of the Portfolio coversheet via Tabula.

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.
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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
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. All submissions for the Pedagogic Review and the PCAPP Project will
be checked for plagiarism via Turnitin.
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:
http://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.
42
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/
Appeal
If it is decided that your performance merits the award of a lower qualification than the one for
which you were registered or does not merit the award of a qualification at all, you have the right
of appeal. Regulation 37 sets out the procedure to be followed for taught postgraduate courses
and details can be found on the University Calendar.
Students should note that there is no right of appeal against the requirement to resubmit work nor
against the decision to award a Master's degree at pass level rather than with distinction or merit.
You can download the appeals form in Word Format, or in PDF Format
.
Further information on submitting a postgraduate appeal may be found on the Postgraduate
Examinations page.
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