POST GRADUATE CERTIFICATE IN HIGHER AND PROFESSIONAL EDUCATION
What is it?
The PGCHPE is a programme which supports the professional development of staff in higher and professional
education who are responsible for the facilitation of student learning. The course is designed to encourage
participants to critically evaluate their own approach to supporting student learning in the light of theoretical
and research based evidence, in order to continually develop and improve their own practice.
Who is it for?
The course is primarily designed for recently appointed members of staff in Higher Education, especially those
quite new to teaching or supporting learning. However experienced staff who want to refresh their pedagogic
practice are also warmly welcomed onto the course.
What are the pre-entry requirements?
Entrants to the programme are expected to hold a first degree (or equivalent in other professional
qualifications or experience) and to be currently involved in teaching and assessing in a Higher Education
context.
When will it run?
The course starts with an Induction day in September 2005 and finishes with a Follow-up and Development
Day in April 2007. The modules delivered between September 2005 and June 2006 are taught on a weekly
basis, whereas between September 2006 and April 2007, participants are expected to engage in e-supported
learning and research.
What kind of topics will be covered?
The course is divided into 4 discrete modules:
 Supporting Learning
 Enhancing Teaching
 Contemporary Issues in Higher Education
 Embedding Learning Technology
Throughout all modules, the emphasis is on the interrelationship between learning and teaching.
How will it be taught?
For the first 3 modules, a variety of learning and teaching methods are used such as presentations by
specialist practitioners, group discussions, case studies and task centred learning. The 4th module
(Embedding Learning Technology) is mainly taught through e-learning, supplemented by 2 taught sessions. In
all modules there is a strong emphasis on participants developing the ability to reflect on their practice in order
to make improvements to their own teaching.
How is it assessed?
Each module is assessed separately and has a specified completion date. Throughout the course a variety of
assessment methods are used such as written assignments, peer assessment, portfolio-based evidence of
own teaching practice, action research and presentation to peers.
Is there a fee?
There are no course fees for members of staff at Staffordshire University (or Federated Colleges).
How do I apply?
Applicants are required to send a current CV along with a completed application form. Application
forms are available from:
Lyn Longhurst
Academic Development Institute
Room Q001,
Winton Square,
Stoke-on-Trent, ST4 2AD,
E-mail:l.m.longhurst@staffs.ac.uk
Telephone (01782) 294872
PGCHPE CURRICULUM CONTENT
The Post Graduate Certificate in Higher and Professional Education is structured into 4 discrete modules. The
delivery of these modules is preceded by an Induction Day and then concluded by a Follow-up and
Development Day.
Induction Day
 Enrolment
 Portfolio Building
 Peer Observation
 Reflective Practice
Module 1 (Supporting Learning)
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Induction for learners
Understanding the learner centred
approach
Models, theories and styles of learning
Barriers to learning
Student motivation
Supporting learners with difficultieslegislation and practice
Working with International Students
PDP and Employability
Module 3 (Contemporary Issues in HE)
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Module 2 (Enhancing Teaching)
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Planning for Student Learning
Constructing and Aligning Learning
Outcomes
Teaching Strategies
Effective Communication
Problem and Enquiry based teaching
Assessment
Evaluation
Module Design
Module 4 (Embedding Learning
Technology)
The changing context of Higher
Education
Student retention
Widening participation and lifelong
learning
Quality assurance and enhancement
Work-based learning
The Customer Focused University
Equal Opportunities and Diversity
awareness
Linking teaching with research
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Follow-up and Development Day
 Presentation of Module 3 action research projects
 Continuous Professional Development
 Exit counselling and Action Planning
Using technology to enhance learning
and associated terminology
Effective online communication and
establishing an online identity
Building an online community and
teaching or facilitating online
Examining the differences between
technology supported learning and
traditional modes of learning and
teaching
Salient course design considerations for
embedding learning technology
Implications for change in the roles of
learners and teachers
PGCHPE PROGRAMME OUTLINE (2005-2006)
Module
Week
number
Induction
Date
Topic
14th September
Enrolment, Portfolio Building, Peer Observation,
Reflective Practice
Supporting Learning
1
2
3
4
5
6
7
8
9
28th September
5th October
12th
19th
26th
2nd November
9th
16th
23rd
Induction programmes for learners
Learner centred approach
Models, theories and styles of learning
Barriers to Learning
Student Motivation
Supporting Learners with difficulties
Working with International Students
PDP and Employability
Assignment workshop
Enhancing Teaching
1
2
3
4
5
6
7
8
9
18th January
25th
1st February
8th
15th
22nd
1st March
8th
15th
Planning for student learning
Constructing and aligning learning outcomes
Teaching strategies
Effective Communication
Problem based learning
Assessment
Evaluation
Module Design
Assignment workshop
Contemporary Issues
1
2
3
4
5
6
7
8
9
3rd May
10th
17th
24th
31st
7th June
14th
21st
28th
The Changing Context of HE
Student Retention
Widening Participation and Lifelong Learning
Quality Assurance and Enhancement
Work-based Learning
The Customer Focused University
Equal Opportunities and Diversity Awareness
Linking Teaching with Research
Assignment Workshop
Embedding Learning
Technology
13thSeptemberI5th November
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(via esupported
learning)
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Follow-up and
Development Day
March/April
2007
Using technology to enhance learning
and associated terminology
Effective online communication and
establishing an online identity
Building an online community and
teaching or facilitating online
Examining the differences between
technology supported learning and
traditional modes of learning and
teaching
Salient course design considerations for
embedding learning technology
Implications for change in the roles of
learners and teachers
Presentation of Contemporary Issues research
projects
CPD
Exit Counselling and Action Planning
Academic Development
Institute
APPLICATION FORM
Postgraduate Certificate in Higher and Professional Education
September 2005/2006
Please complete form in block capitals
Title (Dr, Mr, Ms, etc)
Full time
Male: ____
Part-time
(please give hours of employment)
Female: ____
Full Name:
Correspondence Address:
Which Site are you predominantly based:
Stoke
Stafford
Additional Needs
Do you have a disability?
Yes
No
Enter type of disability
Tel/Extension No:
Division/Faculty:
E-mail address
T ypes of Current Teaching: (please tick as applicable)
Lectures/Large Group Teaching
Seminars/Small Group Teaching
Dissertation Supervision
Laboratory Teaching
Workshops
Placement Supervision
On-Line Learning
PhD Supervision
IT Training
Project Supervision
Practicals
Past Teaching Experience (please indicate any experience of the following):
Lectures/Large Group Teaching
Seminars/Small Group Teaching
Dissertation Supervision
Resource Based Learning
Laboratory Teaching
Workshops
Placement Supervision
Problem Based Learning
On-Line Learning
PhD Supervision
IT Training
Personal Tutoring
Project Supervision
Practicals
Student Mentoring
PLEASE NOTE: In order to attend this course you will need (a) to attend contact sessions between 2:00-4:00pm on
Wednesday afternoons during term time and (b) have sufficient time for independent study and to complete
the assessment. This is something you will need to discuss and agree with your Faculty/Service Line
Manager prior to enrolment on the course.
PLEASE SEND A COPY OF YOUR CV WITH THIS APPLICATION FORM
Applicant Signature:
Line Manager Signature