2013/14
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The University of Warwick has a strong commitment to the development of excellence – whether in relation to student achievement, learning and teaching, 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 redesigned to provide you with more 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.
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Welcome from the Pro-Vice-Chancellor for Education Professor Christina Hughes ..... 2
Programme Overview .......................................................................................................................... 5
Programme Aims .................................................................................................................................. 6
Learning Outcomes .............................................................................................................................. 6
The Programme Team ........................................................................................................................ 7
What’s Involved?
.................................................................................................................................. 7
How long does PCAPP take?
............................................................................................................. 7
Essentials for Undertaking the Programme ..................................................................................... 8
Enrolment .............................................................................................................................................. 8
Overview of Programme Components .............................................................................................. 9
Core Workshops ................................................................................................................................. 10
Professional Development Activities .............................................................................................. 10
Teaching Observations ..................................................................................................................... 10
Departmental Mentor observation .............................................................................................. 11
PCAPP Adviser Observation .......................................................................................................... 11
Optional Workshop Support for Assessed Pieces of Work ......................................................... 11
Consultation with a PCAPP Adviser ................................................................................................ 11
Assessed Work: The Negotiated Project ........................................................................................ 14
Project Proposal Approval ............................................................................................................ 14
Negotiated Project: Examples of areas that could be explored ................................................... 15
Building Your Assessed Portfolio ..................................................................................................... 17
Support for Participants ..................................................................................................................... 19
Support from the PCAPP Team ................................................................................................... 19
Participant Progress reports ......................................................................................................... 19
Other support ...................................................................................................................................... 19
Institute of Advanced Teaching and Learning (IATL) ............................................................... 19
Support from the Library ............................................................................................................... 20
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The Teaching Grid ......................................................................................................................... 20
Tell us what you think: Giving feedback ......................................................................................... 21
Programme Liaison Group ............................................................................................................ 21
Other feedback mechanisms ........................................................................................................ 21
Indicative Reading .............................................................................................................................. 22
Useful Journals Available from the Library ................................................................................. 24
Key databases for education include: ......................................................................................... 25
Appendix 1: The UKPSF ................................................................................................................... 27
What is the UKPSF?
...................................................................................................................... 27
The Descriptors: ............................................................................................................................. 27
The Dimensions of Practice .......................................................................................................... 28
Appendix 2: The Teaching Observation Process ......................................................................... 29
Pre and Post Observation ............................................................................................................. 29
Appendix 3: Assessment Criteria and Procedures ....................................................................... 30
Assessment Criteria ....................................................................................................................... 30
How to submit your work ............................................................................................................... 32
Retention and return of assessed work ...................................................................................... 33
Using material more than once .................................................................................................... 33
Plagiarism ........................................................................................................................................ 33
Referencing in assessments ........................................................................................................ 34
External Examination ..................................................................................................................... 34
Appeal .............................................................................................................................................. 34
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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 is designed to enable you to plan a route of study through the programme in accordance with your disciplinary interests and professional development needs and enables you to incorporate your wider academic practice. The programme provides you with opportunities to use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development to enhance your teaching and wider academic practice.
PCAPP helps to fulfil the University’s national obligations to meet higher education teaching standards .It is aligned with the UK Professional Standards Framework (UKPSF) and provides recognition as a Fellow of the Higher Education Academy (FHEA). 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 framework for comprehensively recognising and benchmarking teaching and learning support roles within Higher Education.
Further details of the descriptors and their relationship to the UKPSF can be found in
Appendix 1
The programme has been redesigned to provide greater flexibility and enable participants to engage with professional development activities that are more contextualised to their particular subject discipline. It is integrated with the institutional Continuing Professional
Development Framework, and encourages participants to network both within and beyond their faculty.
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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 and fluently 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. .
By the end of the programme, you should be able to:
1. Describe, analyse and articulate an informed rationale for your own academic practice and where appropriate incorporates research and scholarship
2. Design, plan and deliver effective learning activities and/or programmes of study, which demonstrates 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. Identify, reflect on and evaluate your own academic, professional and educational development
6. Demonstrate an informed awareness of institutional, national and other contexts that affect your academic practice
7. Demonstrate and appreciation of the UKPSF and its role in your continuing development
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PCAPP is one of several professional development activities delivered through the Learning and Development Centre. The LDC team members supporting PCAPP have a range of experience and expertise in Higher Education both in the UK and overseas. We organise and facilitate PCAPP workshops, Professional Groups, and other course activities and provide programme support for participants. Find out who we are at: www2.warwick.ac.uk/services/ldc/staff
We also draw on the expertise of colleagues across the University and beyond to contribute to the workshop programme.
The programme has been structured to enable you to identify your own route through the course activities and to focus assessed work around your professional disciplinary interests and departmental responsibilities. Assessment is via a portfolio which comprises evidence of your professional development over the course of the programme through undertaking and completing the course components. The programme enables you to tailor your professional development through engaging with the wide range of activities available on
LDC’s programme as well as appropriate development activities in your department, faculty or externally.
The full PCAPP has been designed to be completed in 2 years, and you may therefore expect to complete in less time. However, you are registered on the programme for 3 years.
If you need further time than this you can request a 6 months extension by completing the extension request form www.warwick.ac.uk/pcapp/currentparticipants2013/formsanddocs/extension_request_form.doc
.
Further extensions beyond 6 months are only granted under exceptional circumstances.
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To start the programme you need the following:

Sufficient teaching hours to successfully undertake the programme (~30 hours per year).

Dedicated time to undertake and complete the programme. If completing PCAPP is a condition of your probation, you will usually have a reduced departmental workload

A Departmental Mentor (your mentor cannot be currently registered on PCAPP)

To have completed the online enrolment (see enrolment below)
If you have any questions or issues concerning these essentials, (e.g. insufficient hours or atypical teaching pattern) contact us for advice at: pcapp@warwick.ac.uk
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’. At the start PCAPP you will be given a student number and asked to complete the online enrolment. Then at the start of each academic year you are on PCAPP 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 form your student to your staff account.
For detailed instructions on enrolment and re-enrolment see www.warwick.ac.uk/pcapp/currentparticipants2013/enrolment/
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For those who have completed a postgraduate award at Warwick:

PGA: Teaching & Learning in Higher Education (PGA: T&L in HE)

PGA: Introduction to Academic and Professional Practice (PGA: IAPP)

PGA: Technology Enhanced Learning (PGA: TEL)

PGA: E-learning in Academic and Professional Practice (PGA: EAPP)
Core Workshops
Assessment and feedback strategies
Module Design
Consultation with PCAPP Adviser to plan your development activities
Engage in a range of development activities to meet your identified developmental needs and interests. Total activity should be equivalent to 3 workshops ~ 9 hours
2 Teaching Observations
1 observation by Dept. Mentor
1 observation by PCAPP Adviser
Optional Workshop
Support for writing the assessed pieces
Assessed work: Negotiated Project
Consultation with PCAPP Adviser to plan your development activities
Engage in a range of development activities to meet your identified developmental needs and interests. Total activity should be equivalent to 3 workshops ~ 9 hours
2 Teaching Observations
1 observation by Dept. Mentor
1 observation by PCAPP Adviser
Optional Workshop
Support for writing the assessed pieces
Assessed work: Negotiated Project
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(only for participants who have completed a PGA from the list on page 9)
You are expected to participate in the 2 core workshops:

Assessment and Feedback Strategies

Module Design
Core workshop details are available at: http://www.warwick.ac.uk/pcapp/currentparticipants2013/workshops
For each workshop you will need to complete a workshop reflection sheet
( www.warwick.ac.uk/pcapp/currentparticipants2013/formsanddocs/ ) which evidences your attendance and aides your reflections on your professional development.
During your time on PCAPP you are expected to engage in development activities approximately equivalent to a total of 9 hours.
The table on pages 13 and 14 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 available from www.warwick.ac.uk/pcapp/currentparticipants2013/workshops before starting the activity.
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The teaching observation process is designed to be a supportive developmental opportunity.
It is about you having support to try out new approaches, confirm good practice, and/or address areas for development. In the two years you are observed by your Departmental
Mentor and a PCAPP adviser.
This 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. When requesting a teaching observation by an adviser, please give as much notice as possible (minimum 2 weeks’ notice) of the date and time you would like the teaching observation.
For information and guidelines on the Teaching Observation Processes - see
Appendix 2
This workshop (held in the spring and summer terms) gives you the opportunity to explore the requirements for the negotiated project and to contextualise these to your practice. As part of the workshop you will be given opportunity to view anonymised past pieces of work.
You should email pcapp@warwick.ac.uk
to arrange a consultation with a PCAPP Adviser.
This will give you the opportunity to discuss further potential development activities, any outstanding teaching observations, your negotiated project and your APL position statement/extended CV.
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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/

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
Equivalence
Participation will be on a equivalence basis i.e. a
5 hour workshop equals 5 hours of development activity
Facilitating Teaching and Learning Focused workshops/events
These could be departmental, faculty or institutional events. Examples could include facilitating a session at a Teaching and Learning showcase, delivering/ codelivering a workshop for PhD students who teach or facilitating a session on LDC’s programme

Facilitating a workshop/event Participation will be on a equivalence basis plus 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 will count towards 1 development activity i.e. 3 hours
Special Interest Groups and Forums
These are networking groups which 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

Moodle User Group

Teaching Fellows Forum
Participation will count towards 1 development activity i.e.3 hours
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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 max of 3 development activities i.e. 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 student is on the PGA, 2 nd marking their assessed portfolio. Contact pcapp@warwick.ac.uk
for more information
Mentoring a PhD research student Mentoring a student is equivalent to a max of 2 development activities i.e. 6 hours
Supervising a 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 students 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 max of 2 development activities i.e. 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 Manus Conaghan m.conaghan@warwick.ac.uk
Widening Participation activities Participation will be on a equivalence basis plus development time (equal to delivery time) i.e. a 3 hour workshop would be equal to 6 hours
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The Negotiated Project: (4500-5000 words) allows you to exploit areas of interest to you in your current or planned work based activities. It will demonstrate your problem solving approaches to your academic and professional development.
The topic of your negotiated project should be one of your discussion topics in your consultation with a PCAPP adviser and we strongly encourage you to have this discussion before starting your Project
The review is a piece of academic writing and therefore must demonstrate engagement with appropriate educational (generic and subject-specific) literature.
When you have decided on the area of your academic practice you would like to concentrate on:

Complete the Negotiated Project Proposal form see www.warwick.ac.uk/pcapp/currentparticipants2013/formsanddocs/

Submit it for approval via pcapp@warwick.ac.uk

Once you have received approval, you can begin your project. You should keep a copy of your approved proposal to submit with your project
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Please note that the options below are indicative, and not prescriptive
A project of your choice focused on an aspect of your academic practice, which you wish to explore, have been asked to work on, or might enhance or support your teaching, research or department responsibilities. ‘
Examples might include:
A project of particular personal, professional interest arising out of an aspect of your own teaching, research or academic management/administration responsibilities e.g.

Organisation of assessment, student admissions, supervision, personal tutoring

Developing a new curriculum area or adopting an innovative teaching methodology

Organisation/management of e.g. a suite of modules, a course, or research training skills for undergraduates or postgraduates
Identifying possible strategies for addressing specific issues within your department or faculty e.g.:

Student diversity

Postgraduate student support and training

Plagiarism
(4500-5000 words)
This option enables you to undertake an in-depth, critical evaluation of the principles and practices relating to an academic issue which interests you and is likely to have arisen out of, for example, your Teaching Observations, your participation in PCAPP workshops, development activities or your Professional Group meetings.
Potential topics might include:

Learning from student performance

The impact on teaching of a culturally diverse student body

The characteristics of high quality lecturing

Research-led teaching: the implications for undergraduates

Barriers and obstacles to effective postgraduate learning.

An analysis of student drop-out rates in your department
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This may include:
 A critique of the concept of ‘research-led teaching’ and the way in which you interpret it within your own disciplinary context,

A review of your professional development whilst undertaking research/writing the paper, plus an evaluation of the way in which you envisage your future research activity/priorities developing.
Whilst the nature of research skills varies across disciplines (as well as in accordance with prior experience), evidence of professional development might include:

Skills development/ acquiring specific new research skills

Developing collaborative research either within or beyond Warwick and how this has influenced your development as an academic practitioner

Preparation of funding applications

Reviewing research papers

Organising research symposia
 Undertaking research supervisions; research project co-ordination etc .
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(for participants who have completed a
PGA from the list on page 9)
Assessment is by portfolio which comprises the written assignments and evidences engagement with the programme activities.
Your portfolio should contain:
1. Portfolio Coversheet
2. Workshop/ Development Activities log sheet
3. Workshop reflection sheets
Module design
Assessment & feedback
4. Development Activities reflection sheets
5. 2x Teaching Observation forms and 1 x reflection form
6. Negotiated Project with proposal form and coversheet
7. Copy of the previous PGA award portfolio
(for all other APL participants)
Assessment is by portfolio which comprises the written assignments and evidences engagement with the programme activities.
Your portfolio should contain:
1. Portfolio Coversheet
2. Extended Position Statement/CV
3. Workshop/Development Activities log sheet
4. Workshop/Development Activities reflection sheets
5. 2 x Teaching Observation forms and 1 x reflection form
6. Negotiated Project with proposal form and coversheet
7. Appropriate Evidence see page 18)
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Central to your portfolio is your position statement/extended CV in which you contextualise your experience in HE. This should include your areas of research, teaching, course design, course/module leadership, external examining etc.
There should be a clear demonstration of how your experience and/or prior learning meet the learning outcomes of PCAPP. This should be supplemented by cross referenced, appropriately organised and labelled evidence which could include
1. Copies of certificates/transcripts/attendance records/course outlines for any relevant courses
2. Professional references (e.g. from former Head of Department)
3. Publications
4. Evidence of taking part in relevant work activities
Evidence may include:
 an outline of the range of programmes you have been responsible for delivering e.g. undergraduate modules, postgraduate modules
 session plans and schemes of work
 summaries of the different types of teaching you have undertaken e.g. lectures, seminars,
 practicals, tutorials, field trips, project supervision teaching materials such as examples of handouts, OHTs, typical problem sheets and case studies

 details of assessments which you have designed and/or implemented with examples of associated marking schemes, assessment criteria, student marks and feedback issued to students examples of course design and innovation in practice, such as course outlines/syllabuses for

 which you have been responsible
 validation and review documents (where you were responsible for designing and/or revising modules/courses) evaluation reports and summaries (based on student feedback) external examiners’ reports (where comments have been made on your particular module(s)/course(s))
 agendas and minutes of committee meetings (where you have played a major role)
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We offer support for:

Managing your route through the programme

Discussing ideas for undertaking the negotiated 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
To request support please contact pcapp@warwick.ac.uk
in the first instance.
Your Departmental Mentor is expected to provide disciplinary guidance and specific advice on departmental procedures , such as marking policy, procedures for dealing with plagiarism, as these will be dependent on the particular approach adopted in your department.
To help you monitor your progress throughout your registration, you will be sent a personalised Progress Report two times each academic year (which details which components of the course you have completed and which are outstanding. A copy of the report is also sent to your Head of Department.
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.
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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 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

On hand support from Teaching Grid Advisors who work in collaboration with teaching staff to explore the range of possible innovative uses of the space and technology.
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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 an SSLC.
This participative forum brings together members of the PCAPP team and representatives from participants\
We need representatives for each cohort. If you are interested in being a PCAPP representative please contact pcapp@warwick.ac.uk
. We will advise you of the PCAPP representative during the Autumn term.
The PLG meets on an annual basis and if you have any items that you wish to raise 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.
Participants are invited to complete feedback forms at the conclusion of each PCAPP workshop. This is used to inform and shape future events.
We welcome your feedback and suggestions at any time.
Email us at: pcapp@warwick.ac.uk
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The following list offers a sample of the growing body of literature available electronically, or in the University of Warwick Library, focused around academic and professional practice in education generally, and in higher education in particular. Participants are also recommended to use the internet for support, e.g. by referring to their relevant disciplinary/subject support network. For further information on the HEA Subject Centres see their website – http://www.heacademy.ac.uk
Angelo, T.A. and Cross, K.P. (1993) Classroom Assessment Techniques. San Francisco:
Barnett, R., (1992) Improving Higher Education. Buckingham: SRHE/OUP.
Barnett, R., (1999) Realizing the University in an Age of Supercomplexity. Buckingham: SRHE/OUP.
Biggs (2003) Teaching for quality learning at university: what the student does. Maidenhead: Open
University Press.
Biggs, J. and Tang, C. (2007). Teaching for quality learning at university: what the student does.
Maidenhead: Open University Press.
Boud, D. and Falchikov, N. (eds) (2007) Rethinking Assessment in Higher Education. London:
Routledge.
Boud, D.J. et al. (1993) Using Experience for Learning. Milton Keynes, OUP.
Brockbank, A. and McGill, I. (1998) Facilitating Reflective Learning in Higher Education.
Brookfield, S. (2nd ed. 2005). Discussion as a way of teaching: tools and techniques for university teachers. Buckingham: Open University Press.
Brown, A. and Glasner, S. (eds) (1999) Assessment matters in Higher Education: choosing and using diverse approaches. Buckingham, SRHE and OUP Buckingham, SRHE and Open University Press.
Butcher, C., Davies, C. and Highton, M. (2006). Designing learning: from module outline to effective teaching. New York, NY: Routledge.
Cousin, G. (2009) Researching Learning in Higher Education, London: Routledge.
Cowan, J. (1998) On Becoming an Innovative University Teacher. Buckingham, SRHE and Open
University Press.
Exley, K. & 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
Falchikov, N. (2004) Improving Assessment through Student Involvement. London: Routledge
Farmer
22

Fry, H., Kettridge, S., Marshall, S. (2003). A Handbook for Teaching and Learning in Higher
Education: Enhancing Academic Practice. (2nd edition) London: Routledge Farmer
Gibbs, G. (1988). Learning by Doing: a guide to teaching and learning methods
Haines, C. (2004) Assessing Students’ Written Work: marking essays and reports. London:
Routledge
Jackson, N. and Lund, H.S. (2000) Benchmarking for Higher Education Buckingham: SRHE and OUP
Knight, P. (2002) Being a Teacher in Higher Education. Buckingham: SRHE/OUP.
Knight, P. and Yorke, M. (2003) Learning, Curriculum and Employability in Higher Education. London:
Routledge Falmer.
Knowles, M. S. (1984) Andragogy in action San Francisco: Jossey Bass
Kolb, D.A. (1984) Experiential Learning: Experience as the Source of Learning and Development.
New Jersey: Prentice Hall.
Laurillard, D. (2006) E-Learning in Higher Education. In Changing Higher Education, Edited by Paul
Ashwin London: RoutledgeFalmer
McGill, I and Brockbank, A. (2003) The Action Learning Handbook London: Routledge Falmer
McGill, I. and Beaty, L. (2002) Action Learning (2nd edition) London: Routledge
Moon, J. (1999) Learning Journals London: Kogan Page
Moon, J. (2004) A Handbook of Reflective and Experiential Learning: theory and practice. London: Routledge Farmer
Prosser, M. and Trigwell, K. (1999) Understanding Learning and Teaching. Buckingham: SRHE/OUP
Ramsden, P. (2003) Learning to Teach in Higher Education. (2nd edition) London: Routledge Falmer.
Rowland, S. (2000) The Enquiring University Teacher. Buckingham: SHRE /OUP.
Rust, C. and Gibbs, G. (1997) Improving Student Learning Through Course Design Oxford: OCSD
Salmon, G. (2004) E-Moderating: The Key to Online Teaching and Learning. London: Taylor &
Francis
Salmon, G. (2005) E-tivites: The Key to Online Learning. London: Taylor & Francis
Savin-Baden, M. (2003) Facilitating Problem Based Learning. Buckingham: SRHE and OUP.
Schon, D.A. (1983) The Reflective Practitioner: How Professionals Think in Action New York: Basic
Books
Tight, M. (2004) The Routledge Falmer Reader in Higher Education. London: Routledge Falmer
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About campus [electronic resource].
Active learning in higher education [electronic resource].
ASHE-ERIC higher education report [electronic resource].
Chronicle of higher education [electronic resource].
Education research and perspectives.
Assessment and evaluation in higher education [electronic resource].
Assessment update [electronic resource].
EDUCAUSE review [electronic resource].
Higher education in Europe. [electronic resource]
Higher education policy [electronic resource].
European journal of education [electronic resource].
Further & higher education and training statistics in Wales.
Higher education [electronic resource].
Higher education quarterly [electronic resource].
Higher education research & development [electronic resource].
"Higher quality (online);""Higher quality: the bulletin of the Quality Assurance Agency for Higher
Education [electronic resource].""
"Inclusion (Coventry, England);""Inclusion: focus on disability and widening participation in higher education [electronic resource].""
Innovative higher education [electronic resource].
International journal for academic development [electronic resource].
International journal of sustainability in higher education [electronic resource].
Internet and higher education [electronic resource].
Journal of access policy and practice
Journal of access studies.
Journal of blacks in higher education [electronic resource].
Journal of college student development [electronic resource].
Journal of further and higher education [electronic resource].
Journal of higher education [electronic resource].
Learning and individual differences [electronic resource]
Learning and motivation [electronic resource]
Learning and teaching in higher education [electronic resource].
Mentoring and tutoring [electronic resource]
New directions for institutional research [electronic resource].
Quality in higher education [electronic resource].
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Research in higher education [electronic resource].
Research in post-compulsory education [electronic resource].
Review of higher education [electronic resource].
Studies in the education of adults [electronic resource]
Studies in higher education [electronic resource].
Teaching in higher education [electronic resource].
Tertiary education and management [electronic resource].
Times higher education supplement [electronic resource].
Virtual university journal [electronic resource].
British Education Index, Education Research Complete, Educational; Research Abstracts and ERIC.
Useful websites include:
British Education Internet Resource Catalogue http://brs.leeds.ac.uk/~beiwww/beirc.htm
Provides access to useful internet resources in education
Copyright Licensing Agency www.cla.co.uk/
Intute www.intute.ac.uk/
Provides access to good internet resources for Education and research
Higher Education Academy www.heacademy.ac.uk/
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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.
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 .
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) teaching-only responsibilities including, for example, within work based settings
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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
6. The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on 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.
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Before the observation , it is important to discuss the session to be observed with your observer.
The pre-observation 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.
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 Se cretary as soon as each observation is completed and ‘signed off’

Participants should then place the originals of each form in their Portfolios
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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 an excellent portfolio
Comprehension
Use of wide range of relevant sources, well understood and fully appreciated.
Analysis
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.
Critique
Original perspective on the problems in the question. Ability to set sources and view-points 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 referral
Comprehension
Few relevant sources used. Poor understanding.
Analysis
Lack of analytical approach. Purely descriptive account.
Often the question has been ignored or badly misunderstood.
Critique
Irrelevant comments.
Lack of any critical or appreciative framework..
Presentation
Unstructured presentation, lack of coherence, page referencing etc.
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 Negotiated
Project.
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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. Clear evidence that appropriate and identified learning outcomes have been met b. Clear evidence of relevance to the candidate's own academic practice and development c. The competent and scholarly organisation of material d. A logical conclusion set within an appropriate context for the task e. Clear evidence of background reading f. The use ( e.g.
critique) of relevant underpinning theory g. The coherent and logical progression of ideas h. An awareness of broader departmental, disciplinary, institutional, national and international contexts where appropriate i. Competence in handling primary sources where used j. 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. k. Effective referencing of sources and authorities l. In the case of the Portfolio, demonstrate that all the specified components have been satisfactorily completed m. A high standard of English grammar and punctuation n. An appropriate bibliography. o. A short abstract.
NB. A 'pass' with minor corrections expected may be awarded in certain occasional instances.
Refer
Where a submissio n is ‘referred’, there is likely to be evidence of a number but not necessarily the majority of the following elements: a. Limited evidence of ability to demonstrate relevance of appropriate learning outcome(s) b. Limited or even poor organisation of material c. Limited relevance to candidate's academic work d. Restricted understanding of the subject of the submission; e. Little or no evidence of secondary reading f. 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.
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Fail
A submission which fails is likely to display many of the following: a. Failure to demonstrate achievement of appropriate learning outcome(s) b. Very poor or incompetent organisation of the material c. No obvious relevance to candidate's academic work d. Little or no evidence that the candidate understands the subject of the submission e. Very poor or non-existent evidence of use of a range of secondary reading f. Substantial errors of fact g. No clear evidence of ability to review, critique or comment on relevant literature l. 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.
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 5.00pm on or before the relevant deadline submission date.
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, (Negotiated 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.
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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. The other copy will be returned to you as soon as possible after the relevant examination board and at a point when it is clear that it will no longer be required for assessment purposes.
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 or, if feasible, returned to you at the end of the programme.
5. Participants may be required to meet with the External Examiner at an appropriate point in the year.
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 end of year two Negotiated Project and the end of year one Pedagogic Review, it is essential that the duplication of material is avoided.
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.
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/
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Scholarly referencing is a necessary element for the negotiated project.
In-text citation referencing (e.g. the APA system) is 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 a consistent referencing style is followed and a full list of bibliographical references is given at the end of each piece of work.
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.
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.
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