Educational Development UnitPostgraduate Programme in

University Learning and Teaching2015Student Handbook

2 Welcome to the Educational Development Unit3 Programme Specifications3 Programme Outline and Structure6 A Three-Stage Programme: University Learning and Teaching7 Programme Fees8 Programme Regulation of Assessment12 Student Information12 Where to Find Us14 Key Contacts14 Roles and Responsibilities16 Key Departments19 Personal and Transferable Skills19 Information on College Regulations and Procedures21 Postgraduate Certificate in University Learning and Teaching (PG Cert ULT) 36 Approaches to Teaching37 Theories of Teaching38 Ethics in Education 39 Educational Supervision40 Research and Teaching41 Academic Transitions 42 Digital Learning43 Educational Design 44 Assessment and Feedback45 Public Engagement 46 Teaching Outside the Classroom 47 Education Strategy49 Education in Practice 50 Postgraduate Diploma in University Learning and Teaching (PG Dip ULT) 51 Taught Component - Week One56 Taught Component - Week Two60 Library Project63 Assessment64 Programme Requirements and Expectations69 Master’s in Education (MEd ULT)69 Duration and Timing69 Research Methods Taught Component70 Assessment77 Programme Requirements and Expectations82 Appendix 1: EDU Workshops and Other Provision83 Appendix 2: College Policy on Research Misconduct84 Appendix 3: College Statement on Plagiarism85 Appendix 4: Using Blackboard88 Appendix 5: Writing in Education90 Appendix 6: Referencing your work in Education

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CONTENTS

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Welcome to the Educational Development Unit

Imperial is an incredibly vibrant research environment, which attracts researchers and students from all over the world. Our teaching aims to be research-informed, student focused and to provide a basis for advanced learning. The Educational Development Unit exists to support this mission and provide practice-based training and support and educationally-led programmes of study, as well as providing consultancy to all levels of the College and co-ordinating the Imperial College Supporting Teaching Accreditation and Recognition (STAR) Framework.

Our current ULT programme came into being in 2011. Since then over 130 Imperial staff have taken the PG Cert ULT, with many of them continuing to study at Diploma or MEd level. Our aim is that all our graduates will be well equipped to make an enhanced contribution to teaching, learning and educational leadership throughout their careers at Imperial and beyond. Many of our graduates take on course or module leader roles, or act as Year leads or DUGs, or have other roles that contribute broadly to student learning. In addition, graduates of our programme often feature prominently in the lists of Departmental and Faculty teaching awards, the ICU SACAs, and at the College level, the President’s Awards for Excellence. Imperial’s recent recipient of the National Teaching Fellowship, Dr Jane Saffell, received her MEd ULT with merit in 2014.

The ULT programme was reviewed both internally and externally in 2014 and was rated as excellent. Student evaluations and the external examiners’ reports particularly comment on the high level of

feedback and support we provide. We believe an increased understanding of teaching and learning is beneficial to the experience of both staff and their students and work to model good practice throughout the programme. Each student has a personal tutor, and there are opportunities for you to give feedback to us throughout the course, and via a staff-student liaison committee, but you should feel free to approach any member of staff at any time with any issues or concerns. We look forward to working with you in the year ahead, and hope you will find your course both interesting and useful.

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Programme Specifications

This programme, aimed primarily at Imperial College and associated staff, is a three-stage work/practice-based approach to the study of learning and teaching in the University setting. Whilst this tailored approach focuses on the Imperial College perspective, it uses this common starting point to engage students in a scholarly study of the field of education. The aim is to facilitate a critical engagement with both generic and discipline specific educational theory and literature with a focus on the students’ need and practice to ensure relevance and utility.

This applied, work-and evidence-based approach to learning and teaching provides our students, who are often experts in their own primary discipline, with an introduction to educational language, literature and theory. It does not attempt to produce experts in education but to help students to take an evidence-based critical approach to engaging with the field of education as informed experts from another academic field.

The first stage of the three-stage process is a Postgraduate Certificate (PG Cert), a course that develops students as reflective practitioners. The second stage expands students’ knowledge of teaching beyond their personal experience by critical engagement with wider generic and disciplinary educational theory. Together these two stages comprise the Postgraduate Diploma (PG Dip). The last stage adds training and support in education

Programme Outline and Structure

enquiry and allows students to investigate and inform their practice with valid educational enquiry for a dissertation. Completion of all three stages results in the full Master’s degree (MEd) in University Learning and Teaching.

Each stage is work-based with teaching and assessment centred on the students’ disciplinary teaching and requires a critical engagement with disciplinary educational ideas, approaches and literature. To reflect this, the programme title is ‘University Learning and Teaching’.

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Programme Aims

The programme aims to:

• Offer a spectrum of professional development in learning and teaching up to the full Master’s degree, using a work and evidence based approach.

• Attract highly motivated individuals who want to further their understanding and practice of teaching and learning in their personal and disciplinary context.

• Enhance the ability of students to:

• reflect on their own teaching and learning

• search and read educational literature, critically engaging with it, judging its value for their own personal and disciplinary context

• carry out meaningful small scale educational enquiry projects

• Think creatively, from an evidence base, about enhancements and innovations in education within and beyond their own practice.

• Offer a foundation from which students will be able to make, with confidence, a significant contribution to their institution, and the wider HE sector, in the area of learning and teaching.

The programme is a Level 7 qualification under the 2008 QAA Framework for higher education qualifications in England, Wales and Northern Ireland.

The following are descriptors for level 7:

Master’s degrees are awarded to students who have demonstrated:

• A systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of their academic discipline, field of study or area of professional practice.

• A comprehensive understanding of techniques applicable to their own research or advanced scholarship.

• Originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline.

• Conceptual understanding that enables the student:

• to evaluate critically current research and advanced scholarship in the discipline

• to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses

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Typically, holders of the qualification will be able to:

• Deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences.

• Demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level.

• Continue to advance their knowledge and understanding, and to develop new skills to a high level.

And holders will have:

• The qualities and transferable skills necessary for employment requiring:

• the exercise of initiative and personal responsibility

• decision-making in complex and unpredictable situations

• the independent learning ability required for continuing professional development

The aims and learning outcomes above are for the complete MEd programme, while some will apply equally at all stages others will only be achieved by progressing through all stages of the programme.

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A Three-Stage Programme: University Learning and Teaching

The University Learning and Teaching programme is designed as a three-stage course, which is set up in a flexible manner, meaning you can complete one, two, or all three stages of the course. It is expected that all students will normally begin their studies with the PG Cert, unless they have completed previous study or an equivalent qualification, in which case it may be possible to proceed directly to the Diploma. Applicants with prior qualifications are advised to contact the PG Cert programme leader in the first instance to discuss their situation.

Programme Learning Outcomes - the programme provides opportunities for postgraduate students to develop and demonstrate knowledge and understanding, qualities, skills and other attributes in the following areas:

a. Knowledge and understanding of:

1. The scholarship of student learning and its impact on teaching, assessment and course design in participants’ context

2. Educational design, including the complexity and breadth of issues to be taken into account

3. A range of appropriate teaching methods and their potential advantages and disadvantages in their disciplinary context

4. Good practice in respect of student support, feedback and assessment, including awareness of the different needs of students especially with respect to their diverse educational backgrounds

5. The integration of scholarship, research and professional activities with teaching and supporting learning

6. The strengths and weaknesses of a range of methods for evaluating teaching

7. Potential uses and the implications of communications and information technology for changing pedagogic practice

8. Codes and norms pertaining to educational processes in the participant’s department/faculty, the College and, as appropriate - more widely - in England

9. The nature and role of reflection in professional practice

10. The use of outcomes to map knowledge, interpersonal, affective and psychomotor skills

b. Intellectual (thinking) skills – able to:

1. Synthesise what is known about how students learn

2. Extrapolate from basic educational theory and consider its application to their own practice

3. Apply pedagogical knowledge to educational design in their discipline

4. Consider alternative courses of action in a

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Programme Fees

This course is designed as professional development for all those who teach Imperial students, and as such is free for Imperial College staff and those who provide substantial teaching to Imperial College students.

discriminating and reasoned manner5. Critically appraise advantages and

disadvantages of various approaches to teaching employed

6. Exercise professional judgement appropriately

c. Practical Skills – able to:

1. Facilitate learning in a manner that shows an understanding of how students learn

2. Use educational design appropriate to context and discipline

3. Use a range of teaching methods4. Employ good practice in respect of student

support, feedback and assessment, showing due respect for individual learners and their development

5. Use a range of methods for evaluating teaching

6. Reflect on their own and others’ pedagogic practice

d. Transferable Skills – able to:

1. Critically engage with a range of education literature

2. Give and receive constructive feedback, especially in oral format, with peers

3. Work in a team of peers4. Give a wide range of types of oral presentation

- for meetings, peers, students5. Facilitate small groups6. Write in a range of prose styles, specifically,

one involving reflection on practice7. Interact with colleagues about professional

matters

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Programme Regulation of Assessment

Assessment Rules and Degree Classification:

• To qualify for their award (PG Cert, PG Dip or MEd) students must complete all the appropriate course requirements, course requirements, and must achieve a pass mark in each module with assessed work.

• All summative assessment is double marked. In certain cases, a third marker may review the assessed work, particularly in the case of borderline marks.

• The first 30 ECTS credits from the PG Cert do not count towards the final grade awarded in the MEd.

• For the PG Cert and PG Dip there are two possible grades, ‘Commended’ and ‘Not yet Commended’. There is no division into merit or distinction. However work submitted for the PG Dip is marked with a percentage grade and this will count towards the final MEd grade.

• Full assessment details for each course within the programme are provided in the relevant section of this Handbook.

• Deviation from stipulated word counts (above or below limits) will result in penalties of 5%.

• All MEd students will have a completion viva (not normally at PG Cert or PG Dip).

• Assessed work is weighted in proportion to ECTS credit for overall degree mark and thus grade.

Processes for Dealing with Mitigating Circumstances:

For postgraduate taught programmes: A candidate for a Master’s degree who is prevented owing to illness or the death of a near relative or other cause judged sufficient by the Graduate School from completing at the normal time the examination or part of the examination for which he/she has entered may, at the discretion of the Examiners:

either

(a) enter the examination in those elements in which he/she was not able to be examined on the next occasion when the examination is held in order to complete the examination;

or

(b) be set a special examination in those elements of the examination missed as soon as possible and/or be permitted to submit any work prescribed (e.g. report) at a date specified by the Board of Examiners concerned. The special examination shall be in the same format

• The outcomes are approved by Examination Board convened under Imperial College Regulations.

• If no work is submitted for summative assessment, then in line with Imperial College regulations, a mark of not commended/fail will be recorded, without exemption.

For postgraduate taught programmes: The Pass Mark for postgraduate taught courses is 50%. In order to be awarded a result of merit at the MEd stage, a candidate must obtain an aggregate mark of 60% or greater; a result of distinction requires an aggregate mark of 70% or greater.

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Processes for Applying for Interruption of Studies:

This should be requested when a personal emergency or other circumstance arise which means that a student needs to take a break from their studies. This is not the same as study leave. Students can apply for Interruption of Studies using the IC/B form: https://workspace.imperial.ac.uk/registry/Public/Current%20Students/ICB.pdf

See also the College Policy Statement on Maternity, Adoptive and Paternity Leave Provision for Students: www.imperial.ac.uk/studentfinance/prospectiveugstudents/maternityadoptivepaternity

as specified in the course regulations for the element(s) missed.

Applications, which must be accompanied by a medical certificate or other statement of the grounds on which the application is made, shall be submitted to the Programme Director who will submit them to the Board of Examiners.

The application form can be found at: https://workspace.imperial.ac.uk/registry/Public/Exams/MitigatingCircumstancesPolicyProcedures-Feb%202014.pdf

Interruption of Studies on Health Grounds

Where an interruption of studies is taken on health grounds, a condition of the interruption being granted is that you will be required to provide medical evidence as to your fitness to return to your studies and you will need to arrange to be seen by the College Health Centre prior to your return.

For some illnesses the College Health Centre may also wish to assess you, for comparative purposes, at the commencement of your interruption of studies.

It is important that you provide supporting evidence about who has been treating you whilst on your interruption of studies.

The College Health Centre should also be provided with a report from the Senior Tutor or Director of Postgraduate Studies in your Department that outlines the reasons for you needing to interrupt your studies.

When booking an appointment with the College Health Centre (which should be for a 20-30 minute appointment) for your assessment on your fitness to return to your studies, please check with your Department to ensure that it has supplied the report on your condition first.

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Processes for Determining Degree Classification for Borderline Candidates:

For postgraduate taught programmes: Candidates are normally only considered for promotion to pass, merit or distinction if their aggregate mark is within 2.5% of the relevant borderline. Nevertheless, candidates whom the Board deems to have exceptional circumstances may be considered for promotion even if their aggregate mark is more than 2.5% from the borderline. In such cases the necessary extra marks would be credited to bring the candidate’s aggregate mark into the higher range.

Role of External Examiners:

The primary duty of external examiners is to ensure that the degrees awarded by the College are consistent with that of the national university system. External examiners are also responsible for approval of draft question papers, assessment of examination scripts, projects and coursework (where appropriate) and in some cases will attend viva voce and clinical examinations. Although external examiners do not have power of veto their views carry considerable weight and will be treated accordingly. External examiners are required to attend each meeting of the Board of Examiners where recommendations on the results of individual examinations are considered. External examiners are required to write an annual report to the Rector of Imperial College which may include observations on teaching, course structure and course content as well as the examination process as a whole. The College provides feedback to external examiners in response to recommendations made within their reports.

Late Submissions and Penalties:

Deadlines have been provided for the benefit of students, so that feedback can be provided and so that they are well-supported towards successful completion of the course, therefore students are expected to meet these deadlines. At the same time there is an acknowledgement that students are usually working full time and have busy professional lives. If there is a problem meeting a deadline, the student is expected to contact the Course Director as soon as possible to discuss the situation and if possible an extension to the deadline may be granted. Given this flexibility, mutually agreed extended deadlines will then be treated as absolute. Should students miss a deadline (either normal or extended) there will be a penalty of 5% deducted from the mark of that assignment for every day or part day late after the deadline.

In line with College guidelines students may present extenuating circumstances in mitigation for missing an examination deadline (see above). These situations will be dealt with on an individual basis and the Board of Examiners will use its discretion to make a decision.

Faculty Identifier:

There is an option for students to request a faculty identifier to be added to the award of PGCert to indicate both the level and disciplinary field of the work. The possible identifiers will therefore be chosen from Engineering, Natural Sciences, Medicine and Business. There is also the option of no faculty identifier for those who wish it and/or work in a cross-faculty role. In order to add the optional faculty identifier we would expect that portfolio submissions would show substantial critical engagement with discipline-specific educational theory and literature as well as disciplinary context.

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Higher Education Academy (HEA):

Imperial College London is a member of the HEA and the PG Cert ULT forms part of the accredited CPD programme. The PG Cert course has been specifically designed to align with the Professional Standards Framework (UKPSF), and students taking this course are considered for Fellowship at the appropriate level at the same time their portfolio is assessed for the PG Cert award. The Diploma and MEd stages of the programme are part of the same framework but will require individuals to make a separate application for recognition at the appropriate level. Further information is available on the STAR website: www.imperial.ac.uk/star-framework.

EDU Postgraduate Teaching Roles

PG Cert-PG Dip-MEd in ULT Programme Co-ordinator: Dr Annette MahonPG Cert-PG Dip-MEd in ULT Chair of Examination Board: Dr Martyn Kingsbury

PG Cert in ULT Course Director: Dr Annette MahonPG Dip in ULT Course Director: Mrs Kate IppolitoMEd in ULT Course Director: Ms Jo Horsburgh

EDU Programme Administrative Roles

PG Cert in ULT Administrator: Ms Helen WilkesPG Dip in ULT Administrator: Ms Su BeasleyMEd in ULT Administrator: Ms Su Beasley

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Student Information

Where to Find Us

The EDU is located in the Sherfield Building on the South Kensington Campus, which is number 20 on the map, next to the Queen’s Lawn. We are a short walk from South Kensington Tube Station, and there are many buses which stop on Cromwell Road, Kensington Gore and Exhibition Road itself. Disabled access can be arranged for all workshops or meetings you need to attend.

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EDU Office

We are located in the Sherfield Building. Please take the stairs or lift to the fifth floor, and then on exiting the stairs/lift, turn right and directly right again. Go through the door and you will see a sign for the Unit in front of you.

Educational Development UnitLevel 5 Sherfield BuildingImperial College LondonSW7 2AZ

Level 5 Sherfield Building

Stairs

Elevators

EDUOffice

Blyth Music and Arts Centre

Careers AdvisoryService

SALC

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Seminar and Learning Centre (SALC)

On exiting the stairs or lift, take the door ahead and to your left (through to the Blyth Art Gallery). Walk to the other end of the gallery and go through the door which will take you to the Seminar and Learning Centre. Rooms in use for EDU teaching are always clearly signed, but if in doubt, please ask at reception.

Key Contacts

Name RoleEmail@imperial.ac.uk

Phone+44(0) 207 594

Dr Martyn KingsburyDr Annette MahonMrs Kate IppolitoMs Jo HorsburghDr Huw ReesDr Dave RileyMs Su BeasleyMs Helen WilkesProfessor Ian Kinchin

Head of UnitProgramme DirectorPG Dip DirectorMEd DirectorTutorMEd Tutor (part-time)Administrator (Dip and MEd)Administrator (PG Cert)(External Examiner)

m.kingsburya.mahonk.ippolitoj.horsburghh.reesd.rileys.beasleyh.wilkes

17457375878988488782

86918781

Roles and Responsibilities

The EDU Academic staff are responsible for the course design and delivery of the seminars and topics you attend as part of programme as well as any learning resources which are distributed to you. Individual tutors are responsible for providing you with feedback on any assignments for workshops and sessions which they have run. You may ask for advice and further information from your tutors/supervisor, and they are available for face-to-face meetings and telephone conversations, and will respond to your e-mails as soon as they can. In addition, a personal

EDU Staff:

tutor is assigned to every student.

Students:

It is your responsibility to make a note of the dates, times and locations of seminars and topics which you should attend, although reminders will be sent. You are responsible for meeting any assignment deadlines, or discussing extensions with your tutor. You are also responsible for arranging your teaching observations in good time, and for ensuring all submitted work is your own and that you have abided by the guidelines on plagiarism. The primary responsibility for managing your progress through the programme rests with you – however, email reminders will be sent about deadlines and other

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requirements and you are encouraged to contact the staff if you have any questions or queries.

Plagiarism – General

Given the constituency from which the students on this course are drawn and the advice on referencing included in this handbook, it is expected that everyone will be familiar with plagiarism and how to avoid it. However, it is still to be stated that plagiarism will not be accepted and severe action may be taken against students who have plagiarised the work of others. To avoid inadvertent plagiarism, it is important that you understand what constitutes a problem or offence. You have access to an online information literacy guide: www.imperial.ac.uk/admin-services/library/learning-support/plagiarism-awareness.

Work may be submitted to plagiarism detection services at any time. The library has more resources and advice on plagiarism and cheating offences policy and procedures. www.imperial.ac.uk/registry/exams/examoffences

Pastoral and Academic Support

This section provides you with information about what help, support and resources are available to you as a student of Imperial College London. The information below is required for all master’s students at imperial; as students on this programme your situation is slightly abnormal in that most of you will be members of staff at Imperial or associated hospitals as well as being registered as part-time students. Your rights and support facilities related to disability and long-term health issues are therefore also covered by your appropriate employment terms and conditions. All EDU students are assigned a personal tutor, to whom you can speak should you wish.

Imperial College: Our Principles

The Government’s White Paper, Students at the Heart of the System, published in June 2011, endorsed the recommendation made by a national Student Charter Working Group that each institution should have a Student Charter, or similar high level statement, to set out the mutual expectations of universities and students.

At its June 2012 meeting the Senate approved a Student Charter for the College, entitled Our Principles, and agreed that this would be launched during summer 2012. The Principles were developed by a College Working Group including representatives of all faculties and undergraduate and postgraduate students.

The Principles define the guiding principles of the College community and cover all students, both undergraduate and postgraduate. They are not a legal contract but rather an easily accessible, concise source of information and a clear display of staff, student and ICU collaboration. The Principles display the signatures of the College’s President and the ICU President. They will be reviewed annually by the Quality Assurance and Enhancement Committee (QAEC).

The Principles are available at: www.imperial.ac.uk/students/student-support/our-principles. Each principle is accompanied by ‘drop-down’ text, which elaborates upon the overarching statements and provides links to further information.

Senate noted that it was important for the Principles to be communicated widely to both staff and students and agreed that Departmental student induction sessions, personal tutoring meetings and staff-student committee meetings should include discussion of the Principles.

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Key Departments

The Educational Development Unit (EDU) supports all professional development needs for Imperial staff and postgraduate students. Our website is: www.imperial.ac.uk/edudev

Educational Development Unit

As soon as you begin your postgraduate studies at Imperial College you automatically become a member of the Graduate School. Membership means you become part of a wider community, broadening and enriching your academic experience.www.imperial.ac.uk/study/pg/graduate-school

Graduate School

Imperial College is committed to providing dedicated support to its staff and students in order to ensure they maximise their potential and progress regardless of their disability.

The College is committed to making reasonable adjustments for staff to enable them to achieve their full potential and progress in their roles. The guidance for staff with a disability outlines the departments and individuals within the College that can help. Similarly, guidance for managers supporting disabled

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Academic resources we make available for you are:

• A dedicated Blackboard site. • Reading lists will be available• Text Books• The Educational Development Unit Library

(located in our office)

At each stage of the programme we invite students to nominate a representative to attend the Student Staff Liaison Committee (SSLC). In addition, all students are invited to take part in the SSLC which is a meeting once a year between the students, tutors and the course leader, to discuss your experiences of the course. We value your feedback, and after you have completed every module, we ask you to give us feedback on it. The SSLC asks for feedback on the

Academic Support

course as a whole, and we ask that if possible, you meet the external examiner before the exam board every year. Outside of SSLC, students are urged to raise any issues with the course director as they arise.

As a registered student, you have access to all of Imperial’s libraries and electronic resources. You may sign up for tutorials in the library, tours of your relevant section, and you may borrow more books at a time, than you can as a staff member.

Central Library South Kensingtonwww.imperial.ac.uk/admin-services/library

Ms Paula EvansTel: 0207 594 9307paula.evans@imperial.ac.uk

The Library offers several helpful services: an introduction to its shelf collection, online resources and databases; an introduction to the Institute of Education (IoE) Library (in collaboration with IoE staff), and one-to-one sessions on developing your search strategies.

Library

Disability Support

STUDENT INFORMATION

staff is also available to enable them to fully support a disabled member of their team.

You can find more information about support networks and resources at the college’s Equality and Diversity website www.imperial.ac.uk/equality

College Disabilities Officerwww.imperial.ac.uk/disabilityadvisoryservice

Mary BownTel: 0207 594 8935m.bown@imperial.ac.uk

At Imperial College we recognise that studying at university can be a challenge, especially if you have a disability. We are keen that you have every opportunity to fulfil your potential and graduate with the degree you deserve. It is therefore important that you let us know about any disability, specific learning difficulty or health problem as soon as possible so that we can give expert advice and support to enable you to do this.

Some people never think of themselves as having a disability, but students who have experienced any of the issues listed below have found that a little extra help and support has made all the difference to their study experience.

• Specific learning difficulties (such as dyslexia, dyspraxia, AD[H]D)

• Autistic spectrum disorder (such as Asperger) • Deafness or hearing difficulties • Long term mental health difficulties (such as

chronic anxiety, bipolar disorder, depression) • Medical conditions (such as epilepsy,

arthritis, diabetes, Crohn’s disease) • Physical disabilities or mobility impairments • Visual difficulties

Your Disability Liaison Officer (Aoife McCarthy, int: 48787 aoife.mccarthy@imperial.ac.uk)

Aoife McCarthy is your first point of contact within EDU and is there to help you with arranging any support that you may need. Aoife is also the person who will apply for special examination arrangements on your behalf. You need to contact her without delay if you think that you may need extra time or other adjustments for your examinations. www.imperial.ac.uk/registry/exams/specialexamarrangements

Disability Advisory Service: www.imperial.ac.uk/disabilityadvisoryservice The Disability Advisory Service works with individual students no matter what their disability to ensure that they have the support they need. We can also help if you think that you may have an unrecognised study problem such as dyslexia. Our service is both confidential (information about you is only passed on to other people in the College with your agreement) and individual in that any support is tailored to what you need.

Some of the sorts of things we can help with are:

• Being an advocate on your behalf with others in the College such as your departmental liaison officer senior tutor or exams officer, the Accommodation Office or the Estates Department

• Checking that your evidence of disability is appropriate and up-to-date

• Arranging a diagnostic assessment for specific learning difficulties

• Help with applying to the College for the cost of an assessment

• Help with your application for the Disabled Students Allowance (DSA) see page 18

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• Helping students not eligible for the Disabled Students Allowance in obtaining support from other sources

• Help with arranging extra Library support • Supporting applications for continuing

accommodation for your second or later years

Disabled Students Allowance: www.imperial.ac.uk/disabilityadvisoryservice/supportatimperial/funding Students who are home for fees and who have a disability can apply for a grant called the Disabled Students Allowance which can pay any extra costs that are a direct result of disability. This fund is not means-tested and is also a grant not a loan so any home student with a disability can apply and will not be expected to pay it back. Remember students with unseen disabilities such as mental health difficulties, dyslexic type difficulties or long term health problems are also eligible for this fund.

Counselling:

The college offers a wide array of support resources for its staff, including counselling for individuals and couples counselling: www.imperial.ac.uk/occhealth/services/eap

All College staff and members of their family living with them can get free, confidential professional, help from Confidential Care, the College’s Employee Assistance Provider, 24 hours per day, by telephone or via the web.

Confidential Care’s help line and web pages can provide information and advice on a wide range of work/life issues including financial and legal problems, consumer and citizen rights, and finding child and elderly care.

You can also speak or arrange to meet with a qualified counsellor to talk through personal problems in complete confidence. Couples counselling is available

for staff with relationship problems.

To access the Confidential Care’s services, phone them on 0800 085 4764. You can also access the Confidential Care website at www.well-online.co.uk

Key Contacts:

Registrywww.imperial.ac.uk/registry

AdmissionsDavid ParrottTel: 0207 594 8045d.parrott@imperial.ac.uk

Graduate Schoolwww.imperial.ac.uk/study/pg/graduate-schoolTel: 0207 594 1383graduate.school@imperial.ac.uk

You are a student member of the Imperial Graduate School. It is the School that has overall quality assurance responsibility for this degree. It provides an optional, additional programme of School wide talks and events for students.

Student Counsellorswww.imperial.ac.uk/counsellingTel: 0207 594 9637

Other Learning Support:

College Tutorswww.imperial.ac.uk/students/student-support/college-tutors-and-departmental-support

Student Health Serviceswww.imperial.ac.uk/students/student-support Tel: 0207 594 9396

The Postgraduate Prospectuswww.imperial.ac.uk/study/pg

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Personal and Transferable Skills

This programme of study is unusual in that most students will be members of Imperial College staff or other similarly qualified professionals. As such the need for specific transferable skills training is perhaps less relevant than for other postgraduate students. As students will be registered as postgraduate students they are able to take advantage of training supplied by the Graduate School, but it is not anticipated that many will take up this opportunity. There are however some specific transferable skills related to aspects of the PG Cert and they are listed below.

• Critically engage with a range of education literature.

• Give and receive constructive feedback, especially in oral format, with peers.

• Work in a team of peers.• Give a wide range of types of oral presentation

- for meetings, peers, students.• Facilitate small groups.• Write in a range of prose styles, specifically,

one involving reflection.• Interact with colleagues about professional

matters.

If you wish to learn a new skill, or improve existing ones, you may wish to look at the courses offered by the LDC (Learning & Development Centre) www.imperial.ac.uk/staffdevelopment/ldc as many of these courses can be complementary to the skills learnt on the PG Cert, PG Dip and MEd.

Academic and Examination regulations: www.imperial.ac.uk/registry/proceduresandregulations/regulations

Link to religious obligations in assessments: https://workspace.imperial.ac.uk/registry/Public/Exams/Exams%20and%20religious%20obligations.pdf

The College’s Regulations for Students:www.imperial.ac.uk/registry/proceduresandregulations

Mitigation/extenuating circumstances policy and procedures:www.imperial.ac.uk/registry/proceduresandregulations/policiesandprocedures/examinationassessment

Information about Complaints and Appeals procedures:www.imperial.ac.uk/registry/proceduresandregulations/policiesandprocedures/complaintsappeals

Academic integrity:https://workspace.imperial.ac.uk/registry/Public/Procedures%20and%20Regulations/Policies%20and%20Procedures/Examination%20and%20Assessment%20Academic%20Integrity.pdf

Cheating offences policy and procedures:www.imperial.ac.uk/registry/proceduresandregulations/policiesandprocedures/disciplinary

Information on College Regulations and Procedures

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Professional Development

STUDENT INFORMATION

EDU © Imperial College London 2015-16

Where applicable – Fitness to Practise Medicine:www.imperial.ac.uk/admin-services/secretariat/college-governance/charters-statutes-ordinances-and-regulations/policies-regulations-and-codes-of-practice/fitness-to-practise

Information on Welfare and Support: Personal Tutor system, links to Roles and Responsibilities of Personal Tutors: www.imperial.ac.uk/registry/proceduresandregulations/qualityassurance/goodpractice

PDRP: www.imperial.ac.uk/natural-sciences/departments/physics/staff/promotions-and-development/prdp

Information for students with disabilities, including the Disability Advisory Service:www.imperial.ac.uk/disabilityadvisoryservice

Welfare and pastoral care/support resources. (e.g. College Tutors, Dean of Students, Counselling Service, Health Centre, NHS Dentist, Student Hub, Chaplaincy, support for International Students inc. ELSP):www.imperial.ac.uk/academic-english www.imperial.ac.uk/students/student-support www.imperial.ac.uk/study/international-students

Information about the Library: www.imperial.ac.uk/admin-services/library

ICU: https://www.imperialcollegeunion.org For Master’s courses - GSU: https://union.ic.ac.uk/presidents/gsu

Student representation – how to become a student representative: https://www.imperialcollegeunion.org/representation

The College’s Staff-Student Committee Good Practice Guidelines are available at: www.imperial.ac.uk/registry/proceduresandregulations/qualityassurance/goodpractice

Other support services (e.g. Registry, Careers Advisory Service, Alumni services):www.imperial.ac.uk/registry www.imperial.ac.uk/careers www.imperial.ac.uk/alumni

Information on Master’s Courses: Information about the Graduate School: www.imperial.ac.uk/study/pg/graduate-school

Transferable Skills Training: www.imperial.ac.uk/study/pg/graduate-school/professional-skills

20

STUDENT INFORMATION

Postgraduate Certificate in University Learning and Teaching (PG Cert ULT)

Programme Structure and Timetable

The PG Cert is organised through a series of topics, each of which have associated seminar(s), and an assignment which requires you to complete some directed reading. Students can choose topics which best fit their interests and practice and may also seek advice from members of academic staff. Some topics have pre-requisites, usually attendance at one or more of the EDU workshops and/or pre-sessional reading and preparation to be submitted in advance of the topic seminar. Most topics will run at least twice throughout the year and students are advised to consider their workload when booking sessions to ensure that they have enough time to complete the reading and assignments in the timescales given. The deadline for submitting assignments for formative feedback is normally six weeks after the date of the topic seminar.

The PG Cert is an accredited pathway to HEA recognition of individual engagement in teaching and learning. The programme is aligned with the UK Professional Standards Framework (UKPSF), and topics offer the opportunity for you to engage with the UKPSF in a manner appropriate to you and your practice. It is anticipated that most students on the course will likely seek recognition at D2 (Fellowship). Full details on the Framework are given in the Induction session, and you can also discuss your recognition level with EDU staff during the year.

Timetable and Course Credit

The PG Cert is a 30 ECTS course (equivalent to one-third of a Master’s degree). Five ECTS are credited for the Introduction to... workshops, preparatory work, and Induction day. A further five ECTS are credited for preparation of the final portfolio. This means you will need to attend a minimum of four topic seminars, to account for the final 20 ECTS credits. Most topics have an ECTS value of five credits, however some are 2.5 ECTS. From the timetable, you should choose topics which relate to your teaching and which are of

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most interest to you. You should also make sure they fit in with your own personal timetable and teaching responsibilities. To gain credit for each topic, you are required to attend seminars designed around specific topics, complete all pre-requisites and required reading and to submit, on time, assignments relating to each specific topic for formative feedback. A full timetable of seminar dates and deadlines is given on the next page.

Assessment

Formative Assessment

After the seminar for each topic, you will have six weeks in which to complete the reading and submit your assignment for formative feedback, which you can normally expect to receive two weeks after the deadline. It is important that you submit your assignments on time and take notice of the feedback you are given so that you can improve your submission before the final portfolio is due.

Work is submitted through the dedicated Blackboard course page and must be submitted together with the topic coversheet. This will help you to map your progress towards recognition by the HEA. Further details of how to submit are in the appendix.

Summative Assessment (Portfolio Submission)

The format of the final submission is a single PDF file, labelled with your name, award, and intake date. So for example:

Jane Smith PG Cert September 2015.pdf

The portfolio should consist of:

• Cover page with name, award, intake date, submission date and declaration that the work submitted is your own.

• Beginning statement of teaching philosophy

• Mapping of topics to UKPSF• Topic Assignment 1• Topic Assignment 2• Topic Assignment 3• Topic Assignment 4• Topic Assignment 5 (if applicable)• Topic Assignment 6 (if applicable)• Final statement of teaching philosophy

The font should be sans-serif (e.g. Arial or Calibri) 11pt, with line spacing of 1.15. Each component of the portfolio should start on a new page, and each page should bear your name and the page number in the footer section. Please note that the forms from teaching observations are not submitted with the portfolio, as they are not assessed. They should, however, inform your writing of the final teaching statement. Any referencing in the assignments should be in Harvard style. In addition your two (non-EDU) references should be attached separately and individually with the file name YourName_Reference number_D2. It is important that referees can comment on your teaching. They can be a peer, a supervisor or a student. The important thing is that the reference is teaching focused, and supports what you have said in your portfolio. References can be quite short – 500 words is sufficient.

In each of the topic assignments you should have addressed any comments made by your tutor at the stage of formative assessment. It is important that you show integration of the reading you have done also.

The final teaching statement should be reflective in tone and be between 1000 and 1500 words in total. What this means is that is not enough to simply describe what you have done. Your initial teaching statement forms something of a ‘baseline’, so you will find it useful to refer to this and to pick up on things that you perceive differently now compared to when you began. You will need to explain the how and why of your teaching over the past year and how you have interacted with the programme. You will want to talk about the topics you have done and what you have

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Timetable 2015-16

Day Date Times ECTS Tutor Topic Mon 28-09-15 10:30-16:00 AM Induction Tues 20-10-15 10:00-12:00 5 AM Theories of Teaching Tues 27-10-15 10:00-13:00 5 KI Assessment and Feedback Wed 04-11-15 10:00-13:00 5 AM Approaches to Teaching

Thurs 12-11-15 10:00-13:00 * KI Educational Design 1A Thurs 12-11-15 14:00-17:00 2.5 MK Research and Teaching Tues 08-12-15 14:00-17:00 * KI Educational Design 1B Thurs 10-12-15 14:00-17:00 5 HR Digital Learning Thurs 14-01-16 10:00-13:00 5 AM Approaches to Teaching Wed 27-01-16 10:00-12:00 2.5 AA Public Engagement

Thurs 28-01-16 10:00-13:00 2.5 MK Research and Teaching Tues 02-02-16 14:00-17:00 5 HR Digital Learning Wed 10-02-16 10:00-12:00 5 AM Theories of Teaching Tues 08-03-16 10:00-13:00 * KI Educational Design 2A Mon 14-03-16 14:00-17:00 2.5 HR Ethics in Education Tues 15-03-16 10:00-13:00 5 KI Assessment and Feedback Thurs 07-04-16 14:00-17:00 * KI Educational Design 2B Mon 11-04-16 10:00-12:00 2.5 HR Academic Transitions Mon 25-04-16 10:00-12:00 5 MK Educational Supervision Mon 25-04-16 14:00-17:00 2.5 AA Teaching Outside the Classroom Wed 04-05-16 14:00-16:00 2.5 HR Education Strategy Wed 11-05-16 14:00-17:00 AM Final Course Meeting

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taken from them and how this has influenced your teaching. You may want to comment on the comments you had from your tutor on each topic assignment.

In preparing your final statement you will need to be mindful of the need to draw together the strands of your portfolio and practice over the course of the year and look ahead to future directions. Remember that to evidence a D2/Fellow application you will need to show engagement across all areas of activity, knowledge and understanding, and commitment to professional values. You will find it helpful to structure your statement in the following way:

a What did you do? A concise description of your engagement through the year, explaining what you have done and putting it in a personal context.

b How did you do it? An explanation of how and why you have approached your teaching, informed by the course, the readings and your experiences. You will need to refer to evidence in the topics and show alignment with UKPSF.

c Why did you do it that way? Evidence and rationale for choices you have made, both practice-based and from the educational literature you have read. This will show integration of academic practice and pedagogy.

d What difference did it make? Your opportunity to show how your activity has affected outcomes for yourself, your students and Imperial. This will show the quality and currency of your teaching.

e Future Directions? What next for your teaching and future development. This could be further formal study, for example on the Diploma, or taking on a new role within your practice. It will be important to show how you intend to maintain your professional development.

Summative Examination

Final Examination is by submission of completed work, which will include initial and final statements of teaching and the collected work completed for each topic. Each portfolio will be double marked by a member/associate member of the EDU. A selection of submissions will be forwarded to the external examiner for their consideration. All assessed work is considered at the annual Exam Board. Students should be aware that given the small number of students and the nature of the work under consideration, EDU exam boards are not anonymous.

In addition to marking for the award of PG Cert, each portfolio will be assessed to consider whether it meets the standards for recognition by the HEA.

A copy of the marking sheet is included in the appendix to this handbook.

Students’ submission for the final summative examination will be assessed according to the following criteria:

• Students will have completed the induction session, teaching observations and the appropriate number of topics to total 25 ECTS worth of study. Together with their final teaching statement and the collected work submitted for formative assessment for each topic with reflective changes as required (5 ECTS).

• Through this, students will have to demonstrate the attainment of the intended learning outcomes for their individually chosen topics and the programme as a whole.

• Students will have to show critical engagement with the educational literature as indicated by appropriate critical use of the directed reading from each of the topics completed.

• Students will have to integrate workshop discussions, reading and practice and show appropriate individual and disciplinary context.

• Students will be expected to have reflected on individual outcome assignments and developed

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their ideas and demonstrate an on-going commitment to professional development in education.

• All submissions will adhere to word limits (±10%) and topic specific criteria for submission.

The award of PG Cert is unclassified with student achieving a ‘commended’ or ‘not yet commended’ mark – there is no award of Merit or Distinction at this level. Possible outcomes of consideration for the dual award of PG Cert and HEA recognition are:

• Both PG Cert with HEA recognition at level applied for

• PG Cert with HEA recognition, but at a lower level than applied for

• PG Cert only (with the opportunity to submit your HEA application to the next available Recognition Panel)

• HEA recognition only (usually with the opportunity to resubmit your PG Cert in the next academic year)

• Neither are awarded, normally with the allowance to resubmit for the next exam board/next available HEA Recognition Panel.

Teaching Observations

As part of the PG Cert you are required to arrange to have your EDU observer see your teaching on at least two occasions. A further, third, observation may be requested by either staff or student. In addition, you should arrange to observe, and give feedback to, another student on the course on one occasion. You will be paired with both your EDU observer and your peer observer at the Induction session.

The teaching observations are not assessed, but are an important requirement of the course. The teaching observations are intended to be formative and to allow the student to develop their teaching skills over the course of the year with structured feedback and support. You will be assigned a teaching observer at

the beginning of the year and as far as possible they will observe you on both occasions. It is important to emphasise the non-assessment nature of this activity – oral feedback is given, and a feedback record will be completed by the tutor and sent to you after each observation. This feedback is between you and the tutor and is not passed to your Line Manager. This feedback will be an important tool in the writing of the final statement and you are encouraged to reflect on the experience and keep notes of this reflection to aid your later writing.

Experience has shown that teaching observations are one of the most successful and powerful aspects of the PG Cert and to get the most out of them it is essential that you prepare well in advance:

• Please contact your observer in good time to arrange for them to come and see you as it is often difficult to arrange teaching observations at short notice.

• Please advise them of the location of your teaching, bearing in mind they may not be familiar with all campuses – particularly if you are teaching in a hospital.

• Send any materials you will use in the session – slides, hand-outs etc., as well as your learning outcomes for the teaching at least a day in advance.

• It is important that you allow time before and after the session to meet with the observer so you can discuss the teaching.

Sample teaching observation feedback forms can be found on pages 30 and 32.

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Topics

The topics available for study in the academic year 2015-16 are:

• Approaches to Teaching• Theories of Teaching• Ethics in Education• Educational Supervision• Research and Teaching• Academic Transitions• Digital Learning• Educational Design• Assessment and Feedback• Public Engagement• Teaching Outside the Classroom• Education Strategy

Choosing your Topics

The PG Cert does not have any compulsory topics, so you should choose from the list above according to your interests and teaching practice. However, it is expected that both Approaches to Teaching and Theories of Teaching will be of interest to everyone on the course, and these are a good foundation to further topics. Bear in mind that in order to be considered for Fellowship of the HEA, you will need to address all Areas of Activity, Core Knowledge and Professional Values. As you go through the year, use your Topic Mapping Sheet to keep track of the UKPSF you have covered in each topic. The tutor for each topic will indicate possible ways in which the topic may map to the UKPSF, but there is a great deal of flexibility, so for example it is not necessary to take the Assessment and Feedback topic in order to address A3, this could be done by looking at assessment in another context.

Part of the Induction session will focus on looking in detail at your teaching, the topics on offer and the mapping. You will also be able to speak to the Tutors at Induction and throughout the year should you have any questions.

It is possible for EDU staff to observe clinical teaching, however as issues of patient privacy arise we ask that clinicians seeking observation of their ward teaching do the following:

1. Ensure that patient consent has been obtained. Verbal consent is acceptable, so long as the patient is clear about the role of the EDU observer.

2. Ensure that the Charge Nurse is informed of the teaching observation taking place.

3. Discuss with the observer the likely format of the teaching and if physical examination of a patient is involved, in advance of the observation. In certain circumstances, it may not be appropriate for an observer to be present.

If you are planning to include observations of clinical teaching as part of your PG Cert, please indicate this to your observer at the beginning of the programme.

Clinical Teaching • Education in Practice

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[TYPE THE DOCUMENT TITLE]

Area

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A1 Design and plan learning activities and/or programmes of study

A2 Teach and/or support learning A3 Assess and give feedback to learners

A4 Develop effective learning environments and approaches to student support and guidance

A5 Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practice

Core

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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

K6 The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching

Prof

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Val

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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

PG Cert ULT

Topic – UK PSF MappingUse this sheet to track your progress through the PG Cert. Remember that to achieve HEA recognition Fellow/D2 level you will need to show engagement across all areas of activity, core knowledge and professional values. Te

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A1 Design and plan learning activities and/or programmes of study

A2 Teach and/or support learning A3 Assess and give feedback to learners

A4 Develop effective learning environments and approaches to student support and guidance

A5 Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practice

Core

Kno

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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

K6 The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching

Prof

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onal

Val

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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

PG Cert ULT: Topic Assignment Cover Sheet

Name

Topic

Date Submitted

Please check the box to indicate you have read and agreed the following statement: I declare that the work contained herein is my own, that the work has not been submitted elsewhere for an award and that where other sources have been used, they have been appropriately acknowledged.

Please use the table below to show how your assignment maps to the appropriate parts of UK PSF. Refer to the handbook for further details. It is not expected that any one topic will map against all areas, rather you should concentrate on specific parts of the UKPSF in each topic, with the aim that by the end of the course you will have shown engagement across all areas of activity, core knowledge and professional values if you are working to recognition at the level of D2/Fellow.

A Areas of Activity

Notes

K

Core Knowledge

Notes

V

Professional Values

Notes

PG Cert ULT Feedback Sheet: Topic Assignment

Student:

Topic: Tutor’s Name:

Submission Date: Submission deadline met: Yes / No

Feedback Date: Feedback deadline met: Yes / No

1. How well does the submitted work address the set question?

2. Does the assignment show how the appropriate topic learning outcomes have been met?

3. How well is the required reading integrated into the assignment?

4. Please comment on the style and presentation of the work. (Appropriate referencing, presentation, use of language)

5. Have the stated Areas of Activity, Core Knowledge and Professional Values been addressed by the assignment?

6. Recommendations for revision prior to final submission, and any general comments

Teaching Observation Guide

Part A (Complete these descriptions of the session in the pre-meeting with the observee).The questions are prompts rather than a prescriptive checklist and are not equally applicable to all disciplines/situationsObserver Observer Date of Observation

Observation number of Session title Course/Module

Number of students Year(s) Department(s)

1. Broad purpose of session (and factors affecting this)

2. Intended learning outcomes (what will students be better able to do? For instance, with respect to knowledge, skills, values?)

3. Notes (Background information, requests by the observee…)

Part B (Make these evaluations during the session, and review with the observee in the follow-up meeting).

4. (Please ignore or circle as appropriate: 1 = unsatisfactory; 5 = exemplary). Where appropriate, comment on ratings overpage.Appropriateness of session purpose for course and level(s) of student 1..2..3..4..5 Appropriateness of intended learning outcomes? 1..2..3..4..5 Appropriateness of teaching/learning methods? 1..2..3..4..5 Quality of session structure (introduction and outline, sequence, signposts, summary)? 1..2..3..4..5 Quality of external links (with previous/future sessions, assessments, other courses, research)? 1..2..3..4..5 Quality of session content (relevance, level, currency, accuracy, use of examples, references)? 1..2..3..4..5 Audibility? 1..2..3..4..5 Personal expression (use of space, gesture, facial expression, eye contact with students)? 1..2..3..4..5 Use of audio-visual aids/information and communication technologies? 1..2..3..4..5 Quality of interaction with students? 1..2..3..4..5 Quality of student participation (answered tutor’s questions, asked tutor questions)? 1..2..3..4..5 Quality of peer interactions and discussion? 1..2..3..4..5 Overall alignment of the session with the intended learning outcomes? 1..2..3..4..5 5. Aspects for special comment (if requested in section 3).

PG Cert in ULT

6. Enhancing practice: what were the strengths and aspects of good practice?

7. Enhancing practice: what aspects of practice might be enhanced, and how?

We agree that this is a fair record of the teaching session.

Signature of Observe Signature of Observee

Observer’s Name Observee’s Name

Date

Subsequent Observation Guide

The questions are prompts rather than a prescriptive checklist and are not equally applicable to all disciplines/situations.

Part A (Complete these descriptions of the session in the pre-meeting with the observee).

Observee Observer Date of Observation

Observation number of Session title Course/Module

Number of students Year(s) Department(s)

1. Broad purpose of session (and any factors affecting this)

2. Intended learning outcomes (what will students be better able to do? For instance, with respect to knowledge, skills, values?)

3. Notes (Background information, requests by the observee…)

Part B

4. Aspects for attention (from initial or second observation)

5. Enhancing practice: what were the strengths and aspects of good practice? In particular, please comment on development from previous observation.

6. Enhancing practice: what aspects of practice might be enhanced, and how?In particular, please comment on development from previous observation.

We agree that this is a fair record of the teaching session.

Signature of Observer Signature of Observee

Observer’s Name Observee’s Name

Date

Portfolio Final Submission Cover Sheet

Portfolio Final Submission Coversheet

Name:

CID:

PGCert Year:

Date Submitted:

Contents: Please complete the table below and check that you have included all of the following

1. Mapping to UKPSF 2. First Teaching Statement 3. Topic 1 (insert title) 4. Topic 2 (insert title) 5. Topic 3 (insert title) 6. Topic 4 (insert title) 7. Topic 5 (if applicable) 8. Topic 6 (if applicable) 9. Final Statement

Please check the box to indicate you have read and agreed the following statement: I declare that the work contained herein is my own, that the work has not been submitted elsewhere for an award and that where other sources have been used, they have been appropriately acknowledged.

Portfolio Summative Mark Sheet

Student name:

Programme Start Date:

Marker: (First/Second Marker)

Teaching observations completed (Yes/No)

Portfolio presented is complete (Topics totalling 20 ECTS included, along with both statements of teaching philosophy, declaration) (Yes/No)

Summary Comments

Recommendation to exam board: Commended Not yet commended

Recommendation for HEA Recognition Approved at requested descriptor

Not approved at requested descriptor

Does the portfolio demonstrate the appropriate attainment of the intended learning outcomes?

Do the topic assignments demonstrate critical engagement with the educational literature and appropriate integration of the reading with practice?

Does the final teaching statement demonstrate a development of teaching and learning practice over the course of the programme?

Is the portfolio written in an appropriately reflective style and presented clearly with appropriate referencing?

Does the student show commitment to ongoing professional development in education?

Approaches to Teaching

Aims

This topic offers students a chance to consider teaching methods relevant to their discipline. There is wide scope for consideration of a variety of teaching methods such as Problem Based Learning (PBL), interactive group teaching, small group teaching, and laboratory demonstrating and lecturing.

Teaching Methods

This topic is taught through an initial face-to-face seminar, followed by individual work which is then submitted for formative assessment. This will be supported by directed reading of 5-10 key papers or readings that form an appropriately accessible theoretical underpinning.

What is the best teaching method to use? How to decide? This topic offers a chance to consider existing teaching methods, how they work (or not) and possible alternatives. The topic allows you to ask why you use a certain method to teach, and offers an approach to framing methods in the wider context of assessment, learning and teaching resources. This topic represents five ECTS worth of study, beginning with a seminar leading to directed reading and self-study based in the students’ actual teaching practice. The actual balance of these activities will depend on the previous experience and actual teaching responsibilities of individual students and the path to completing the outcome assignment will, to some extent, be individually negotiated.

By the end of the topic students will be better able to:

1. Reflect on their approaches to teaching and its influence on learning.

2. Analyse how they foster different approaches in student learning.

3. Evaluate effective teaching strategies that encourage deeper approaches to learning.

4. Recognise the role that constructive. alignment can play in supporting the student learning experience.

5. Consider some of the educational literature in this area.

Intended Learning Outcomes:

Initial Reading:

Ramsden, P. (1992) Teaching strategies for effective learning. In ‘Learning to teach in Higher Education’. Routledge

Rogers, A. (2002) Teaching: Content and Methods. In ‘Teaching Adults’ Third Edition, Open University Press

Outcome Assignment: :

The assessment is an analysis of a teaching method and will ask you to integrate the theoretical knowledge from the directed reading with your experience and for example justify the approach to teaching used or compare and contrast different possible teaching approaches. You are required to be reflective about your actual teaching, challenge accepted practice and provide theoretical and contextual justification for their arguments. Full assignment details and further reading are provided in the seminar.

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ECTS credits: 5UKPSF indicative mapping: A1, A2, A4, A5. K1, K2, K3, K4, V3, V4Expected assignment word count: 1500-2000 Tutor: Dr Annette Mahon

Theories of Teaching

Aims

This topic offers students the opportunity to consider what makes students learn effectively and how this can be reflected in teaching. Specifically, it will provide students with the chance to consider theory and practice in relation to their own context, in terms of teaching responsibilities and subject discipline.

Teaching Methods

This topic is taught through a face-to-face seminar, followed by an individual piece of work which will be a written assignment, submitted for formative assessment. There will be supporting reading materials, which will aim to provide an introduction to the theories identified.

How do we learn? This topic will explore a variety of theoretical positions on what makes learning most effective. The topic will ask students to consider how well and how often teaching facilitates ‘good’ learning. It will provide students with an opportunity to consider what principles of learning might be important to them within their own teaching and discipline context and how they might adapt their teaching approach to reflect these principles. This topic represents five ECTS worth of study, beginning with a seminar leading to directed reading and self-study based in the students’ actual teaching practice. The seminar will be discursive in nature and

will encourage students to reflect deeply on some important questions about learning. The reading to follow will depend on what individual students choose to focus on after the seminar, which will be informed by their own practice.

Intended Learning Outcomes:

Initial Reading:

Jordan A, Carlile O, and Stack A (2008) Approaches to Learning: A Guide for Teachers. Maidenhead, Open University Press.

Ambrose SA et al (2010) How Learning Works: 7 Research-Based Principles for Smart Teaching. San Francisco, Jossey-Bass.

By the end of the topic students will be better able to:

1. Consider the features of effective learning from a personal perspective.

2. Understand what different educational theories identify as important factors for learning.

3. Distinguish between the varieties of learning theories and be aware of their similarities and differences.

4. Justify which principles of learning are most pertinent to their own teaching practice.

5. Consider how some aspect of learning theory can be applied in their own teaching practice.

Outcome Assignment:

The assessment is an individual written assignment which should analyse one aspect of theory (selected by the student) which is most pertinent to their

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own teaching context. Students should refer to the educational literature provided when writing their analysis. Furthermore, students need to show a consideration of how that theory can be applied in practice. For example, this might be in the form of a planned teaching session, or a reflective piece on some teaching which has already taken place or it may be an analysis of part of a curriculum. The specific aspect of actual teaching may be different depending on the context of the student and this can be negotiated in the seminar. Students are required to be reflective in their analysis and provide both contextual and theoretical justification for the arguments presented. Full assignment details are provided in the seminar.

ECTS credits: 5UKPSF indicative mapping: A2, A3, A4, A5, K2, K3, K5, V3, V4Expected assignment word count: 1500-2000 Tutor: Dr Annette Mahon

Ethics in Education

Aims

This topic aims to raise the awareness of students to the basics of ethical theory and reasoning. This is followed by the opportunity to relate this theory in a structured manner to possible and actual ethical dilemmas in their work practices which may relate to a range of educational issues such as personal tutoring, assessment, inclusion and providing references for PhD students.

Teaching Methods

This topic is taught through an interactive face-to-face session which will provide a foundation in

Intended Learning Outcomes:

By the end of the topic students will be better able to:

1. Outline and evaluate a number of approaches to ethical decision making within education.

2. Critically apply these concepts to a range of ethical dilemmas.

3. Critically reflect on the ethics of academic practice and how these impact student learning.

4. Be aware of the processes, roles and responsibilities of being an ethical professional.

three prominent ethical approaches (deontology, consequentialism and virtue ethics) before unpicking actual or potential ethical dilemmas encountered by academics teaching at Imperial. These discussions will be closely tied to the Imperial context at all times and students will have ample opportunity to discuss ethical issues that they have faced, or fear they may face during their time at Imperial. This face-to-face session is supplemented by a variety of resources aimed at supporting students with their assignment and will be available via Blackboard Learn.

This topic is intended to be of interest to anyone undertaking teaching or supervision work at Imperial.

Pre-Reading:

There will be some pre-seminar reading of 1-2 papers. These will be made available on Blackboard two weeks in advance of the seminar.

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Outcome Assignment:

Students will be asked to write an assignment which should analyse an ethical dilemma presented by teaching or supervision in their particular professional context within Imperial. This analysis should be carried out in light of our exploration of ethical approaches outlined in the pre-reading and discussed during the seminar.

Students will be required to submit a draft of their assignment to Blackboard and will receive detailed feedback which they can use to amend their work prior to the final submission.

ECTS credits: 2.5 Word Count: 750-1500UKPSF indicative mapping: A2, V1, V2, V4Tutor: Dr Huw Rees

Educational Supervision

Aims

This topic explores questions that arise through supervision of students at various stages through undergraduate, masters and PhD level. The workshop Introduction to Supervising PhD Students at Imperial considers supervision to some extent, but concentrates explicitly on the practices and processes of PhD supervision at Imperial. This topic looks at supervision more generally in terms of ongoing longitudinal support of students or juniors and briefly covers educational ideas such as scaffolding, role modelling, communities of practice and developing independence in that context.

Teaching Methods

This topic is intended to be of interest to anyone engaged in the supervision of others within an educational context. This could be supervision of MSc or PhD students, but can also include undergraduates or indeed any situation where you are providing support and feedback to others, whether formal or informal, for example clinical supervision of a junior colleague.

This topic starts with a seminar session and some guided reading this aims to allow students to consider their supervisory practices in relation to both their professional context and some relevant ideas and educational theory. Participants are required to write an assignment considering their personal approach to supervision with reference to their professional context and the ideas introduced in the seminar and reading.

Intended Learning Outcomes:

By the end of the topic students will be better able to:

1. Consider what is meant by ‘educational supervision’ and relate this to their supervisory experience and professional context.

2. Reflect on their personal supervisory experience and review their strategies and approaches in light of relevant education concepts such as: - tacit Knowledge and ‘lab culture’ - scaffolding and zone of proximal development - communities of practice - experiential learning - transformation, independence & identity

3. Thoughtfully examine some of the assumptions made of supervision in their personal and wider disciplinary context.

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Outcome Assignment:

Assessment is by a 1500-2000 word written piece describing the students’ personal approach and strategy for supervision with disciplinary context and personal practice. This will typically require the students to integrate some of the relevant theoretical knowledge from the directed reading and seminar with their experience and examine their approach and strategy for supervision and to consider alternatives. Students would be required to be reflective about their actual supervision, challenge accepted practice and provide theoretical and contextual justification for their arguments.

ECTS credits: 5UKPSF Indicative Mapping: A1, A2, A3, A4, A5, K3, K5, V3, V4Word Count: 1500-2000Tutor: Dr Martyn Kingsbury

Research and Teaching

Aims

Imperial College is a research intensive university; its staff are often involved with cutting edge disciplinary research of international significance. As such, research activity is given high priority and teaching is often viewed as a secondary activity and separated from research. This topic challenges staff to examine ways of integrating their research and teaching roles where possible, using them to mutual benefit.

Teaching Methods

Students will attend an initial seminar, where they will be asked to bring any examples they have of

Intended Learning Outcomes:

By the end of the topic students will be better able to:

1. Define their personal and disciplinary context regarding the potential integration of teaching and research.

2. Examine the potential positive reciprocal interaction between teaching and research in their personal and disciplinary context.

3. Critically discuss opportunities for undergraduate teaching being, where possible, research led, research oriented, research based and research informed.

4. Consider pedagogic research in their disciplinary and personal context.

how they integrate teaching and research. This will form the basis of a discussion about recognising and maximising potential opportunities for integration.

This will be further developed using examples of good practice from College and beyond. The tenets of enquiry-based learning and good practice for integrating teaching will also be discussed. Opportunities for pedagogic research will also be covered briefly (with links forward to the MEd programme).

Outcome Assignment:

Students will be asked to submit a short piece of writing (750-1500 words) with evidence of integrating the given reading and at least one other reference appropriate to their context.

This work should briefly summarise their personal and disciplinary context and their views of opportunities for and/or barriers to integrating their research and teaching activities.

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Teaching Methods

This topic is taught using an interactive face-to-face session which involves learner participation throughout. The teaching is designed to allow the group to explore wider thinking about how best to facilitate effective academic transitions and relate this consistently to what makes sense at a research-intensive STEM university like Imperial. Prior to the session students will be sent a selection of relevant pre-reading which will serve as a stimulus for discussion throughout the session.

Academic Transitions

Aims

Transition from school to university is challenging for many students and this topic will focus on how staff can help students with their transition to a leading university and the academic demands that this will place on them. The topic will afford students the opportunity to evaluate their departmental practice in relation to transition and tackle three key areas of interest: academic writing, independent learning and building resilient learners. We will focus on the academic transition from school to university, however much of what will be discussed will be applicable to other academic transitions that staff will encounter in their teaching work. Participants will have the chance to explore case studies from other institutions as well as reflecting upon the way their own department handles academic transition.

Intended Learning Outcomes

By the end of the topic students will be better able to:

1. Identify the key challenges of academic transitions.

2. Be aware of steps College has taken to facilitate academic transitions.

3. Outline ways other HEIs have tackled challenges associated with academic transitions in STEM disciplines.

4. Evaluate departmental provision for facilitating an effective transition to university.

Initial Reading:

Students will be asked to read the Higher Education Academy’s Guide to Independent Learning which is a short document outlining examples of good practice in this area.

Outcome Assignment:

Students will be asked to submit a short written assignment identifying measures to help students within their department with their academic transition to university. This will cover:

• Educational backgrounds and the new learning environments in your discipline. This will need to be supported by data relating to your department’s student intake.

• Encouraging independent learning in your discipline. This will include the distinctive nature of your learning environments.

• Academic writing in STEM subjects and learning the nomenclature of your discipline.

ECTS credits: 2.5UKPSF Indicative Mapping: A, A1, A2, A3, A4, A5, K3, V3, V4Word Count: 750-1500Tutor: Dr Martyn Kingsbury

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Digital Learning

Aims

Digital learning has the potential to enrich and enliven both the student learning and staff teaching experience. There is, however, a tendency to consider the use of technologies at a relatively late stage in the educational design process. This topic will give participants the opportunity to evaluate how their current or planned teaching and assessment practices could make effective use of e-learning. This will be achieved by creating a learning design that incorporates the appropriate use of technologies. Participants will also have the opportunity to consider some of the theoretical frameworks for e-learning and review practical examples of how technologies have been used to enhance learning at Imperial and elsewhere.

Teaching Methods

This topic is taught through participation in online learning and a face-to-face workshop. One week before the session, students will be required to contribute to an online discussion in which they

These measures will be discussed in a disciplinary context and opportunities and constraints identified.

Students will be required to submit a draft of their assignment to Blackboard and will receive detailed feedback which they can use to amend their work prior to the final submission.

ECTS credits: 2.5UKPSF indicative mapping: A1, A2, A4, V1, V2Word count: 740-1500Tutor: Dr Huw Rees

will outline how they currently use technologies and how they might wish to use them in the future. Students will then attend a workshop in which they will evaluate how their teaching can be supported through the use of technologies. The workshop will provide a number of case studies that have used technology to facilitate both in-class and online learning. After the workshop, students will return to the online discussion and review their responses in light of the workshop.

Intended Learning Outcomes:

By the end of the topic students will be better able to:

1. Identify a range of learning technologies and their practical uses.

2. Recognise some of the benefits and limitations of using technologies.

3. Analyse theoretical ideas that support blended and online learning practice.

4. Integrate the use of technologies with other learning activities, such as work-based learning or face-to-face tuition.

5. Compare online and face-to-face learning experiences, through contribution to discussion forums and the engagement in online peer feedback.

Outcome Assignment:

Students will be asked to submit a learning design plan that will detail how they would use technologies to support student learning within their own teaching context. The design will include a rationale for the choices of technology and an explanation of how they will integrate any face-to-face learning. The plan should also include an analysis of how these practices are underpinned by theoretical ideas related to online learning.

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Educational Design

Aims

This topic provides students with the opportunity to deepen their understanding of the inter-related elements of educational design and to developpractical strategies for designing well-structured units of learning (e.g. series of sessions – lecture, lab, tutorial or whole module). The topic represents five ECTS worth of study.

The topic is designed to enable students to:

• become more insightful about the links between learning, teaching, assessment and evaluation in curriculum design in general;

• reflect on the design of a specific unit of learning from their teaching;

• benefit from constructive feedback about designing for learning from colleagues.

Teaching Methods

This topic is taught through an initial face-to-face seminar, followed by a practical educational design task related to their teaching. A second face-to-face seminar will provide opportunity for students to

Intended Learning Outcomes:

By the end of the topic students will be better able to:

1. Consider the concepts and principles that underpin educational design.

2. Identify and respond to the various factors influencing curriculum and course design.

3. Map key elements of a unit of learning and critically assess the relationships between them.

4. Address scheduling and implementation issues.

5. Plan an evaluation strategy to support on-going educational re-design.

6. Evaluate their own and others’ approaches to educational design.

Requirements

Students must be involved in multi-session teaching, ideally responsible for a programme or a module within a programme. This is necessary to form the contextual basis for the topic. Students must also attend both seminars to complete the topic.

Outcome Assignment:

Students will be asked to submit an individual written assignment of 1500-2000 words. This

Prior to the topic deadline, students will be required to submit a draft of their assignment to Blackboard. Students will participate in online peer feedback, to provide and receive comments on draft plans.

ECTS credits: 5UKPSF indicative mapping: A1, A2, A3, A4, A5, K1, K3, K4, K6, V1, V2, V3Word count: 1500-2000Tutor: Dr Huw Rees

discuss and receive feedback on this task. These learning activities, in combination with directed reading and self-study should prepare students to complete a written assignment on the design orre-design of a unit of learning from their teaching. This will be submitted for formative assessment and feedback.

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should present the design or re-design of a unit of learning in the student’s own teaching context and state the educational rationale for the decisions and approaches taken, supported with reference to educational literature.

Pre-seminar reading of 2-3 papers will be made available two weeks before the seminar. In advance, students should also consider a unit of learning (e.g. series of teaching sessions, module) that they may wish to design or re-design and bring documentation (e.g. module outline, session plans).

Further suggested reading will also be provided in the seminar. ECTS credits: 5UKPSF indicative mapping: A1, A2, A3, A4, A5, K1, K2, K3, K4, K5, V1, V3, V4, V5.Word Count: 1500-2000 Tutor: Mrs. Kate Ippolito

Assessment and Feedback

Aims

Assessment and feedback are fundamental, yet often under-examined, elements of the university learning experience. They present a high risk activity for both students and their teachers, and, as such, can provoke student dissatisfaction and reluctance towards innovation amongst teachers.

This topic provides students with opportunity to:

• discuss challenges and possibilities in student assessment;

• develop a deeper understanding to inform the practical development of fair and

Teaching Methods

This topic is taught through an initial face-to-face seminar. In advance students should identify an assessment activity that they are involved in (as designer, teacher, marker and/or feedback giver) and bring documentation to the session (e.g. related ILOs, assessment brief, marking criteria etc.). They will discuss the pros and cons of this assessment tool/documentation with the group. These learning activities, in combination with directed reading and self-study should prepare students to complete a written assignment on the design or re-design of a future assessment for their students. This will be submitted for formative assessment and feedback.

more educationally effective, but feasible, approaches to assessment.

Intended Learning Outcomes:

By the end of the topic students will be better able to:

1. Explain the difference between summative and formative assessment and discuss their purpose in the curriculum.

2. Apply key assessment principles to make assessment fair and more effective for learning.

3. Discuss the advantages and disadvantages of group, peer or self-assessment.

4. Consider student perceptions and experiences of assessment and feedback.

5. Reflect critically on their existing assessment and feedback approaches and how they impact on student learning.

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Outcome Assignment:

Students will be asked to submit an individual written assignment of 1500-2000 words, presenting and justifying the design/re-design of a future assessment for their students. This should demonstrate understanding of and the ability to apply key assessment principles to make assessmentfair and more effective for learning. You are required to be reflective about your previous approaches to assessment, challenge accepted practice in your context and provide theoretical and contextual justification for your design rationale. Full assignment details will be provided in the seminar.

Pre-seminar reading of 2-3 papers will be made available two weeks before the seminar. In advance, students should also consider an assessment that they may wish to design or re-design and bring related documentation (e.g. assessment task, marking criteria etc.).

Further suggested reading will also be provided in the seminar.

ECTS credits: 5UKPSF indicative mapping: A1, A2, A3, K1, K3, K4, K5, V2, V3, V5.Word Count: 1500-2000 Tutor: Mrs Kate Ippolito

Public Engagement

Aims

Public engagement is where research meets teaching meets research funders. Research Councils require a plan for public engagement when you apply for funds and, the more coherent and resource-efficient the plan, the better. This workshop aims to introduce

Teaching Methods

Initial face-to-face two-hour session with slides/discussion, followed by students engaging in reading, investigating public engagement to suit their context and doing individual work on the assignment.

The initial seminar will introduce students to some of the issues around public engagement, including funding, issues of time and resources (including recruiting students as helpers), how to make connections with other groups in College/professional institutions and how make outreach work time-effective. Students will benefit from arriving at the session with ideas about a public engagement activity they would like to do (or review) and with questions about overcoming obstacles.

Intended Learning Outcomes:

By the end of the topic students will be better able to:

1. Aware of the Research Councils requirements on public engagement for funding applications.

2. Aware of types of existing outreach activities taking place across College and through professional institutions, including schemes which may provide ready opportunities.

3. Better able to consider the range of outreach/engagement activities that they may wish to incorporate into their work.

4. Better prepared to decide what type of activity best fits with their research.

5. Better prepared to source funding and find

students to the range of ways in which they can engage with outreach activities and embed public engagement into their research plan, with some indication of how to obtain support and resources.

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Outcome Assignment:

A plan of a proposed outreach activity linked to the student’s own interests and context, to include:

1. Identify intended audience(s) and intended impact on audience and other stakeholders (including your funding body, your profession, yourself and Imperial).

2. State resource requirements for the activity, identifying likely sources of material, labour (your own, administrators, teaching assistants, others), location (type and size of venue), pre-publicity and follow-up publicity.

3. Create a timeline, including milestones for design, implement, evaluate, follow-up.

4. Create an evaluation strategy including how you will measure impact and/or demonstrate benefit. Include efficiency/repeatability/transferability within the evaluation strategy.

5. Outline the approach you could take on reporting your public engagement activity to the funding body or to Imperial/institutions.

ECTS credits: 2.5UKPSF Indicative Mapping: A1, A2, A3, A4, A5, K1, K2, K5, V2, V4 plus possibly V1, V3Word Count: 750-1500Tutor: Alison Ahearn

Teaching Outside the Classroom

Aims

Fieldcourses, extracurricular teaching, work placement supervision and work-based learning all take place outside of a classic classroom/lab and merits attention because of the extra risks, complicated preparation, costs, co-teaching with industry, reliance on teaching assistants and difficulties of assessment. This workshop aims to introduce students to some examples of non-classroom teaching and assessment, including administrative issues. Examples discussed may include Constructionarium, ESE geo-fieldtrips, iGEM, Space Station Design Competition, Computing placements and Life Sciences fieldwork.

Teaching Methods

Initial face-to-face 2-hour session with slides/discussion, followed by students engaging in reading, investigating out-of-classroom teaching to suit their context and doing individual work on the assignment. The initial seminar will introduce students to some of the issues including justification/benefits, funding, resources, assessment, evaluation and reputational enhancement. It will be helpful if you arrive at the seminar with an idea of what fieldcourse/non-classroom teaching you’d like to plan/report.

collaborators or assistants.6. Better able to plan and evaluate the success

of activities they chose to do.

Initial Reading:

Given the nature of this topic, reading will differ from other topics, and students will be directed to relevant, current, material on public engagement.

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Intended Learning Outcomes:

By the end of the topic students will be better able to:

1. Aware of some major examples of Imperial’s established teaching outside the classroom.

2. Aware of benefits and burdens of this approach to teaching administratively.

3. Aware of the benefits and burdens of this approach, pedagogically for learning and assessment.

4. Better able to consider activities which could be proposed in your context.

5. Better able to consider resources including funding and industry collaborators.

6. Better able to evaluate, including identifying impact on student identity as well as student learning.

Initial Reading:

Given the nature of this topic, reading will differ from most topics, and students will be directed to relevant, current, material on out-of-classroom teaching, including YouTube.

Outcome Assignment:

A plan for (a representative sample from) a proposed non-classroom activity linked to the student’s own interests and context, to include:

1. Identify the student group(s) and stakeholders (including your funding body, your profession, your industry partners, your teaching team and Imperial).

2. Outline key resource requirements for the activity, identifying likely sources of material, labour (your own, administrators, teaching

assistants, others), location (type and size of venue), briefings and pre-departure training for students and follow-up to close the ‘learning loop’.

3. Create a draft timeline, including major milestones for design, implement, evaluate, follow-up.

4. Indicate an evaluation strategy (or identify the difficulties of evaluation/impact measurement).

5. Outline the approach you could take on using the outside-classroom teaching for reputational enhancement (the ‘pay-off’ for you, your department, your collaborators, Imperial, profession).

Alternatives: (a) A review of an existing outside-classroom event is an acceptable alternative or (b) Report on just a part of large/complex activity: select a ‘sample’ (e.g. one day of a three-day event; or one group’s project instead of five groups’ projects; or the ‘key’ field activity).

ECTS credits: 2.5UKPSF indicative mapping: A1, A4, K2, K5, K6 and depending on your chosen activity reported in your assignment, potentially V1, V2, V3, V4 Word Count: 750-1500 Tutor: Alison Ahearn

Education Strategy

Aims

This topic aims to offer students the chance to learn about education strategy and the impact that this has on teaching and learning within higher education institutions. Students will be given the opportunity to analyse the current policy landscape in higher education and how this influences strategic decision making relating to teaching and learning. They will

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also explore the latest version of the Imperial College Education and Student Strategy (2013) and discuss the role this plays in shaping student experience at the College.

Teaching Methods

This topic is taught using an interactive workshop which involves learner participation throughout. The teaching is designed to allow the group to explore key issues relating to higher education strategy while maintaining a focus on the impact strategy has on actual teaching practice. The session opens by defining strategy as a concept and then relating it to teaching and learning in higher education. This involves looking back on the history of teaching and learning strategies across the sector, why they were introduced and how effective they have been. In addition, contemporary influences on teaching and learning strategies such as higher education policy, fees and the sway of other stakeholders in the sector will be discussed before exploring the most recent Imperial College Education and Student Strategy (2013) document in detail. The session will close by looking at a case study documenting the challenges and successes of the implementation of a teaching and learning initiative at Imperial which was closely aligned with the Education and Student Strategy.

Intended Learning Outcomes:

By the end of the topic students will be better able to:

1. Consider definitions of the term ‘strategy’ and how applicable these are to the higher education context.

2. Outline the key influences on education strategy in contemporary higher education.

3. Discuss the challenges of designing, and subsequently implementing, teaching and

learning strategy.4. Reflect critically on how a teaching initiative

at Imperial was designed and implemented in line with the Imperial College Education and Student Strategy (2013).

Initial Reading:

Students will be asked to familiarise themselves with selected passages from the Imperial College Education and Student Strategy (2013) and a Department for Business Innovation and Skills White Paper entitled ‘Students at the Heart of the System’ (2011) which will be placed on Blackboard two weeks prior to the taught session.

Outcome Assignment:

Students will be asked to submit a short written piece analysing the four strategic aims outlined in the Education and Student Strategy by looking at the key issues which have influenced the design of these aims, and by discussing an example of where attempts have been made to deliver one aim either at College, faculty of departmental level. This should demonstrate an understanding of the influences on the design of teaching and learning strategies as well as discussing the practical application of such strategies.

Students will be required to submit a draft of their assignment to Blackboard and will receive detailed feedback which they can use to amend their work prior to the final submission.

ECTS credits: 2.5UKPSF indicative mapping: A1, K6, V2, V3, V4Word count: 740-1500Tutor: Dr Huw Rees

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Education in Practice

Aims

This topic aims to give students a project-based route though the PG Cert for those who have a lot of teaching experience, or for whom the more usual route is unsuitable for whatever reason.

Teaching Methods

These will vary due to the individually negotiated nature of the project. It is expected that a mixture of 1:1 supervision, seminar attendance and integrated workshops chosen from PG Cert topics, and other EDU workshops as appropriate would be used by most students. Students on this route will be assigned a supervisor, with whom they will work closely.

The EDU recognises that some members of staff have significant teaching responsibilities, for example, in terms of course design or management. The Education in Practice project is a work-based route through the PG Cert which allows those staff to integrate their existing or planned work with educational study.

Depending on the scope of the work, 5-20 ECTS may be awarded for this project, the exact value will be negotiated in advance of project commencement.It is anticipated that this route will be offered to comparatively few students, who will have todemonstrate their suitability for the project route, especially if aiming to take more than 5 ECTS through this path.

Intended Learning Outcomes:

It is expected that the learning outcomes of the education in practice project will vary depending on scope and what topics the project will cover. Thusa project covering assessment and design would be expected to cover the learning outcomes of the assessment and design topics. In addition to this there are outcomes associated with this project approach.

By the end of the topic students will be better able to:

1. Plan and execute a work-based educational project.

2. Develop a basic sense of the educational literature.

3. Develop the ability to evaluate educational literature, in particular qualitative research.

4. Be able to integrate the literature with their practice.

5. Have a wider appreciation of approaches and techniques that they may wish to employ in their work.

6. Discuss, critique and evaluate their own and others’ work.

Formative Assessment

Assessment will be through progress reports submitted at regular intervals as determined by student and supervisor. For a project seeking 5 ECTS, a time-line of six weeks is envisaged, in line with other topics. For a project seeking an award of 20 ECTS, final submission is expected within the two-year PG Cert.

ECTS credits: 5-20UKPSF indicative mapping: This will depend on each individual studentTutor: Individually assigned to each student taking this route

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Postgraduate Diploma in University Learning and Teaching (PG Dip ULT)

Outline and Structure

The Postgraduate Diploma represents two thirds of a full Master’s (90 ECTS) course. Our programme divides the full Master’s into three equal 30 ECTS stages, completing the PG Cert (or an equivalent qualification elsewhere) gives you 30 ECTS units worth of ‘credit’. The PG Dip year adds a further 30 ECTS units worth of study bringing the ECTS unit ‘credit’ up to the 60 ECTS units required for a Diploma. Should you decide to continue to the full Master’s a further 30 ECTS worth of study is required, bringing the total to the prerequisite 90 ECTS credits.

Duration and Timing

The PG Dip year comprises 30 ECTS units worth of study, where each unit represents a notional 25 hours study time. The PG Dip is therefore 750 hours of study, made up of face-to-face contact in workshops, seminars and supervision and also as self-study and preparation of assignments etc.

This is a significant commitment, especially given that you will be engaging with a new academic field and a different literature than you may be used to in your own primary discipline. This also requires some continuity and therefore the PG Dip would normally be completed within 12 months with two taught weeks, each with assignments, and a significant supervised library project.

Provision for Accrediting Prior Learning or Qualification in Education

Students joining Imperial from other Institutions who may have completed a PG Cert in education or teaching and learning in their previous employment and who wish to take the EDU PG Diploma are encouraged to contact the Programme Director, Kate Ippolito (k.ippolito@imperial.ac.uk), to discuss their transfer.

The Programme Director and one other course tutors will consider AP(E)L for appropriate M-level PG Cert

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in teaching and learning or similar according to College rules and regulations. However, whilst we aim to avoid unnecessary repetition, participants will normally submit a brief portfolio summarising their experience, reflecting on their teaching and showing appropriate national and/or Imperial College context.

Taught Component - Week One

Week One of face-to-face teaching is in September before the start of term. The week comprises about 30 hours of teaching and group activities aimed at:

• introducing the PG Diploma structure and expectations;

• enabling students to search educational bibliographic indexes and select appropriate literature;

• developing approaches to critical reading of educational literature;

• critically examining the relevancy of educational theories such as behaviourism, constructivism and social learning theories;

• modelling teaching and learning strategies.

This week includes formatively assessed tasks and activities that build towards a summatively assessed essay (1800-3300 words), designed to develop and assess critical reading of educational literature in the light of personal experience and disciplinary context. This week and its associated assignment represents a tariff of 5 ECTS worth of study and an outline timetable is shown on page 53.

Intended Learning Outcomes – Week One

On successful completion of the week and assignment (including any required reading) students will be better able to:

• Use the educational bibliographic indexes and related library systems, and appropriate educational citation, quotation and referencing.

• Recognise key educational theories of learning (Behavioural, Cognitive and Socio-Cultural) and their distinguishing characteristics.

• Critically engage with these theories and discuss their relevance in their own disciplinary and personal context.

• Recognise that there are important differences between the bio-medical/scientific and the social science/humanities paradigms and that this is reflected in their respective literatures and use of language.

• Critically engage with the educational literature, demonstrating an awareness of a range of appropriate sources.

• Conceptualise and articulate the connections between education theory, literature and practice in higher education.

• Critically reflect on and evaluate own and others’ teaching practices, and identify developments.

Assignment One Brief

Select two examples of educational literature (articles, chapters, policy documents etc.) and critically examine the claims made in your chosen literature in relation to your own teaching and learning context.

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Each source of educational literature must represent a different type of knowledge, as listed below (i.e. at least two types of knowledge should be represented):

• Theoretical knowledge• Research knowledge• Practice knowledge• Policy knowledge

Prompt questions: When developing your assignment consider the following:

Why did you select this article?What type of knowledge is this?What do you think the author is trying to achieve through their writing and how successful do you think they are? Drawing on your educational experience and wider reading, in what ways do you agree and disagree with the claims the author makes? What are the views of other authors in the field?With reference to Toulmin’s Model of Argument, critically consider the evidence that the author draws on. Is this evidence and the way it is used persuasive to the reader?

See Assignment One Marksheet for full details of the assessment criteria, which you should read carefully when planning and developing your assignment.

Word limit: 1800-3300 words

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13.1

513

.15

–14

.30

14.4

5-1

6.00

Mon

day

14th

Sept

embe

r20

15S

ALC

5

Wel

com

eto

Dip

lom

ain

ULT

andi

ntro

duct

ions

.W

hati

sle

arni

ng,a

ndw

hati

ste

achi

ng,i

nhi

gher

educ

atio

n?(K

I, M

K,AM

)

Enga

ging

with

educ

atio

nal

liter

atur

e: F

ive

inte

llect

ual

proj

ects

for s

tudy

ing

the

soci

al w

orld

-Po

ulso

n an

dW

alla

ce(M

K)

Lunc

h‘L

earn

ing

asbe

havi

ng’a

nd‘L

earn

ing

asth

inki

ng’:

ATe

am-b

ased

Lea

rnin

g (T

BL)

App

roac

hBe

havi

oura

land

cogn

itive

theo

ries

ofle

arni

ngan

dth

eir

rela

tion

to e

duca

tiona

l pra

ctic

e. (J

H, K

I)

Tues

day1

5th

Sept

embe

r20

15S

ALC

5C

entra

l Lib

rary

Trai

ning

Roo

m1

Cro

ssin

g pa

radi

gms:

Stu

dy o

fed

ucat

iona

lthe

ory

and

prac

tice.

Wha

tis th

e sa

me,

and

wha

t diff

ers

from

your

dis

cipl

ine?

(AM

)

Intr

oduc

tion

toth

eC

olle

geLi

brar

y Ed

ucat

ion

colle

ctio

n:Se

arch

ing

and

usin

ged

ucat

iona

l bib

liogr

aphi

cin

dexe

s. (P

aula

Evan

s)

Lunc

h‘L

earn

ing

as in

tera

ctin

g’:

Soci

o-cu

ltura

l the

orie

s of

lear

ning

and

thei

r rel

atio

n to

educ

atio

nal p

ract

ice.

(KI,

JH)

‘Lea

rnin

gas

belo

ngin

g’:

Stud

ying

the

pers

onal

and

disc

iplin

ary

cont

exts

of

lear

ning

and

teac

hing

:Ac

adem

ic tr

ibes

&te

rrito

ries.

(KI)

Wed

nesd

ay16

th

Sept

embe

r20

15S

ALC

5

Rea

ding

criti

cally

:D

econ

stru

ctin

ged

ucat

iona

lval

ues,

argu

men

tsan

dpo

sitio

ns.T

oulm

in’s

Mod

el o

f Arg

umen

t.(D

R)

Lunc

hLe

arni

ng tr

ansi

tions

:W

hat t

rans

ition

s ar

e ou

r st

uden

tsm

akin

g an

d ho

w s

houl

d w

e su

ppor

t th

em?

(HR

, KI)

Inde

pend

entc

ritic

alre

adin

gin

pre

para

tion

for j

ourn

alcl

ubse

ssio

n.

Thur

sday

17th

Sept

embe

r20

15S

ALC

5

How

doe

s le

arni

ng th

eory

info

rm te

achi

ng p

ract

ice?

Mak

ing

sens

eof

the

mul

tiplic

ityof

theo

ries

ofle

arni

ng. (

DR

,KI

, HR

)Lu

nch

Inde

pend

ent l

itera

ture

sea

rch

for r

elev

ant t

exts

for

Assi

gnm

ent O

ne. I

n pr

epar

atio

n fo

r the

dev

elop

men

tw

orks

hop,

stud

ents

shou

ldid

entif

y,ac

cess

and

just

ifyth

eir

sele

ctio

nof

one

text

acco

rdin

gto

the

Assi

gnm

entO

nebr

ief

and

asse

ssm

ent

crite

ria.

Frid

ay18

th

Sept

embe

r20

15S

ALC

5S

ALC

8S

ALC

9

Jour

nalC

lub

Sess

ion:

Crit

ique

sof

two

educ

atio

nal

pape

rs.G

roup

-bas

ed s

tude

nt p

rese

ntat

ions

and

dis

cuss

ion.

Thre

e pa

ralle

l gro

ups

of p

rese

ntat

ions

. (KI

, AM

, AA,

HR

, JH

)

Lunc

hD

evel

opm

ent w

orks

hop:

Pla

nnin

g an

d pr

epar

ing

for

Assi

gnm

entO

ne.S

tude

nts

shou

ldbr

ing

one

text

they

have

iden

tifie

d an

d ju

stify

reas

ons

for s

elec

tion.

Pee

r and

tuto

rfe

edba

ck. (

JH, K

I, AM

, HR

, AA)

Ad

min

istra

tive/

wel

com

ese

ssio

nSk

ills–

read

ing

educ

atio

nal

liter

atur

eEd

ucat

iona

lthe

ory

into

pra

ctic

eIn

depe

nden

tre

adin

g/re

sear

chSt

uden

t-led

sess

ions

EDU

tuto

rs:A

A: A

lison

Ahe

arn;

JH:J

oH

orsb

urgh

;KI:

Kate

Ippo

lito;

MK

:DrM

arty

nKi

ngsb

ury;

AM:D

rAnn

ette

Mah

on;H

R:D

rHuw

Ree

s;D

R:D

rDav

idR

iley

Gue

sttu

tor:

Paul

aEv

ans:

Liai

son

Libr

aria

n,Bu

sine

ssSc

hool

&Sc

hool

ofPr

ofes

sion

alD

evel

opm

ent,

Col

lege

Libr

ary

Mark Sheet for Postgraduate Diploma – Assignment One - Reading

ParticipantCID:Marker’s Name:Title of work:Instructions

1. Please read the grade guidelines over page and enter comments under the headings below.2. Then reach an overall judgement about the quality of the work, using the grade criteria for the

programme and learning outcomes for the module to guide your judgement. 50% or more represents apass mark.

3. Please tick one box below to indicate the grade that corresponds best to your overall judgement andindicate the percentage score.

Please tickappropriate

box

Grade:Ungraded39% or less

Grade D(fail)40-49%

Grade C50-59%

Grade B60-69%

Grade A70-100%

Please give %mark

Comments

1.) Integration and Applicationa) Demonstrates an ability to read and integrate different types of literature and to apply these to an

area of their own practice.

2.) Critical Use of Literaturea) Identifies different viewpoints in the literature and explains how they might relate to one another.

b) Is able to engage critically with the literature by identifying strengths and weaknesses within thearguments and claims of the literature. For example, by considering the warrant, the context, theapplication or the method used in the literature.

3.) Reflection Insight and Evaluationa) In the context of the reading, demonstrates reflection and evaluation of own and others’ teaching

practices.

4.) Academic Structure and Presentationa) There is a good standard of presentation which includes; appropriate structure, clarity of expression,

use of appropriate educational language, correct (Harvard) referencing and overall technicalaccuracy.

OverallComments

PGDi

plom

agr

ade

guid

elin

es:c

hara

cter

istic

sof

perf

orm

ance

fore

ach

grad

e

Crit

eria

Ung

rade

d: 0

-39%

(Fa

il)G

rade

D: 4

0-49

% (

Fail)

Gra

de C

: 50-

59%

(Pa

ss)

Gra

de B

: 60-

69%

(M

erit)

Gra

de A

:70-

100%

(D

istin

ctio

n)

Inte

grat

ion

&A

pplic

atio

n(R

eadi

ng)

Dem

onst

rate

sve

rylit

tleev

iden

ceof

havi

ngre

ad,o

rint

egra

ted,

cen

tralt

exts

and

rese

arch

findi

ngs;

scar

cely

rela

tes

thes

eto

the

topi

c.

Dem

onst

rate

s a

limite

d, fr

agm

ente

dkn

owle

dge

of th

e lit

erat

ure

and

rese

arch

findi

ngs;

pres

ents

few

and/

orlim

ited

appl

icat

ions

of t

hese

to th

eto

pic.

Dem

onst

rate

s a

mod

est,

parti

ally

inte

grat

ed k

now

ledg

e of

the

basi

clit

erat

ure

and

rese

arch

find

ings

;pr

esen

ts s

ome

mod

est a

pplic

atio

nsof

thes

e to

the

topi

c.

Dem

onst

rate

s a

wel

l-int

egra

ted

know

ledg

e of

the

basi

c lit

erat

ure

and

rese

arch

find

ings

;pre

sent

spe

rtine

ntap

plic

atio

ns o

f the

se to

the

topi

c.

Dem

onst

rate

s an

exc

elle

nt, w

ell-

inte

grat

ed k

now

ledg

e of

the

basi

clit

erat

ure

and

rese

arch

find

ings

;pr

esen

tsco

nvin

cing

appl

icat

ions

ofth

ese

to th

eto

pic.

Crit

ical

use

oflit

erat

ure

(Rea

ding

)

Dem

onst

rate

s ve

rylit

tleor

noaw

aren

ess

ofdi

fferin

g vi

ewpo

ints

, and

of r

elat

ions

betw

een

them

.

Dem

onst

rate

s lim

ited

awar

enes

s of

diffe

ring

view

poin

ts, a

nd o

frel

atio

nsbe

twee

nth

em.

Dem

onst

rate

s m

odes

t aw

aren

ess

ofdi

fferin

gvi

ewpo

ints

,and

ofre

latio

nsbe

twee

nth

em.

Dem

onst

rate

s aw

aren

ess

of d

iffer

ing

view

poin

ts, a

nd o

f rel

atio

nsbe

twee

nth

em. I

s fa

milia

r with

mai

n te

xts

and

findi

ngs;

pre

sent

s so

me

criti

que

buti

sno

tinc

isiv

e.

Dem

onst

rate

sex

celle

ntaw

aren

ess

ofdi

fferin

g vi

ewpo

ints

, and

of r

elat

ions

betw

een

them

. Is

wid

ely

read

, and

iscr

itica

llyin

cisi

ve.

Ref

lect

ion,

insi

ght

and

eval

uatio

n(R

eadi

ng)

Pres

ents

ver

y lit

tle o

r no

evid

ence

of

refle

ctio

nan

dev

alua

tion

ofow

nan

dot

hers

’te

achi

ngpr

actic

es.

Pres

ents

littl

e ev

iden

ce o

fref

lect

ion

and

eval

uatio

n of

ow

n an

d ot

hers

’te

achi

ngpr

actic

es.

Pres

ents

mod

est a

nd/o

r unc

lear

evid

ence

of r

efle

ctio

n an

dev

alua

tion

of o

wn

and

othe

rs’

teac

hing

prac

tices

.

Pres

ents

clea

revi

denc

eof

refle

ctio

nan

d ev

alua

tion

of o

wn

and

othe

rs’

teac

hing

prac

tices

.

Pres

ents

stro

ng e

vide

nce

of c

ompl

ex,

insi

ghtfu

l ref

lect

ion

and

pene

tratin

gev

alua

tion

ofow

nan

dot

hers

’tea

chin

gpr

actic

es.

Und

erst

andi

ng &

Rel

evan

ce(W

ritin

g)

Pres

ents

ver

y lit

tle e

vide

nce

of, o

rm

isun

ders

tand

ings

of,

mai

n kn

owle

dge,

conc

epts

, the

orie

s, is

sues

pol

icy,

idea

san

dpr

actic

e re

leva

nt to

the

topi

c; m

akes

ver

yfe

w o

r no

conn

ectio

ns b

etw

een

them

.

Pres

ents

lim

ited

evid

ence

of,

orfla

wed

und

erst

andi

ngs

of, m

ain

know

ledg

e, c

once

pts,

theo

ries,

issu

es, p

olic

y id

eas

and

prac

tice

rele

vant

toth

eto

pic;

mak

esfe

wor

sim

ple

conn

ectio

ns b

etw

een

them

.

Pres

ents

mod

est g

rasp

of m

ain

know

ledg

e, c

once

pts,

theo

ries,

issu

es p

olic

y, id

eas

and

prac

tice

rele

vant

to th

e to

pic

and

mak

esso

me

rele

vant

conn

ectio

nsbe

twee

nth

em.

Pres

ents

a g

ood

gras

p of

mai

nkn

owle

dge,

con

cept

s, th

eorie

s,po

licy

(whe

n ap

plic

able

), id

eas

and

prac

tice

rele

vant

to th

e to

pic;

mak

es s

alie

ntco

nnec

tions

bet

wee

nth

em.

Pres

ents

an

exce

llent

gra

sp o

f mai

nkn

owle

dge,

con

cept

s, th

eorie

s, is

sues

polic

y, id

eas

and

prac

tice

rele

vant

toth

eto

pic;

and

mak

es in

tere

stin

g an

d/or

com

pellin

g co

nnec

tions

bet

wee

nth

em.

Rea

soni

ngSt

ruct

ure,

Argu

men

t(W

ritin

g)

Prov

ides

ver

y fe

w, o

r no

hint

s, o

n th

era

tiona

le a

nd n

arra

tive

arc

of th

e st

udy;

subm

itsw

ork

with

ver

ylit

tle o

r no

stru

ctur

e;de

velo

ps fe

w o

r no

argu

men

ts, p

rese

nted

argu

men

ts a

re fl

awed

not

sus

tain

ed o

r are

mut

ually

con

tradi

ctor

y; p

rese

nts

very

littl

eor

no d

iscu

ssio

n of

the

wor

k.

Prov

ides

littl

e in

form

atio

n ab

out t

heov

eral

l rat

iona

le a

nd n

arra

tive

arc

ofth

e st

udy;

sub

mits

wor

k w

ith li

ttle

stru

ctur

e; d

evel

ops

wea

k ar

gum

ents

,an

d/or

the

argu

men

ts a

re n

otfo

llow

edth

roug

h; p

rese

nts

little

dis

cuss

ion

ofth

e w

ork

as a

who

le.

Ackn

owle

dges

the

ratio

nale

and

narra

tive

arc

ofth

e st

udy;

subm

itsw

ork

with

anad

equa

test

ruct

ure;

deve

lops

and

sus

tain

s so

me

mod

est a

rgum

ents

; pre

sent

sso

me

disc

ussi

on o

f the

wor

k as

aw

hole

.

Mak

es c

lear

the

ratio

nale

and

narra

tive

arc

of th

e st

udy;

sub

mits

clea

rly s

truct

ured

wor

k;de

velo

pscl

ear a

nd s

ound

arg

umen

ts w

ithso

me

defe

nce

but l

ittle

evi

denc

e of

crea

tivity

; pre

sent

s a

subs

tant

ive

disc

ussi

on o

f the

wor

k as

aw

hole

.

Expl

ains

the

ratio

nale

and

nar

rativ

e ar

cof

the

stud

y; p

rese

nts

rigor

ousl

yst

ruct

ured

wor

k; p

rovi

des

luci

d, c

ogen

tan

d so

phis

ticat

ed a

rgum

ents

that

are

wel

l sub

stan

tiate

d an

d de

fend

ed;

pres

ents

ath

orou

ghan

dcr

itica

lacc

ount

of th

e w

ork

as a

who

le.

Inde

pend

ence

(Writ

ing)

Dem

onst

rate

sve

rylit

tleor

noin

depe

nden

ceof

thou

ght;

acce

pts

as g

iven

idea

san

dfin

ding

s fro

m th

e ed

ucat

iona

l lite

ratu

re a

ndre

sear

ch.

Dem

onst

rate

slit

tlein

depe

nden

ceof

thou

ght;

acce

pts

with

out q

uest

ion

mos

t ide

as a

nd fi

ndin

gs fr

om th

eed

ucat

iona

l lite

ratu

re a

ndre

sear

ch.

Dem

onst

rate

sm

odes

tin

depe

nden

ce o

f tho

ught

;que

stio

nsso

me

idea

s an

d fin

ding

s fro

m th

elit

erat

ure

and

rese

arch

; sho

ws

anab

ility

to g

ener

ate

prac

tical

reco

mm

enda

tions

.

Dem

onst

rate

s in

depe

nden

ce o

fth

ough

t; ro

utin

ely

ques

tions

idea

san

dfin

ding

s fro

m th

e lit

erat

ure

and

rese

arch

; sho

ws

an a

bilit

y to

gene

rate

robu

stre

com

men

datio

ns.

Dem

onst

rate

sin

depe

nden

ceof

thou

ght

and

argu

men

t; ch

alle

nges

idea

s an

dfin

ding

s fro

m th

e lit

erat

ure

and

rese

arch

; sho

ws

an a

bilit

y to

gen

erat

erig

orou

s re

com

men

datio

ns; i

s cr

eativ

e,in

nova

tive

&go

al-o

rient

ed.

Tech

nica

lacc

urac

y*of

pres

enta

tion

Con

side

rabl

e er

ror i

n le

vel o

ftec

hnic

alac

cura

cy in

writ

ten

wor

k.So

me

erro

rs in

leve

l oft

echn

ical

accu

racy

in w

ritte

nw

ork.

An a

ccep

tabl

e, if

fairl

y ba

sic,

leve

lof

tech

nica

l acc

urac

y in

writ

ten

wor

k.

Con

side

rabl

e ac

cura

cy a

ndco

rrect

ness

inte

chni

calp

rese

ntat

ion

in w

ritte

nw

ork.

Very

few

flaw

s in

acc

urac

y an

dco

rrect

ness

inte

chni

calp

rese

ntat

ion

inw

ritte

nw

ork.

*Tec

hnic

al a

ccur

acy

is ta

ken

to in

clud

e: p

unct

uatio

n, e

ssay

org

anis

atio

n, p

arag

raph

and

sen

tenc

e st

ruct

ure,

spe

lling,

tone

, wor

d us

age,

refe

renc

ing.

Taught Component - Week Two

Week Two of face-to-face teaching is in January before the start of the Spring term. This week comprises about 30 hours of teaching, group activities and seminars and follows a similar structure and pattern to the first week. Having prepared participants to engage more critically with the educational literature in Week One, this week delves more deeply into key educational concepts and considers critical writing skills for education. Once again there are a series of formatively assessed tasks and activities that build towards a summatively assessed essay. This is designed to develop and assess critical writing in educational style, through the critical examination of selected educational concepts in the light of personal experience and disciplinary context. This week and its associated assignment represents a tariff of 5 ECTS worth of study and an outline timetable is shown on page 57.

Intended Learning Outcomes – Week Two

On successful completion of the week and assignment (including any required reading) students will be better able to:

• Unpack educational references and critically engage with others’ narrative arguments.

• Develop and articulate their personal narrative arguments about educational practice.

• Position themselves within their own disciplinary and educational contexts.

• Recognise the use of metaphors within educational literature, for example transmission, construction, acquisition, participation and their distinguishing

characteristics.• Conceptualise and articulate the connections

between education theory, literature and practice in higher education.

• Write appropriately and effectively for an educational readership/audience.

• Make recommendations for improving educational practice in your local context.

Assignment Two Brief

Using ideas explored either in the ‘Learning, Participation and Identity’ or ‘Threshold Concepts’ session, develop a narrative argument about both the relevancy and limitations of these concepts when applied to your educational setting.

See Assignment Two mark sheet for full details of the assessment criteria, which you should read carefully when planning and developing your assignment.

Word limit: 1800-3300 words

EDU © Imperial College London 2015-1656

PG DIP ULT

Wee

k Tw

o Ti

met

able

for P

G D

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ma

–‘W

ritin

g’

EDU

tuto

rs:A

A: A

lison

Ahe

arn;

JH

: Jo

Hor

sbur

gh; K

I: Ka

te Ip

polit

o; M

K: D

r Mar

tyn

King

sbur

y; A

M: D

r Ann

ette

Mah

on; H

R: D

r Huw

Ree

s; D

R: D

r Dav

id R

iley

Day

& R

oom

10.0

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12.3

0-13

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13.1

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14.3

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.45

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00

Mon

day

4th

Janu

ary

2016

SA

LC 6

Rev

iew

of L

earn

ing:

Anal

ysin

gpr

actic

e in

the

light

of n

ew e

duca

tiona

l un

ders

tand

ing.

(KI,

HR

)

Writ

ing

in E

duca

tion:

Ref

inin

g ac

adem

ic e

ssay

writ

ing,

in

clud

ing

purp

oses

, stru

ctur

es

and

deve

lopi

ng a

nar

rativ

e ar

gum

ent.

Intro

duce

Ass

ignm

ent

Two

brie

f. (A

M)

Lunc

h

Lear

ning

as

Feel

ing:

Expl

orin

g th

e ro

le o

f em

otio

n in

teac

hing

and

lear

ning

and

how

to

man

age

it.(J

H, K

I)

Tues

day

5th

Janu

ary

2016

SA

LC 6

Stud

ents

as

Part

ners

:Ex

plor

ing

the

poss

ibilit

ies

and

prac

tical

ities

of e

ngag

ing

stud

ents

as

partn

ers

in e

duca

tiona

l des

ign,

ass

essm

ent a

nd

feed

back

and

rese

arch

. (KI

)Lu

nch

Theo

retic

al F

ram

ing:

Form

ing

an a

rgum

ent a

nd th

eore

tical

pos

ition

ing.

(J

H)

Wed

nesd

ay 6

th

Janu

ary

2016

SA

LC 6

Thre

shol

d C

once

pts:

Iden

tifyi

ng a

nd e

xplo

ring

pers

onal

thre

shol

d co

ncep

ts o

n ed

ucat

iona

l the

ory.

(MK)

Lunc

h

Con

cept

Map

ping

:In

vest

igat

ing

the

use

of c

once

pts

map

s as

a to

ol fo

r stu

dyin

g,te

achi

ng a

nd re

sear

chin

g.(D

R)

Inde

pend

ent R

eadi

ng in

pr

epar

atio

n fo

r Jou

rnal

Clu

b

Thur

sday

7th

Janu

ary

2016

SA

LC 6

Lear

ning

, Par

ticip

atio

n an

d Id

entit

y:C

ritic

ally

exa

min

ing

how

lear

ning

hap

pens

with

in a

nd b

etw

een

com

mun

ities

of p

ract

ice.

(KI,

JH)

Lunc

h

Writ

ing

Assi

gnm

ent T

wo:

Rev

isiti

ng a

cade

mic

ess

ay

writ

ing

appr

oach

es a

nd k

ey

educ

atio

nal c

once

pts.

(KI)

Inde

pend

ent P

lann

ing

Sess

ion:

Prep

arin

g fo

r Ass

ignm

ent T

wo,

Jour

nal C

lub

or L

ibra

ry P

roje

ct.

Frid

ay 8

th

Janu

ary

2016

SA

LC 6

Jour

nal C

lub:

Two

para

llel s

essi

ons

with

pee

r gro

up p

repa

ratio

n, s

tude

nt

pres

enta

tions

and

dis

cuss

ion

of p

aper

s.

(KI,

MK,

AM

, JH

, HR

, AA)

Lunc

h

Libr

ary

Proj

ect P

lann

ing

Sess

ion:

Expe

ctat

ions

and

asp

iratio

ns fo

rth

e Li

brar

y Pr

ojec

t. (K

I, M

K, A

M,

JH, H

R, A

A)

Dev

elop

men

t Ses

sion

:Tu

tors

ava

ilabl

e fo

r one

-to-o

nesu

ppor

t.(K

I, M

K, A

M, J

H, H

R, A

A)

Skills

–re

adin

g ed

ucat

iona

l lite

ratu

re, w

ritin

g in

ed

ucat

ion

Educ

atio

nal t

heor

yin

to p

ract

ice

Inde

pend

ent r

eadi

ng/re

sear

chSt

uden

t-led

ses

sion

s

Mark Sheet for Postgraduate Diploma – Assignment Two - WritingParticipantCID:Marker’s Name:Title of work:Instructions

1. Please read the grade guidelines over page and enter comments under the headings below.2. Then reach an overall judgement about the quality of the work, using the grade criteria for the

programme and learning outcomes for the module to guide your judgement. 50% or more represents apass mark.

3. Please tick one box below to indicate the grade that corresponds best to your overall judgement andindicate the percentage score.

Please tickappropriatebox

Grade:Ungraded39% or less

Grade D(fail)40-49%

Grade C50-59%

Grade B60-69%

Grade A70-100%

Please give%mark

Comments

1.) Understanding and Relevancea) Demonstrates an understanding of relevant knowledge, concepts, theories, issues, policy, ideas and

their applications to practice (students should refer to two or more of these components asappropriate to their assignment).

b) Demonstrates an ability to make relevant connections between the knowledge, concepts, theories,issues, policy, ideas and their applications to practice, which make up the content of the assignment.

2.) Reasoning Structure and Argumenta) The writing is structured in a way which has a clear rationale and narrative argument.

b) Presents arguments that are developed and defended through the use of theory, practice orempirical evidence (students should refer to two or more of these components as appropriate to theirassignment).

3.) Independencea) Demonstrates an ability to challenge ideas from the literature and current practice.

b) Is able to generate recommendations, which may show creativity and innovation. This might bedemonstrated in a number of different ways, but there is no requirement here to show originality.

4.) Academic Structure and Presentationa) There is a good standard of presentation which includes; appropriate structure, clarity of expression,

use of appropriate educational language, correct (Harvard) referencing and overall technicalaccuracy.

OverallComments

PG D

iplo

ma

grad

e gu

idel

ines

: cha

ract

eris

tics

of p

erfo

rman

ce fo

r eac

hgr

ade

Crit

eria

Ung

rade

d: 0

-39%

(Fa

il)G

rade

D: 4

0-49

% (

Fail)

Gra

de C

: 50-

59%

(Pa

ss)

Gra

de B

: 60-

69%

(M

erit)

Gra

de A

:70-

100%

(D

istin

ctio

n)In

tegr

atio

n &

App

licat

ion

(Rea

ding

)

Dem

onst

rate

s ve

rylit

tleev

iden

ceof

hav

ing

read

, or i

nteg

rate

d, c

entra

l tex

tsan

dre

sear

ch fi

ndin

gs; s

carc

ely

rela

tes

thes

e to

the

topi

c.

Dem

onst

rate

s a

limite

d, fr

agm

ente

dkn

owle

dge

of th

e lit

erat

ure

and

rese

arch

find

ings

; pre

sent

s fe

wan

d/or

limite

d ap

plic

atio

ns o

f the

se to

the

topi

c.

Dem

onst

rate

s a

mod

est,

parti

ally

inte

grat

ed k

now

ledg

e of

the

basi

clit

erat

ure

and

rese

arch

find

ings

;pr

esen

ts s

ome

mod

est a

pplic

atio

nsof

thes

e to

the

topi

c.

Dem

onst

rate

s a

wel

l-int

egra

ted

know

ledg

e of

the

basi

c lit

erat

ure

and

rese

arch

find

ings

; pre

sent

spe

rtine

ntap

plic

atio

ns o

f the

se to

the

topi

c.

Dem

onst

rate

s an

exc

elle

nt,w

ell-

inte

grat

ed k

now

ledg

e of

the

basi

clit

erat

ure

and

rese

arch

find

ings

;pr

esen

ts c

onvi

ncin

gap

plic

atio

nsof

thes

e to

the

topi

c.

Crit

ical

use

oflit

erat

ure

(Rea

ding

)

Dem

onst

rate

s ve

ry li

ttle

or n

o aw

aren

ess

ofdi

fferin

g vi

ewpo

ints

, and

of r

elat

ions

betw

een

them

.

Dem

onst

rate

s lim

ited

awar

enes

s of

diffe

ring

view

poin

ts, a

nd o

frel

atio

nsbe

twee

nth

em.

Dem

onst

rate

s m

odes

t aw

aren

ess

ofdi

fferin

g vi

ewpo

ints

,and

ofr

elat

ions

betw

een

them

.

Dem

onst

rate

s aw

aren

ess

of d

iffer

ing

view

poin

ts, a

nd o

f rel

atio

nsbe

twee

nth

em. I

s fa

milia

r with

mai

n te

xts

and

findi

ngs;

pre

sent

s so

me

criti

que

buti

sno

tinc

isiv

e.

Dem

onst

rate

s ex

celle

nt a

war

enes

sof

diffe

ring

view

poin

ts, a

nd o

f rel

atio

nsbe

twee

n th

em. I

s w

idel

y re

ad, a

ndis

criti

cally

inci

sive

.

Ref

lect

ion,

insi

ght

and

eval

uatio

n(R

eadi

ng)

Pres

ents

ver

y lit

tle o

r no

evid

ence

of

refle

ctio

nan

dev

alua

tion

ofow

nan

dot

hers

’te

achi

ngpr

actic

es.

Pres

ents

littl

e ev

iden

ce o

fref

lect

ion

and

eval

uatio

n of

ow

n an

d ot

hers

’te

achi

ngpr

actic

es.

Pres

ents

mod

est a

nd/o

runc

lear

evid

ence

of r

efle

ctio

n an

dev

alua

tion

of o

wn

and

othe

rs’

teac

hing

prac

tices

.

Pres

ents

cle

arev

iden

ceof

refle

ctio

nan

d ev

alua

tion

of o

wn

and

othe

rs’

teac

hing

prac

tices

.

Pres

ents

stro

ng e

vide

nce

of c

ompl

ex,

insi

ghtfu

l ref

lect

ion

and

pene

tratin

gev

alua

tion

of o

wn

and

othe

rs’t

each

ing

prac

tices

.

Und

erst

andi

ng &

Rel

evan

ce(W

ritin

g)

Pres

ents

ver

y lit

tle e

vide

nce

of, o

rm

isun

ders

tand

ings

of,

mai

n kn

owle

dge,

conc

epts

, the

orie

s,is

sues

pol

icy,

idea

san

dpr

actic

e re

leva

nt to

the

topi

c; m

akes

ver

yfe

w o

r no

conn

ectio

ns b

etw

een

them

.

Pres

ents

lim

ited

evid

ence

of,

orfla

wed

und

erst

andi

ngs

of,m

ain

know

ledg

e, c

once

pts,

theo

ries,

issu

es, p

olic

y id

eas

and

prac

tice

rele

vant

to th

e to

pic;

mak

es fe

w o

rsi

mpl

e co

nnec

tions

bet

wee

nth

em.

Pres

ents

mod

est g

rasp

of m

ain

know

ledg

e, c

once

pts,

theo

ries,

issu

es p

olic

y, id

eas

and

prac

tice

rele

vant

to th

e to

pic

and

mak

esso

me

rele

vant

con

nect

ions

betw

een

them

.

Pres

ents

a g

ood

gras

p of

mai

nkn

owle

dge,

con

cept

s, th

eorie

s,po

licy

(whe

n ap

plic

able

), id

eas

and

prac

tice

rele

vant

to th

e to

pic;

mak

es s

alie

ntco

nnec

tions

bet

wee

nth

em.

Pres

ents

an

exce

llent

gra

sp o

f mai

nkn

owle

dge,

con

cept

s, th

eorie

s, is

sues

polic

y, id

eas

and

prac

tice

rele

vant

toth

eto

pic;

and

mak

es in

tere

stin

g an

d/or

com

pellin

g co

nnec

tions

bet

wee

nth

em.

Rea

soni

ngSt

ruct

ure,

Argu

men

t(W

ritin

g)

Prov

ides

ver

y fe

w, o

r no

hint

s, o

n th

era

tiona

le a

nd n

arra

tive

arc

of th

e st

udy;

subm

itsw

ork

with

very

littl

eor

nost

ruct

ure;

deve

lops

few

or n

o ar

gum

ents

, pre

sent

edar

gum

ents

are

flaw

ed n

ot s

usta

ined

or a

rem

utua

lly c

ontra

dict

ory;

pre

sent

s ve

ry li

ttle

orno

dis

cuss

ion

of th

ew

ork.

Prov

ides

littl

e in

form

atio

n ab

out t

heov

eral

l rat

iona

le a

nd n

arra

tive

arc

ofth

est

udy;

sub

mits

wor

kw

ithlit

tlest

ruct

ure;

dev

elop

s w

eak

argu

men

ts,

and/

or th

e ar

gum

ents

are

not

follo

wed

thro

ugh;

pre

sent

s lit

tle d

iscu

ssio

nof

the

wor

k as

aw

hole

.

Ackn

owle

dges

the

ratio

nale

and

narra

tive

arc

of th

e st

udy;

subm

itsw

ork

with

an

adeq

uate

stru

ctur

e;de

velo

ps a

nd s

usta

ins

som

em

odes

t arg

umen

ts; p

rese

nts

som

edi

scus

sion

of t

he w

ork

as a

who

le.

Mak

es c

lear

the

ratio

nale

and

narra

tive

arc

of th

e st

udy;

sub

mits

clea

rly s

truct

ured

wor

k;de

velo

pscl

ear

and

soun

d ar

gum

ents

with

som

ede

fenc

e bu

t litt

le e

vide

nce

ofcr

eativ

ity; p

rese

nts

a su

bsta

ntiv

edi

scus

sion

of t

he w

ork

as a

who

le.

Expl

ains

the

ratio

nale

and

nar

rativ

e ar

cof

the

stud

y; p

rese

nts

rigor

ousl

yst

ruct

ured

wor

k; p

rovi

des

luci

d, c

ogen

tan

d so

phis

ticat

ed a

rgum

ents

that

are

wel

l sub

stan

tiate

d an

d de

fend

ed;

pres

ents

a th

orou

gh a

nd c

ritic

alac

coun

tof

the

wor

k as

aw

hole

.

Inde

pend

ence

(Writ

ing)

Dem

onst

rate

s ve

rylit

tleor

noin

depe

nden

ceof

thou

ght;

acce

pts

as g

iven

idea

san

dfin

ding

s fro

m th

e ed

ucat

iona

l lite

ratu

re a

ndre

sear

ch.

Dem

onst

rate

slit

tlein

depe

nden

ceof

thou

ght;

acce

pts

with

out q

uest

ion

mos

t ide

as a

nd fi

ndin

gs fr

om th

eed

ucat

iona

l lite

ratu

re a

ndre

sear

ch.

Dem

onst

rate

sm

odes

tin

depe

nden

ce o

f tho

ught

;que

stio

nsso

me

idea

s an

d fin

ding

s fro

m th

elit

erat

ure

and

rese

arch

; sho

ws

anab

ility

to g

ener

ate

prac

tical

reco

mm

enda

tions

.

Dem

onst

rate

s in

depe

nden

ce o

fth

ough

t; ro

utin

ely

ques

tions

idea

san

dfin

ding

s fro

m th

e lit

erat

ure

and

rese

arch

; sho

ws

an a

bilit

y to

gene

rate

robu

stre

com

men

datio

ns.

Dem

onst

rate

s in

depe

nden

ce o

f tho

ught

and

argu

men

t; ch

alle

nges

idea

s an

dfin

ding

s fro

m th

e lit

erat

ure

and

rese

arch

; sho

ws

an a

bilit

y to

gen

erat

erig

orou

s re

com

men

datio

ns; i

scr

eativ

e,in

nova

tive

& go

al-o

rient

ed.

Tech

nica

lacc

urac

y*of

pres

enta

tion

Con

side

rabl

e er

ror i

n le

vel o

ftec

hnic

alac

cura

cy in

writ

ten

wor

k.So

me

erro

rs in

leve

l oft

echn

ical

accu

racy

in w

ritte

nw

ork.

An a

ccep

tabl

e, if

fairl

y ba

sic,

leve

lof

tech

nica

l acc

urac

y in

writ

ten

wor

k.

Con

side

rabl

e ac

cura

cy a

ndco

rrect

ness

inte

chni

calp

rese

ntat

ion

in w

ritte

nw

ork.

Very

few

flaw

s in

acc

urac

y an

dco

rrect

ness

inte

chni

calp

rese

ntat

ion

inw

ritte

nw

ork.

*Tec

hnic

al a

ccur

acy

is ta

ken

to in

clud

e: p

unct

uatio

n, e

ssay

org

anis

atio

n, p

arag

raph

and

sen

tenc

e st

ruct

ure,

spe

lling,

tone

, wor

d us

age,

refe

renc

ing.

Library Project

The final part of the PG Diploma stage consists of a library-based education project. This builds on the preparatory work done in the two taught weeks, through independent study and on the two previous essays. The library project is an individually negotiated assignment in an area of interest and relevance to each student.

Much of the work on this project will be through independent study but there will be specific seminars and individualised tutor support to guide students. Summative examination is by submission of a report of 4500-7700 words. This library-based research project carries a tariff of 20 ECTS credits.

Progress Review Seminars

Two half-day Progress Review Seminars will be held to provide students with additional guidance and support for researching and writing their Library Project on:

• Tuesday 05 April 2016 (13:30-16:30)• Thursday 02 June 2016 (13:30-16:30)

Intended Learning Outcomes:

There are no separate learning outcomes associated with the library project, rather this is an extended activity where students can demonstrate and reinforce the intended learning outcomes associated with the whole taught component (Week One and Week Two) and the wider PG Diploma.

Library Project Assignment Brief:

Each student will decide on the exact focus of their project, although it should fulfil the following requirements:

• Have a teaching and learning focus. • Demonstrate an ability to search, integrate

and accurately cite generic, disciplinary-specific and level-specific educational literature.

• Make connections between this educational literature and teaching practices in their discipline through analysis, synthesis and personal reflection on practice.

Also see Library Project mark sheet for assessment criteria, which you should read carefully when planning and developing your assignment.

Word limit: 4500-7700 words

Below is a list of past titles to indicate the range and type of library project options. It is not meant to be prescriptive or limiting and students are encouraged to be creative in their selection; a range of topics will be considered.

Students are encouraged to phrase their title as a question which is researchable through the literature, as this will help to structure the project appropriately. However, this is a guideline and not a requirement.

Some previous library project titles:

• From threshold concepts to transformative learning: Cognitivist perspectives on how philosophy could enrich physics teaching.

• How effective is self-reflection and peer feedback in formative assessment to enhance student learning in medical education? An analysis through the lens of Kolb’s learning

EDU © Imperial College London 2015-1660

PG DIP ULT

cycle.• Curriculum mapping: a tool to reinterpret

medical student apprenticeship?• Multiple choice questions are a good way to

help students learn: TRUE or FALSE?• An individual endeavour? How departments

can help students transition into HE.• Trippin’ out – why fieldtrips are a fundamental

necessity for successful undergraduate Geology education.

• To what extent is irreversibility a legitimate, defining characteristic of threshold concepts?

• What I Teach When I Teach Nothing.• The role of social capital in medical sub-

specialty decision-making.• Making the most of liminality in Foundation

Year One - how can we use emotion to smooth the transformation from medical student to doctor?

• What is the role of the role model in the development of professional identity in medical students?

• Dotting the “I” or crossing the “T” – A Bourdieusian Approach to Generalising Medical School Education.

• What constitutes effective CPD for teachers and how might Reach Out CPD contribute?

• Angst in outpatients: what’s the problem with teaching in clinic? Examining the impact of trialogue in hospital outpatient.

• Can summative assessment of industrial placements turn students into engineers?

• Why is there a gender imbalance between medical specialties and how can medical schools redress this disparity?

61EDU © Imperial College London 2015-16

PG DIP ULT

Mark Sheet for Postgraduate Diploma Library Project – Reading & Writing

Participant CID:Title of work:Marker’s Name:Instructions

1. Please read the grade guidelines and enter comments under the headings below.2. Then reach an overall judgement about the quality of the work, using the grade criteria for the programme and learning

outcomes for the module to guide your judgement. 50% or more represents a pass mark.3. Please tick one box below to indicate the grade that corresponds best to your overall judgement and indicate the

percentage score.

Please tick appropriatebox

Grade: Ungraded39% or less

Grade D (fail)40-49%

Grade C50-59%

Grade B60-69%

Grade A70-100%

Please give %mark

Comments

1.) Integration and Applicationa) Demonstrates an ability to read and integrate different types of literature and to apply these to an area of their own practice.

2.) Critical Use of Literaturea) Identifies different viewpoints in the literature and explains how they might relate to one another.

b) Is able to engage critically with the literature by identifying strengths and weaknesses within the arguments and claims of theliterature. For example, by considering the warrant, the context, the application or the method used in the literature.

3.) Reflection Insight and Evaluationa) In the context of the reading, demonstrates reflection and critical evaluation of own and others’ teaching practices.

4.) Understanding and Relevancea) Demonstrates an understanding of relevant knowledge, concepts, theories, issues, policy, ideas and their applications to

practice (students should refer to two or more of these components as appropriate to their assignment).

b) Demonstrates an ability to make relevant connections between the knowledge, concepts, theories, issues, policy, ideas andtheir applications to practice, which make up the content of the assignment.

5.) Reasoning Structure and Argumenta) The writing is structured in a way which has a clear rationale and narrative argument.

b) Presents arguments that are developed and defended through the use of theory, practice or empirical evidence (studentsshould refer to two or more of these components as appropriate to their assignment).

6.) Independencea) Is able to generate recommendations, which may show creativity and innovation. This might be demonstrated in a number of

different ways, but there is no requirement here to show originality.

7.) Academic Structure and Presentationa) There is a good standard of presentation which includes; appropriate structure, clarity of expression, use of appropriate

educational language, correct (Harvard) referencing and overall technical accuracy.

Overall Comments

63EDU © Imperial College London 2015-16

Assessment

Formative Assessment and Feedback

In the PG Diploma students get informal formative feedback on their participation in the taught week activities and tutors provide detailed formative feedback on drafts of Assignment One, Assignment Two and the Library Project. Students can guide tutors as to which aspects specifically they would like feedback on. Feedback will normally be given within two weeks of submission. Students will also receive formal feedback on their summative work. This will identify both strengths and areas for improvementand should be used to inform subsequent work. There will also be the opportunity to receive feedback from peers during the group seminars.

Summative Examination and Submission

In the PG Diploma summative examination is by submission of two assignment essays, one after each of the taught weeks. The first assesses critical reading of educational literature, while the second assesses critical writing in an educational style. The assignment essays will be completed in order, the critical reading task first, before the critical writing task, and both of these before the Library Project.

The major piece of summative assessment for the PG Diploma is the Library Project. This individually negotiated piece of work is supported by an individual tutor and summative examination is by submission of a report of 4500-7700 words.

In order to add the optional faculty identifier we would expect submissions to show critical

engagement with discipline-specific educational theory and literature as well as disciplinary context.

The award of PG Diploma is unclassified with students achieving a ‘commended’ or ‘not yet commended’ mark based on a mark over or under the 50%pass mark respectively. Although the Diploma is unclassified the essays and library project are given a percentage mark and this is used to help determine the final classification for those that continue to the Master’s (which is a classified qualification). The assignments and the library project will be marked against the marking criteria associated with each piece of work, already outlined. Please refer to the assessment criteria closely whilst planning and writing your assignments.

Submission Deadlines and Penalties

The three assignments should be submitted electronically using Blackboard Learn. The deadlines for submission are shown in the table overleaf.Blackboard Learn will not permit submission after these dates and times.

N.B. The Assignment Two draft and Library Project draft should be emailed to k.ippolito@imperial.ac.uk and s.beasley@imperial.ac.uk, not submitted via Blackboard Learn.

PG DIP ULT

EDU © Imperial College London 2015-1664

Assignment NumberPG Diploma Assignment

Draft Submission Deadlines

Students Receive Feedback on Drafts

Final Submission Deadlines

OneWeek One Assignment

Mon 26 October 2015 09:00

Mon 09 November 2015

Mon 30 November 2015 23:59

TwoWeek Two Assignment

Mon 15 February 2016 09:00

Mon 29 February 2016

Mon 21 March 201623:59

Three Library ProjectMon 23 May 201609:00

Wed 01 June 2016Fri 01 July 201623:59

Programme Requirements and Expectations

Attendance

Full attendance at the two taught weeks and two half- day progress review seminars is expected. Students may find successful completion of the assignments very challenging if they do not attend the taught sessions. If students are unable to attend it may be recommended that they postpone their entry on to the Diploma until they are able to commit to the time. Should you have any problems attending any part of the taught weeks, you are expected to contact the Course Director.

Assignments

Students are required to submit all three assignments via Blackboard Learn by the deadlines outlined above. Failure to submit will result in failure of the course. Assignments one and two each account for5 ECTS credits and assignment three (Library Project) makes up the final 20 ECTS credits.

Progressing from the PG Dip to the Master’s

On successful completion of the PG Diploma you are eligible to transfer on to the MEd ULT. If you wish to continue your studies, the options available to you are as follows:

1. Transfer to the MEd starting in September 2016 (if you choose this option we will inform Registry and your transfer from the Diploma to the MEd will be automatic).

2. Enrol on to the MEd starting in September 2017 (if you choose this option Registry will produce a transcript for your PG Dip which can be used for your transfer to the MEd).

3. Enrol on to the MEd starting in September 2018 (if you choose this option Registry will produce a transcript for your PG Dip which can be used for your transfer to the MEd).

4. Exit with the Diploma (this option will preclude you from completing the MEd in the future and Registry will issue you with a certificate).

PG DIP ULT

65EDU © Imperial College London 2015-16

Studying on the MEd ULT

Students who successfully complete the PG Diploma in ULT are eligible to progress onto the Master’s level. This course is intended for students who have developed a strong interest in educational theory and literature. It will build on the themes and concepts that were introduced during the Diploma and students will complete a relatively small piece of educational research. The enquiry may be related to an area of interest that was developed within the Diploma year and many students enrolling on the course may already have ideas of an appropriate piece of research.

It is important that students consider the time and commitment that will be required to successfully complete the Master’s in Education and be aware of the differences that exist in research methodsbetween the social sciences and the sciences. These differences are significant and will require the student to engage in academic study of the discipline. To this end, there will be taught sessions devoted to research methods within the social sciences, which students are expected to attend.

As with all Imperial M level programmes this is a demanding academic course and experience tells us that those students achieving a merit or distinction at Diploma level are better equipped for the challenges of the MEd level. If you wish to discuss this please contact us.

PG DIP ULT

EDU © Imperial College London 2015-1666

General Course Reading

You will be directed to specific reading through the PG Diploma and, as the course progresses, will be increasingly expected to explore the field for yourself. Below is a selection of texts which you should find useful as a starting point:

* These books are available as e-books via the following Imperial College Library link: www.imperial.ac.uk/admin-services/library/subject-support/education/e-books

Biggs, J. & Tang, C. (2011) Teaching for Quality Learning at University. Maidenhead: OUP McGraw-Hill Education.Elvidge, L. (ed.) (2005) Exploring good leadership and management practice in higher education: issues of engagement. Cambridge: Jill Rogers.Fry, H., Ketteridge, S., and Marshall, S. (eds.) (2014) A handbook for teaching and learning in Higher Education: Enhancing academic practice. London: Routledge.*Hughes, J. Jewson, N. & Unwin, L. (eds.) (2007) Communities of Practice. Critical Perspectives. Abingdon: Routledge.*Illeris, K. (ed.) (2009) Contemporary Theories of Learning: Learning theorists…in their own words Abingdon: Routledge.*Illeris, K. (2014) Transformative Learning and Identity Abingdon: Routledge.Jarvis P., Helford, J. and Griffin, C. (2003) The theory and practice of learning. London: Kogan Page.*Lave, J. & Wenger, E. (1991) Situated Learning. Legitimate peripheral participation. Cambridge: University of Cambridge Press.Meyer, J.H.F. (2008) Threshold concepts within the disciplines. Sense publishers.Meyer, J.H.F., Land, R. & Baillie, C. (2010) Threshold Concepts and Transformational Learning. Sense Publishers.Pritchard, A. (2009) Ways of learning: learning theories and learning styles in the classroom. London: Routledge.Poulson L. & Wallace, M. (eds.) (2004) Learning to Read Critically in Teaching and Learning. SAGE.* Race, P. (2007) The Lecturer’s Toolkit: A practical guide to learning, teaching and assessment. Abingdon: Routledge.Ramsden, P. (2003) Learning to Teach in Higher Education. London: Routledge. Rogers, J. (2007) Adults Learning. Maidenhead: The Open University Press.Tennant, M. (2005) Psychology & Adult Learning. Taylor & Francis Ltd.*Wenger, E. (1998) Communities of Practice. Learning, meaning and identity, Cambridge: Cambridge University Press.Woolfolk, A. Hughes, M. & Walkup, V. (2013) Psychology in Education 2nd Ed. Harlow: Pearson Longman.*

Also available via the Imperial College Library are direct links to recommended Education Journals:www.imperial.ac.uk/admin-services/library/subject-support/education/key-e-journals

PG DIP ULT

67EDU © Imperial College London 2015-16

Discipline-specific Reading

Discipline specific education journals

This list is not exhaustive but may provide a useful starting point for exploring the discipline specific educational literature.

Natural Sciences

Biochemical EducationBiochemistry and Molecular Biology Education Chemical EducationInternational Journal of Science and Mathematics Education International Journal of Science and Technology Education Research International Journal of Science EducationJournal of Mathematics Teacher Education Journal of Science Education and Technology Journal of Science Teacher EducationJournal of STEM Education Innovations and Research Journal of Technology and Science Education Microbiology EducationPhysics EducationResearch in Science Education Science EducationScience and Education Studies in Science Education

Engineering

Computer Education Computers and Education Education and ComputingEducation for Chemical Engineers Electronics Education Engineering EducationEngineering Science and Education Journal European Journal of Engineering EducationInternal Journal of Mechanical Engineering Education Journal of European Industrial TrainingJournal of Geoscience Education

PG DIP ULT

Medicine

Advances in Health Sciences Education Advances in Medical Education and Practice BMC Medical EducationHealth Education Journal Health Education ResearchInternational Journal of Medical Education Journal of Medical Education and Research Medical EducationMedical TeacherPerspectives on Medical Education The Clinical Teacher

EDU © Imperial College London 2015-1668

Discipline-specific Education Texts

Bleakley, A. Bligh, J & Browne, J. (Eds.) (2011) Medical Education for the Future: Identity, Power and Location(Advances in Medical Education). Dordrecht: Springer.Brosnan, C. & Turner, B. (2009) Handbook of the Sociology of Medical Education. Abingdon: Routledge. Carter, Y. & Jackson N. (Eds.) (2009) Medical Education and Training: From theory to delivery. Oxford: Oxford University Press.Dornan, T., Mann K.V., Scherpbier, J.A. & Spencer, J.A. (Eds.) (2010) Medical Education: Theory and Practice. Edinburgh: Churchill Livingstone Elsevier.Hays, R. (2006) Teaching and Learning in Clinical Settings. Abingdon: Radcliffe Publishing.Heywood, J. (2005) Engineering education: research and development in curriculum and instruction Wiley-IEEE Press.*Swanwick, T. (Ed.) (2013) Understanding Medical Education: Evidence, Theory and Practice. 2nd Edition Chichester, Wiley- Blackwell and Association for the Study of Medical Education (ASME).Sweet, M. & Michaelsen, L.K. (Eds.) (2011) Team-Based Learning in the Social Sciences and Humanities: Group Work that Works to Generate Critical Thinking and Engagement. Sterling VA: Stylus Publishing.Wankat, P. & Oreovicz, F. (2006) Teaching Engineering. Knovel.*

PG DIP ULT

Master’s in Education (MEd ULT)

Duration and Timing

The Master’s in Education is a full Master’s (90 ECTS) programme that is subdivided into three equal 30 ECTS stages. Completing the PG Cert gives you 30 ECTS units worth of ‘credit’. The PG Dip year adds a further 30 ECTS units worth of study bringing the ECTS unit ‘credit’ up to the 60 ECTS units required for a Diploma. Should you decide to continue to the full Master’s a further 30 ECTS worth of study is required, bringing the total to the prerequisite 90 ECTS.

The MEd year comprises 30 ECTS units worth of study, where each unit represents a notional 25 hours study time. The MEd is therefore 750 hours of study, made up of face-to-face contact in workshops and seminars, supervision and self-study on an educational research project and final dissertation.

This is a significant commitment, especially given that some of you will be engaging with research in a new academic field and a different literature than you may be used to in your own primary discipline. This also requires some continuity and therefore the MEd would normally be completed within 12-24 months.

Progression to the Master’s

Students normally are expected to complete the EDU PG Diploma in University Learning and Teaching before starting the MEd in ULT. Potential studentswho have completed the PG Diploma are encouraged to contact the MEd Course Director to discuss their transfer.

On successful completion of the PG Diploma a transcript will be issued on the basis of the student having achieved the required pass mark. The student will carry the pass mark forward and will accumulate the credits towards the Master’s level. Should they fail to achieve the requirements to pass at the Master’s level, they will be awarded the PG Diploma qualification.

Research Methods Taught Component

69EDU © Imperial College London 2015-16

The taught component takes place in September and involves:

• introducing students to Master’s level educational research;

• providing basic information about research methods – mainly with respect to qualitative methods, as these are less familiar to most students than are quantitative methods; and

MED ULT

• focusing on the design and implementation of research projects, including the consideration of the research ethics and the gaining of formal ethical approval.

Attendance at this taught component is compulsory and will take place on Wednesday 02 - Friday 04 September 2015 inclusive and Monday 12 October 2015. There will also be some online materials to complete prior to the first teaching block. The materials will be available via Blackboard from the beginning of August 2015. The taught sessions include preparation for a written and oral presentation to a simulated research ethics committee (on 12 October) comprised of tutors and fellow students. Feedback from this is expected to inform the research design and application for ethical approval, via the College or the NHS, depending on which route is required or is most appropriate.

There will be three additional progress update seminars which will take place on Tuesday 01 December (pm), Wednesday 10 February (pm) and Tuesday 15 March (pm). These seminars will focus on specific aspects of the dissertation such as writing the literature review and data analysis, as well as providing students with the opportunity to receive formative feedback on their project.

Assessment

During the course students will receive informal formative feedback about their project and progress in the research methods sessions as well as the seminars. Supervisors will provide feedback as appropriate on written sections of the dissertation during the year. It is also advisable that students seek feedback on a completed draft of their dissertation

Formative Assessment and Feedback

prior to submission. The deadline for submission of this draft should be negotiated with their supervisor. However, we would recommend that this is 4-6 weeks prior to the final deadline in order that supervisors have time to read and provide feedback.

Summative Examination

EDU © Imperial College London 2015-1670

The PG Diploma and MEd are equally weighted stages and count as 30 ECTS each. The weightings are proportionate to the number of ECTS allocated to the components. Thus:

• Diploma Assignment One: 5 ECTS• Diploma Assignment Two: 5 ECTS• Diploma Assignment Three: 20 ECTS• Diploma Total for three assignments: 30 ECTS• MEd Dissertation: 30 ECTS• I.e. integrated assessment of 5 ECTS for

the research plan and 25 ECTS for the dissertation.

The summative assessment in the MEd is in the form of a dissertation. The dissertation is expected to show critical engagement with educational theory and literature, appropriate educational research approach and methodology and be based in personal and disciplinary context. The word length for the dissertation is 9,000-22,000 words. This word count excludes title pages, abstract, table of contents, acknowledgements, reference list, appendices and index. There will also be a viva voce examination following the submission of the dissertation.

Students’ submissions for the dissertation will be double marked and in general we will be expecting that:

• Students will have completed the required learning.

• Students will have to show critical reading and understanding of appropriate generic and discipline specific educational literature.

MED ULT

• Students will be able to write in an appropriate style and form a critical educational argument or thesis.

• Students will be expected to have reflected on personal and disciplinary teaching and learning practice and integrate generic and discipline specific educational ideas and theories in their written work.

• All submissions will adhere to word limits and other criteria for submission.

The detailed marking scheme and grade criteria for the dissertation are shown on the next two pages.

71EDU © Imperial College London 2015-16

MED ULT

MEd Dissertation Marksheet

Participant CID:

Title of work:

Marker’s Name:

Instructions1. Please read the grade guidelines and enter comments under the headings below.

2. Then reach an overall judgement about the quality of the work, using the grade criteria for the programme and learning outcomes for the module to guide your judgement. 50% or more represents a pass mark.

3. Please tick one box below to indicate the grade that corresponds best to your overall judgement and indicatethe percentage score.

Please TickAppropriate Box

Grade Ungraded39% or less

D (fail)40-49%

C50-59%

B60-69%

A70-100%

Please GivePercentage Mark

CommentsLiterature – Is there an appropriate breadth and depth of literature cited (minimum 20 references)? Is this literature usedcritically and appropriately to support the rationale for the work and the conclusions drawn?

Is the research question / Hypothesis clearly defined with personal &/or institutional context and position stated? Is there a clear rationale for the work that shows appropriate knowledge and understanding?

Have appropriate methods been used to attempt to answer the research question & have they been adequatelydescribed and supported by theory and context?

Are the data well presented and used to form appropriately reasoned and evidenced discussion with judgement &/or conclusions as appropriate?

Are the conclusions appropriate to the methods, data and context? Is personal and/or disciplinary context andperspective given? To what extent are the limitations and generalisability / impact discussed?

To what extent are the theory and participant’s context and practice integrated? Is there appropriate reflection on thechosen topic? (Reflection may focus on participant’s own educational practice &/or wider institutional, disciplinary or HE sector practice.)

Organisation and structure of the work – Is the work appropriately structured with an abstract (<500 words) and within the word limits (10,000-20,000 words ±10%)?

Standard of presentation, clarity of expression, use of appropriate educational language, correct referencing and overallaccuracy?

Overall Comments

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rese

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ousl

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rovi

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itica

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Dem

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to g

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ate

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reco

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enda

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depe

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utin

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m th

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and

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; sho

ws

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stre

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men

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ns.

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depe

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&go

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nica

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urac

y*of

pres

enta

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Con

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ror i

n le

vel o

ftec

hnic

alac

cura

cy in

writ

ten

wor

kSo

me

erro

rs in

leve

l oft

echn

ical

accu

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in w

ritte

nw

ork

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ccep

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e, if

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vel

of te

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cal a

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Rese

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Meth

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akes

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rs to

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ver w

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as do

ne an

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nd in

thes

tudy.

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s lim

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se of

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and

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tical

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oor w

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on: m

akes

it dif

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for r

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rsto

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uality

and v

alue o

f wha

t was

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and f

ound

in th

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Make

s use

, with

out m

ajor e

rrors,

ofsta

ndar

d res

earch

and a

nalyt

ical

metho

ds; a

dequ

ate w

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orga

nisati

on: m

akes

it po

ssibl

e for

read

ers t

o eva

luate

the qu

ality

andv

alue

of the

study

.

Make

s goo

d use

of ap

prop

riate

rese

arch

and a

nalyt

ical m

ethod

s; co

mpete

ntwr

ite-u

pwi

th go

od or

ganis

ation

: mak

es it

easy

for

read

ers t

o eva

luate

the qu

ality

and v

alueo

fthe

study

.

Make

s exc

ellen

t use

of w

ell-ch

osen

rese

arch

and a

nalyt

ical m

ethod

s; co

mpre

hens

ivewr

iteup

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culou

s org

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tion:

conv

inces

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igh qu

ality

and/o

r valu

e ofth

estu

dy.

*Tec

hnic

al a

ccur

acy

is ta

ken

to in

clud

e: p

unct

uatio

n, e

ssay

org

anis

atio

n, p

arag

raph

and

sen

tenc

e st

ruct

ure,

spe

lling,

tone

, wor

d us

age,

refe

renc

ing

Previous Dissertation Titles

• When ‘light’ dawns upon them: Mapping the essence of conceptual understanding of physics learners.

• “They show you how to be”. The impact of self-selected role models on medical student professional identity dissonance.

• Conceptions of Engineering Leadership and the Role of Universities in Developing Engineering Leaders.

• What it feels like for a medical student: exploring the emotional content of medical students’ experiences during their psychiatry placement.

• Professional/Transferable Skills, Doctoral Alumni Views, with Hindsight: ‘if I could go back and do it now’.

• Talking about sustainability: conversation as a pedagogy.

• Using a role play simulation in Second Life to teach child psychiatric assessment: do undergraduate medical students perceive it as a useful learning experience?

• Undergraduate Research Opportunities Programme: Motivations in growing communities of practice.

• Seeing behind the scenes: The value of coming to know how medical research is done.

• Do the learning styles of fifth year medical students influence their strategy for study and revision?

• UK surgical trainees’ views of procedure based assessments.

• Training in radiology: How might individualist and sociocultural perspectives help explain learning and what are the implications for e-learning.

• What are the challenges and benefits of introducing self-reflection and peer feedback in formative assessment to enhance student learning in medical education.

• To make war against a sea of troubles: Troublesome knowledge in undergraduate pathology.

• What are dermatologists’ conceptions of how undergraduate medical students learn their specialty?

• A study of loss aversion in learning through analysis of students’ experiences on a physics degree.

• “It felt like I’d come home”. Exploring the development of professional identity in renal physicians.

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MED ULT

Summative Examination Deadlines

75EDU © Imperial College London 2015-16

The dissertation should be submitted electronically using Blackboard Learn. The deadlines for submission are shown in the table below. Blackboard Learn will not permit submission after these dates and times, unless you have arranged for a later deadline with the MEd Course Director. Instructions on how to submit work via Blackboard can be found in the appendices. Viva voce examinations will be arranged with students on an individual basis but are likely to take place in July. For late submissions and penalties, please see the ‘Programme Regulation of Assessment’ section.

MEd ULT Assignment Deadlines – Midnight on:Research Project – Dissertation(for students completing in 2016)

Wednesday 01 June 2016

Research Project – Dissertation(for students completing in 2017)

Thursday 01 June 2017

MED ULT

Providing a Bound Copy of the Dissertation

BLISSETT BOOKBINDERS 3 Roslin Road, London W3 8DHTel: 020 8992 3965 (Nr Acton Town Tube)Same Day/48 hour service copying service (Colour and B&W) All to specification.www.blissetts.com

KEYPOINT BOOKBINDERS LTD Unit 8, Balmoral Grove, Islington, London N7 9NQ Tel: 020 7609 1050 Fax: 020 7609 1020Folding, gathering, perfect binding, thread sewing, case binding, journal binding, ring binders.

R G SCALES DOCUMENT CENTRE 92 Southwark Bridge Road, London SE1 0EX Tel: 020 07928 9738, Email: bookbinder@mail.com Copy from disc, email, or typed, copied on digital B&W, colour copiers. All types of binding, all to specifications.

COLLIS-BIRD & WITHEY 1 Drayton Park, London N5Tel: 020 7607 1116Will do fast service, photocopying facilities available, typing free delivery. All to specifications.

A J B BOOKBINDING CO LTD 5 Athole Terrace, Bensham Grove, Thornton Heath, Surrey CR4 4NA Tel: 020 8653 5877 (Will do fast service)

AVALON ASSOCIATES 23 Dunmore Road, Chelmsford, Essex CM2 6RYTel: 01245 462685

GRAYS (BOOKBINDERS) LTD Unit 5, 24 Willow Lane, Mitcham, Surrey CR4 4NQ Tel: 020 8640 1449

THE WYVERN BINDERY 56-58 Clerkenwell Road, London EC1M 5PXTel: 020 7490 7899

THE PRINTING CENTRE 30 Store Street, London WC1E 7QDTel: 020 7636 8723 Fax: 020 7363 8726Guaranteed turnaround, copying service available B&W and colour from disk or hard copy. All to specifications.

After the examination board meeting we also expect you to provide a hard copy of your dissertation. MEd theses should be bound in navy blue soft cloth with a sewn spine and the spine should include the student name, the date and the word MEd. Your thesis will be kept in the EDU and will not be archived into the College Library or Spiral. We hope to upload your thesis on Blackboard Learn, but will not do this without your permission. Details of companies providing dissertation binding services can be found below.

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MED ULT

Programme Requirements and Expectations

Full attendance at the taught sessions is expected and students may find successful completion of the dissertation very challenging if they do not attend these sessions. If students are unable to attend it may be recommended that they postpone their entry onto the MEd until they are able to commit to the time. Should you have any problems attending any part of the taught sessions, students are expected to contact the course director.

Once every two months, students will be asked to provide an update of their progress as well as action plans for the forthcoming two months. The purpose of this is to help students monitor their own progress and set goals that will help ensure successful completion of the dissertation. This will also enable supervisors to keep up to date with students’ progress and identify any issues that need support. Students will be sent a link to an online form to complete this.

Making Progress

On successful completion of the MEd students will have a number of options open to them.

Dissemination would be a key part of the MEd journey and therefore students may look to in-house

Progressing from the MEd

forums where they could share their work. Examples might include presenting at departmental meetings, at special interest groups such as the Medical Education Special Interest Group (MESIG) and the Physics Education Discussion Group, or at College-wide events such as Education Day. There are also opportunities to present at national and international conferences, including both specific education ones such as the Society for Research in Higher Education (SRHE) and Higher Education Academy (HEA) and discipline specific conferences that often have an education strand or parallel sessions. Students may also seek to publish from their dissertation in education or discipline specific journals. EDU staff can help support this process and co-authorship should be discussed with the supervisor. Some students may wish to continue with an academic programme such as a PhD or EdD. EDU staff would be happy to talk through these options with students. If students are interested in pursuing their studies at doctoral level they may also wish to join the EDEN group (Educational Doctorate EDU Network).

All Master’s students will be required to self-enrol onto the course which is available via Blackboard. Instructions on how to enrol can be found on the Graduate School’s Plagiarism Awareness Online Course webpage: www.imperial.ac.uk/study/pg/graduate-school/professional-skills/plagiarism-awareness-course

The course will take approximately 1.5 hours to complete but can be saved and returned to at a later date. There is no limit to the amount of times students can take the course - it can be accessed anytime, so there will always be an opportunity to refresh understanding.

Enquiries: graduate.school@imperial.ac.uk

Online Plagiarism Course

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Attendance

MED ULT

General Course Reading

Students should refer to the PG Diploma reading list for texts on teaching and learning that may prove useful. We recommend that students have access to the following text on research methods. If you purchase a copy then you will also have access to some additional online resources.

Savin-Baden, M and Howell Major, C (2014) Qualitative Research. The Essential Guide to Theory and Practice. London: Routledge.

General research methods textbooks

Andrews, R. (2003). Research Questions. London: Continuum.Breakwell, G.M., Hammond, S. & Fife-Schaw C. (2000) Research Methods in Psychology. London: Sage.Clough, P. & Nutbrown, C. (2002) A Student’s Guide to Methodology: Justifying Enquiry. London: Sage.Cohen, L, Manion, L, Morrison, K and Morrison, K. (2007); Research Methods in Education. London: Routledge.Connolly, P. (2006). Quantitative Data Analysis in Education: A Critical Introduction to Using SPSS.London: Routledge.Creswell, J.W. (2002) Research Design: Qualitative, Quantitative, and Mixed Method Approaches. London: Sage.Creswell, J.W. (2006) Qualitative Inquiry and Research Design: Choosing among Five Approaches. London: SageCrotty, M. (1998) The Foundations of Social Research: Meaning and Perspective in the Research Process.London: Sage.Denby et Al. (eds) (2008). Master’s Level Study in Education. Milton Keynes: Open University Press.Denscombe, M. (1998) The Good Research Guide: For small-scale social research projects. Maidenhead: Open University Press.Denzin, N.K. and Lincoln, Y.S. (2005) The SAGE Handbook of Qualitative Research. London: Sage.De Vaus, D (2002) Surveys in Social Research. London: Routledge. Etherington, K. (2004). Becoming a Reflexive Researcher: Using our Selves in Research. London: Jessica Kingsley Publishers.Fielding, N.G. & Lee, R.M. (1998) Computer Analysis and Qualitative Research. London: Sage.Gibbs, G.R. (2002) Qualitative Data Analysis with NVivo. Maidenhead: Open University Press.Gorard, S. (2001). Quantitative Methods in Educational Research: The Role of Numbers Made Easy. London: Continuum.Kvale, S. and Brinkmann, S. (2008). An Introduction to Qualitative Research Interviewing: Learning the Craft of Qualitative Interviewing. London: Sage.Muijs, D. (2004). Doing Quantitative Research in Education. London: Sage.McNiff, J. and Whitehead, J. (2006). All you Need to Know about Action Research. London: Sage.Miles, M.B. & Huberman, A.M. (1994) Qualitative Data Analysis: An Expanded Sourcebook. London: Sage.Mitchell, C. et Al. (eds). Just Who do We Think We Are? Methodologies for Autobiography and Self Study in Teaching. London: RoutledgeFalmer.Oppenheim, A.N. (1992) Questionnaire Design, Interviews and Attitude Measurement. London: Continuum.

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MED ULT

Robson, C (2002) Real World Research. Oxford: Blackwell Publishing.Schostak, J. F. (2002). Understanding, Designing and Conducting Qualitative Research in Education: Framing the Project. Buckingham: Open University Press.Schostak, J. (2006). Interviewing and Representation in Qualitative Research. Maidenhead: Open University Press.Silverman, D. (2000) Doing Qualitative Research: A practical handbook. London: Sage.Silverman, D. (2001) Interpreting Qualitative Data: Methods for Analysing Talk, Text and Interaction. London: Sage.Tight, M. (2003). Researching Higher Education. Maidenhead: Society for Research into Higher Education and Open University Press.Wolcott, H.F. (2001) Writing up Qualitative Research. London: Sage.Yates, L. (2004). What does Good Education Research Look Like? Maidenhead: Open University Press.

Educational Research Ethics Resources

Imperial College Research Ethics Committee (ICREC)www.imperial.ac.uk/researchethicscommittee

Imperial College Medical Education Ethics Committee (MEEC)www.imperial.ac.uk/medicaleducationethics

Education Ethics Review Process www.imperial.ac.uk/educationethics

British Educational Research Association (BERA)www.bera.ac.uk

Economic and Social Research Council (ESRC) 2006 Research Ethics Framework (REF)www.esrc.ac.uk/about-esrc/information/framework-for-research-ethics

Overall MEd Level Grade Guidelines

GRADE A performance is characterised by:

deep understanding of key concepts and ideas relevant to the topic;integration and use of knowledge, theory, policy (when applicable) and practice;wide reading and understanding of relevant literature and research, demonstrating a critical stance; independence of thought and argument; creativity, innovation and solution finding;the exercise of sound, evidenced judgement in the education arena;complex and insightful reflection on and critique of own teaching practices and those of others; sophisticated reasoning, the discussion having a tight structure and the ideas being well substantiated in appropriate ways and presented lucidly and cogently; contrasting viewpoints evaluated and steady argument maintained;

79EDU © Imperial College London 2015-16

MED ULT

excellent use of appropriate research methods and modes of analysis, written up in an appropriate style and at a length commensurate to the extent and import of the findings.

GRADE B performance is characterised by:

accurate mention showing considerable understanding of main knowledge, concepts, theories, policy (when applicable), ideas and practice relevant to the topic;some connections made between theory, policy and practice;familiarity with mainstream texts and research findings; some critique of these, but lacking true penetration; well reasoned and ordered arguments;reasonable grasp of technical and applied/practical aspects;reflection on and critique of own teaching practices and those of others;ability to offer a clear and solid argument, but showing little evidence of creativity; a clear structure and development of the exposition; some appreciation of different viewpoints;use of appropriate research methods and modes of analysis written up in an organised manner.

GRADE C performance is characterised by:

some but limited grasp of main knowledge, concepts, theories, issues policy, ideas and practice relevant to the topic and some connections made between them;evidence of knowledge of the basic literature and research findings;some evidence of ability to reflect and critique own teaching practices and those of others; acceptable discussion, but without substantial development; some structure;a little awareness of differing viewpoints and the relationship between them;little independence of thought, ideas and findings being uncritically accepted from the literature and research; limited ability to suggest solutions;use without major errors of recognised research methods and analysis; written up and organised in a manner that enables the work to be understood.

GRADE D performance (Fail) is characterised by:

limited grasp or flawed understanding of main knowledge, concepts, theories, issues policy, ideas and practice relevant to the topic and few connections made between them;poor knowledge of and use of literature and research findings;little evidence of ability to reflect and critique own teaching practices and those of others; little discussion and lacking adequate development and structure;poor awareness of differing viewpoints and the relationships between them;little independence of thought; ideas and findings being uncritically accepted from the literature or research; poor use of research methods and analysis; poor writing up and organisation such that the reader cannot readily trace what was done/found.

UNGRADED (Fail) performance is characterised by:

poor grasp or misunderstanding of main knowledge, concepts, theories, issues policy, ideas and practice relevant to the topic and failure to make connections between them;

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MED ULT

showing signs of not having read, or not having understood central texts and research findings relating to the topic in question;very little indication of awareness of key issues;very little or no evidence of ability to reflect and critique own teaching practice and those of others; poor or no discussion and lack of development and structure;very little or no awareness of differing viewpoints and the relationships between them;very little or no independence of thought with ideas and findings being uncritically accepted from the literature or research;poor or inappropriate use of research methods and analysis; poor writing up and organisation such that the reader cannot readily trace what was done/found.

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MED ULT

EDU © Imperial College London 2015-16

Appendix 1: EDU Workshops and Other Provision

Man

agin

g S

tude

nt B

ehav

iour

ED

U W

orks

hop

Pro

visi

on

Intro

duct

ion

to...

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ic in

trodu

ctio

ns to

var

ious

im

porta

nt a

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ts o

f tea

chin

g an

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arni

ng in

an

Impe

rial C

olle

ge

cont

ext.

ww

w.im

peria

l.ac.

uk/e

dude

v/w

orks

hops

/intro

Pra

ctic

al G

uide

to...

A se

ries

of s

hort,

pra

gmat

ic w

orks

hops

th

at c

over

var

ious

key

pra

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of te

achi

ng a

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ww

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dude

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orks

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/pra

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a

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arni

ng

aim

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t tho

se w

ith g

reat

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ww

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dude

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orks

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/focu

son

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e

A w

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hop

stra

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th

ose

Impe

rial a

nd N

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sta

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ate

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st

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ww

w.im

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v/w

orks

hops

/facm

ed

Ass

essi

ng a

nd G

ivin

g Fe

edba

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Bla

ckbo

ard

Lear

n

Per

sona

l Tut

orin

g

Pro

blem

Bas

ed L

earn

ing

Sup

ervi

sing

PhD

Stu

dent

s at

Impe

rial

Teac

hing

for L

earn

ing

Team

-Bas

ed L

earn

ing

Ass

istin

g w

ith P

hD S

uper

visi

on

Labo

rato

ry T

each

ing

Man

agin

g S

tude

nt P

roje

cts

Mak

ing

the

Mos

t of O

ne-o

ff Te

achi

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Man

agin

g A

sses

smen

t

Bes

t Pra

ctic

e in

PhD

Sup

ervi

sion

Bla

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ard

Wor

ksho

ps

Intro

duct

ion

to T

each

ing

and

Lear

ning

in

the

Facu

lty o

f Med

icin

e

Intro

duct

ion

to T

each

ing

in C

linic

al

Set

tings

Intro

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to P

robl

em B

ased

Le

arni

ng in

the

Facu

lty o

f Med

icin

e at

Im

peria

l

Intro

duct

ion

to F

eedb

ack

and

Form

ativ

e A

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t

A P

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Gui

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Sm

all G

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Te

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the

Facu

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Focu

s on

Man

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s in

Pro

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Set

ting

and

Mar

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Ass

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Mak

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the

Mos

t of P

eer O

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vatio

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Inte

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Teac

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Lect

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Usi

ng S

tude

nt R

espo

nse

Sys

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s

Tech

nolo

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for T

each

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& L

earn

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Com

mun

icat

ing

Kno

wle

dge

Ext

erna

l Exa

min

ing

82

APPENDICES

Appendix 2: College Policy on Research MisconductThe College considers any allegation of research misconduct to be a matter of great concern and will investigate any such allegation fully. Given its international reputation and status, the College has a responsibility to the scientific community and to the public at large and therefore, where appropriate, will make public the outcome of any such investigation.

Definitions

The College has adopted the Royal College of Physicians’ definitions of research misconduct as including piracy, plagiarism and fraud. The following definitions give indicative descriptions of the types of activity covered by this regulation. These descriptions are neither exclusive nor exhaustive:

a piracy is the deliberate exploitation of ideas and concepts from others without acknowledgement; b plagiarism is the copying of ideas, data or text (or a combination of these) without permission or

acknowledgement; c fraud involves deception—usually, but not exclusively, the invention of data. This could also include

the omission from analysis and publication of inconvenient components of a data set.

Other types of research misconduct may be separately defined, but the College views them as combinations or sub-types of those defined above. In addition to research misconduct, these procedures will also apply to cases of scientific negligence.

Procedures for the Investigation of Allegations of Research Misconduct

See: www.imperial.ac.uk/research-and-innovation/about-imperial-research/research-integrity/misconduct

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You are reminded that all work submitted as part of the requirements for any examination (including coursework) of Imperial College and the University of London must be expressed in your own words and incorporate your own ideas and judgements. Plagiarism, that is, the presentation of another person’s thoughts or words as though they were your own, must be avoided, with particular care in coursework, essays and reports written in your own time. Note that you are encouraged to read and criticise the work of others as much as possible. You are expected to incorporate this in your thinking and in your coursework and assessments. But you must acknowledge and label your sources. Direct quotations from the published or unpublished work of others, from the internet, or from any other source must always be clearly identified as such. A full reference to their source must be provided in the proper form and quotation marks used. Remember that a series of short quotations from several different sources, if not clearly identified as such, constitutes plagiarism just as much as a single unacknowledged long quotation from a single source. Equally, if you summarise another person’s ideas or judgements, figures, diagrams or software, you must refer to that person in your text, and include the work referred to in your bibliography Departments are able to give advice about the appropriate use and correct acknowledgement of other sources in your own work. The direct and unacknowledged repetition of your own work which has already been submitted for assessment can constitute self-plagiarism. Where group work is submitted, this should be presented in a way approved by your department. You should therefore consult your tutor or course director if you are in any doubt about what is permissible. You should be aware that you have a collective responsibility for the integrity of group work submitted for assessment.

The use of the work of another student, past or present, constitutes plagiarism. Where work is used without the consent of that student, this will normally be regarded as a major offence of plagiarism.

Failure to observe these rules may result in an allegation of cheating. Cases of suspected plagiarism will be dealt with under the College’s Examination Offences Policy and may result in a penalty being taken against any student found guilty of plagiarism.

Cheating Offences Policy and Procedures www.imperial.ac.uk/registry/exams/examoffences

Plagiarism advice for postgraduate taught course (Master’s) students www.imperial.ac.uk/admin-services/library/learning-support/plagiarism-awareness

TurnitinUK Plagiarism Detection Service at Imperial College www.imperial.ac.uk/admin-services/ict/self-service/teaching-learning/elearning-services/turnitin

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Appendix 4: Using Blackboard

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Differences between Science and Education

As an expert in your field, it can be bewildering to encounter an academic discipline that is so different to the one you are accustomed to working in. This is intended as a brief summary, and to orientate you as to some of the differences you are likely to encounter throughout the PG Certificate, Diploma and Master’s in University Learning and Teaching.

Theodosius Dobzhansky (1973) wrote ‘Nothing in biology makes sense except in the light of evolution’.

In the same way that Newtonian theory unifies much of Physics, evolution underpins modern Biology. By contrast, Education as a discipline has no comparable unifying theory. Rather, there are a multiplicity of theories, which are not exclusive and do not necessarily contradict each other. A behaviourist and social constructivist interpretation of, say students doing experiments in the lab may both be equally valid but will have very different conclusions. The absence of a grand theory of Education highlights other differences such as:

• the importance of positioning;• how data is collected;• how evidence is used;• reading and writing in Education.

In science, the ideal is objectivity – to remove the personal from the data so as to present results without bias. In Education, the ‘I’ is important, as this provides a context for both work and argument. Use of the first person in educational writing is common and key to understanding the author’s perspective and interpretation of their data. Again, where one might seek to use controls, or a double-blind controlled experiment, this is simply not possible within an educational context. To do so would be the equivalent of attempting to control research in the field – it may be possible to remove certain factors, but the complexity of people and situations mitigates against this. In a similar way, if you are used to the scientific paper format of Abstract, Methods, Results, Discussion interspersed with figures and tables, then a first encounter with the educational literature can be disconcerting, as it is more difficult to pick out headlines in the same way you might be used to. In education, the argument itself is a fundamental part of the writing, and as most educational research is qualitative rather than quantitative, graphs and dense tables will be largely absent. In their place you will often find quotes taken from interviews, or the results of surveys or observational data. Anecdotes, or a small sample size, which would be seen as a negative in science are comparatively normal in education. Analysis of a single interview could provide the basis for a paper, however most writing in Education is on a larger scale. It is far more common to publish books than in science. Partly because of this, and partly because a new theory does not negate an old one, a book published 100 years ago is often a valid and, indeed, necessary citation.

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Appendix 5: Writing in Education

Further advice on reading and writing in education is given in the section below on referencing. You are encouraged to pay close attention to this, as again, this will most likely be different to your own discipline. An important part of learning to think in Education is understanding the conventions of reading and writing,

(Dobzhansky, T (1973) Nothing in Biology Makes Sense Except in the Light of Evolution, American Biology Teacher vol. 35

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Plagiarism

The detailed and accurate referencing of work is important in academic contexts and serves multiple purposes within professional communities and communications. One of the purposes of referencing is to avoid appearing to present others’ work as your own – i.e. plagiarism.

Given that most students on this programme are College or NHS employees, it is expected that you will be familiar with plagiarism and how to avoid it. Nevertheless, it has to be stated that plagiarism will not be accepted and severe action may be taken against students who have plagiarised the work of others. To avoid inadvertent plagiarism, it is important that you understand what constitutes a problem or offence. You have access to an online information literacy guide: www.imperial.ac.uk/admin-services/library/learning-support/plagiarism-awareness. The College regulations on scientific misconduct and plagiarism are provided in this handbook. The detection of plagiarism by members of College or NHS staff can have severe consequences for their professional careers, over and above the regulatory consequences of plagiarism by typical taught postgraduates.

All assignments, dissertations, and portfolios submitted for summative assessment will be via Blackboard Learn and will be sent for checking by plagiarism detection services.

Harvard-style Referencing

There are many styles that can be used for referencing, this information is based on the Imperial Library guide and introduces the Harvard referencing style:www.imperial.ac.uk/admin-services/library/learning-support/reference-management/harvard-style

The Harvard style of referencing, which uses an ‘author-date’ approach, is required for all work submitted for the PG Cert, PG Dip and Master’s in University Learning and Teaching.

When you begin your research for any piece of work, it is important that you record the details of all the information you find. You will need these details to provide accurate references, and to enable you to locate the information again at a later date, should it be necessary to do so. It can also be useful to keep a record of your literature search strategy and process, where did you search? What key words and search terms did you use? What key authors did you follow-up? This information can help you discussing your literature searching with your supervisor or other students or members of the academic team. The literature search strategy can also be required as part of the assessment on some assignments.

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Appendix 6: Referencing your work in Education

What is referencing?

At its most basic referencing is used to demonstrate to your readers that you have conducted a thorough and appropriate literature search, and reading. Equally, referencing is an acknowledgement that you have used the ideas and written material belonging to other authors in your own work. Perhaps most importantly, and different from a scientific style, when writing in an academic way about a qualitative subject like education arguments and narratives consist of ideas from many authors often with your particular interpretation of these ideas. This type of work is best referenced in the Harvard style, which shows authors’ names (& year and for quotes page numbers) in the text helps the reader make sense of how the argument develops.

Why should I reference?

Referencing is crucial to proper academic writing in all styles but be aware that the style and approach to referencing in Education may be different from the one you are used to in your primary discipline, particularly if you come from a scientific or engineering background.

• Accurate referencing is a key component of good academic practice and enhances the presentation of your work: it shows that your writing is based on knowledge and informed by appropriate academic reading.

• You will ensure that anyone reading your work can trace the sources you have used in the development of your work, and give you credit for your efforts and quality.

• When writing in an ‘Educational style’ and building a narrative/argument from multiple ideas and contexts and showing how they are relevant to your thesis it is imperative to keep track of this process and train of thought by proper referencing.

• Your marks will reflect not just the content of your assignments but the sources you use and how you use and reference them.

• If you do not acknowledge another writer’s work or ideas, you could be accused of plagiarism.

Referencing using the Harvard style

There are three main things to consider when referencing, citing the reference in the text, quoting from a reference in the text and correctly citing it and lastly writing the reference list and possibly a bibliography.

While most of you will be used to writing references, often in a style dependent on the journal you may be writing for, citing and quoting in Education is very different from the scientific disciplines.

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There are a number of rules relating to citations depending on the number of authors of a work, and if you are citing a quotation.

When you use another person’s work in your own work, either by referring to their ideas, or by including a direct quotation, you must acknowledge this in the text of your work. This acknowledgement is called a citation.

When you are using the Harvard style, your citation in your text should include:

• The author or editor of the cited work• The year of publication of the cited work

Citing one author

Vygotsky (1978) sees learning as situated: inextricable from, and influenced by, cultural and social settings.

Or

Learning can be seen as situated: inextricable from, and influenced by, cultural and social settings (Vygotsky, 1978).

Citing two or three authors

If the work has two or three authors, include all names in your citation.

Early interpretations of Lave and Wenger’s ideas equated them with experiential learning as conceived by Kolb (Kolb & Fry, 1975).

PBL is also one of its advantages as the practice of medicine involves dealing with uncertainty and PBL students may be advantaged by early exposure to this (Jones, McArdle & O’Neill, 2002).

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Citing using the Harvard style

If the work has four or more authors/editors the abbreviation ‘et al’ should be used after the first author’s name.

In fact, recent evidence suggests that students retain 15% less information delivered verbally by the lecturer during PowerPoint presentations versus a more traditional lecture presentation (Savoy et al., 2009).

If you cite a new work which has the same author and was written in the same year as an earlier citation, you must use a lower case letter after the date to differentiate between the two.

Freire specifically argued that the problem with lectures is that the teacher feels that they need to complete the ‘act of knowing’ before they are in a position to deliver the lecture (Freire, 1974a; Freire, 1974b).

Citing works by the same author written in the same year

Some books may contain chapters written by different authors. When citing work from such a book, the author who wrote the chapter should be cited in the text, not the editor of the book.

Citing from chapters written by different authors

Secondary references are when an author refers to another author’s work and the primary source is not available. When citing such work the author of the primary source and the author of the work it was cited in should be used.

The student furthermore can gain a sense of control over his/her learning (Bernstein, 1977 cited in Reay & Arnot, 2004).

Or

The student furthermore can gain a sense of control over his/her learning (Bernstein, 1977) as cited by Reay and Arnot (2004).

You are advised that secondary referencing should be avoided wherever possible and you should always try to find the original work.

Secondary referencing

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Citing a direct quotation

If a direct quote from a book, article, etc., is used you must:

• use single quotation marks (double quotation marks are usually used for quoting direct speech);• state the page number.

... from this perspective learning is situated and inherently social in character: ‘Legitimate peripheral participation is proposed as a descriptor of engagement in social practice that entails learning as an integral constituent.’ (Lave & Wenger, 1991, p 35).

Citing an image/illustration/table/diagram/photograph/figure/picture

You should provide an in-text citation for any images, illustrations, photographs, diagrams, tables or figures that you reproduce in your work, and provide a full reference as with any other type of work.

They should be treated as direct quotes in that the author(s) should be acknowledged and page numbers shown; both in your text where the diagram is discussed or introduced, and in the caption you write for it.

For example:

Table illustrating differences between Piaget’s and Vygotsky’s theories (Woolfolk, Huges & Walkup, 2008, p 56).

Or

Diagram ‘Teaching in the magic middle’ (Woolfolk, Huges & Walkup, 2008, p 57).

Citing from works with no obvious author

If you need to cite a piece of work which does not have an obvious author, you should use what is called a ‘corporate’ author. For example, many online publications will not have individually named authors, and in many cases the author will be an organisation or company.

A European Union Directive, which makes a default right to work no more than 48 hours per week (Working Time Directive, 2003), limits the training time available to surgeons.

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If you are unable to find either a named or corporate author, you should use ‘Anon’ as the author name. Be careful: if you cannot find an author for online work, it is not a good idea to use this work as part of your research. It is essential that you know where a piece of work has originated, because you need to be sure of the quality and reliability of any information you use.

Citing from multi-media works

If you need to cite a multi-media work, you would usually use the title of the TV programme (including online broadcasts) or video recording, or title of the film (whether on DVD, online, or video) as the author. This would include, for example, videos posted on YouTube or other video-streaming web services.

Therefore, your citation should use the title that you identify as the author.

Cynics might argue that the experiment is another headline-grabbing TV stunt by brand Jamie Oliver, but might there actually be some serious lessons here for educationalists? (Dream School, 2011)

Citing from an interview or personal communication

Always use the surname of the interviewee/practitioner as the author.

MIT are also planning on reviewing their undergraduate research scheme (Bergren, 2008).

Good quotation practice using the Harvard style

Quotations longer than two lines should be inserted as a separate, indented paragraph.

Lave and Wenger (1991) note that the role of the master is principally to provide legitimate access of the apprentice to the learning opportunities present in the community of practice, and not to teach.

‘In all five cases there is very little observable teaching; the more basic phenomenon is learning. The practice of the community creates the potential ‘curriculum’ - that which may be learned by newcomers with legitimate peripheral access.’ (p 93)

Or

The role of the master is principally to provide legitimate access of the apprentice to the learning opportunities present in the community of practice, and not to teach.

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‘In all five cases there is very little observable teaching; the more basic phenomenon is learning. The practice of the community creates the potential ‘curriculum’ - that which may be learned by newcomers with legitimate peripheral access.’ (Lave and Wenger, 1991: p 93)

If you want to insert a long quotation (over two lines) but do not to want include all of the text, you can remove the unnecessary text and replace with ‘...’.

Lave and Wenger (1991) note that the role of the master is principally to provide legitimate access of the apprentice to the learning opportunities present in the community of practice, and not to teach.

‘In all five cases there is very little observable teaching … the community creates the potential ‘curriculum’ - that which may be learned by newcomers with legitimate peripheral access.’ (p 93)

You should only do this when you use a quotation taken from one paragraph.

When you use quotations within your text, sometimes you may want to insert one or two words in the quotation so that your complete sentence is grammatically correct. To indicate that you have inserted words into a quotation, these have to be enclosed in square brackets.

Lave and Wenger (1991) note that the role of the master is principally to provide legitimate access of the apprentice to the learning opportunities present in the community of practice, and not to teach.

‘It implies participation in an activity system about which participants share understandings concerning what they are doing [and] what that means in their lives and for their communities.’ (p 98).

As an academic at a high level in your primary discipline you will have developed your writing skills, but be aware that convention and expectation may be different when writing in education. For example when writing in a ‘scientific’ style one often discusses work and develops an argument showing understanding and integration of other people’s work and ideas in your own words. This is called paraphrasing. However when writing in education one often has to ‘unpack’ the ideas expressed by others and re-assemble them into a more narrative argument and to do this effectively often requires extensive direct quotation annotated and discussed to show meaning, interpretation and context.

Writing a reference using the Harvard style

To write your own references you need different bits of information about each item that you read when you are researching a piece of work. These bits of information are called ‘bibliographic’ information.

For all types of references the key bits of information you need to start with are:

1. Author/editor: This means the primary (main) person who produced the item you are using. If you are using a website or web page, and there isn’t an author, you can use what is called a ‘corporate

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author’. This will usually be the name of the organisation or company to whom the website or web page belongs.

2. Date of publication/broadcast/recording: This means the date the item was produced. It is usually a year, but if you are using a newspaper article, an email, or a television recording, you will have to include a full date (day/month/year) in your reference.

3. Title of the item: This means the primary (main) title of the item you are using. That sounds very obvious, but have a look at a web page and try to work out what the main title is. We would advise common sense in this situation – you have to identify the key piece of information that describes what you have used, and will allow the reader of your work to identify that information.

It is worth keeping track of this information as you go and with any notes you make on a reference ... this makes referencing work produced from your notes much easier. You may find this advice even more important when writing about education as you will generally be less used to the literature than you are in your ‘primary discipline’ and forming a written narrative often relies less on data and fact and more on ideas and argument. This requires you to ‘unpack’ and use references in a different way and ideas can all too easily get divorced from the source material when you assemble the final work.

The table on page 98 tells you about some of the variations you should look for when you are collecting your reference information.

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Medium Primary author/editor Date of publication Primary title of item

EmailName of the person who wrote the email

The full date the email was sent: day/month/year

Subject of the email. This may include RE: or FWD

Journal articleName of the person or persons who wrote the article

The year the journal issue was published

Title of the article (not the title of the journal)

Newspaper article

Name of the journalist, or if there is no journalist name, the name of the newspaper

The full date on which the article was published: day/month/year

Title of the article (not the title of the newspaper)

Website

This can be tricky. Use an individual name if you can find one, or the name of the organisation or company to whom the website belongs

Usually the current year, the year when the website was last updated, or the latest date next to the copyright statement/symbol

Title of the website

Web page

This can be tricky. Use an individual name if you can find one, or the name of the organisation or company to whom the website belongs

Usually the current year, but if the web page has a full date of publication, you may also need that: day/month/year

Title of the web page. You will need to use the title of the website if the web page doesn’t have an individual title

TV broadcast

Title of the programme, or if the programme is part of a series, use the series title

The year the programme was broadcast

Title of the programme (it does not need to be written twice if you used it as the author information)

Personal interviewName of the person being interviewed

The full date on which the interview took place: day/month/year

No title needed

Book chapterName of the author of the chapter

The year the book was published

Title of the book chapter (not the title of the book)

Depending on the type of material you want to reference you will also need other items of information, such as:

• Name of publisher• Place of publication• Page numbers• Volume number• Issue number• URL (website or web page address)• DOI (link for journal articles)• Title of conference proceedings

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• Report number• Book or conference editor (if not your primary author)• Book or conference title (if not your primary title)• Journal title (the journal article title will be your primary title)• Date of access (for online material)

Writing a reference list using the Harvard style

This is your list of all the sources that have been cited in the work. The list is inclusive showing books, journals, etc., listed in one list, not in separate lists according to source type.

• The list should be in alphabetical order by author/editor.• Books, paper or electronic journal articles, etc., are written in a particular format that must be

followed.• Your reference list contains all the items you have cited or directly quoted from.• When you have used more than one piece of work by the same author, in your reference list you should

list the works in date order, beginning with the most recently published work.

Sometimes, especially when writing in a new field using an unfamiliar literature you read around the topic considerably before settling on the references that you quote and cite to form your narrative argument. Should you wish to include this reading to indicate to your examiner items you have consulted but not cited, the addition of a bibliography might be useful. These items should be listed in alphabetical order by author and laid out in the same way as items in your reference list. If you can cite from every work you consulted, you will only need a reference list.

How to write references for your reference list (and bibliography): Harvardstyle

Remember: accurate and consistent referencing is an important part of your academic work.

You may be used to referencing in another style in your primary discipline and you will likely be much more used to the literature – writing in an academic style in education is likely to be different!

Below is a list of the information required to write a reference in the Harvard style for a number of commonly used sources; each with an illustrative example.

Book: print

Author/Editor (if it is an editor always put (ed.) after the name or (eds.) if there are multiple editors)(Year of publication)

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Title (this should be in italics)Series title and number (if part of a series)Edition (if not the first edition)Place of publication (if there is more than one place listed, use the first named)Publisher

Vygotsky LS. (1978). Mind in Society: the development of higher mental process. Cambridge MA: Harvard University Press.

Book: online/electronic

Author/Editor (if it is an editor always put (ed.) after the name or (eds.) if there are multiple editors)(Year of publication)Title (this should be in italics)Edition (if not the first edition)[Online]Place of publication (if there is more than one place listed, use the first named)PublisherAvailable from: URL[Date of access]

James, W. (1907) Pragmatism. [Online] Indianapolis, Hackett Pub. Co. Available from: http://www.authorama.com/pragmatism-1.html [Accessed 1st September 2011].

Book: chapter in an edited book

Author of the chapter(Year of publication)Title of chapter followed by In:Editor (always put (ed.) after the name)Title (this should be in italics)Series title and number (if part of a series)Edition (if not the first edition)Place of publication (if there is more than one place listed, use the first named)PublisherPage numbers (use ‘p.’ before a single page number and ‘pp.’ where there are multiple pages)

Berthiaume, D. (2009) Teaching in the Disciplines. In: Fry, H., Ketteridge, S. & Marshall, S. (eds.) A Handbook for Teaching and Learning. 3rd edition. New York, Routledge. pp 215-225.

Journal article: print

Author(Year of publication)Title of journal article

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Title of journal (this should be in italics)Volume numberIssue numberPage numbers of the article (do not use ‘p’. before the page numbers)

Wink, DJ. (2006) Connections between pedagogical and epistemological constructivism: Questions for teaching and research in chemistry. Foundations of Chemistry 8(2): 111-51.

Journal article: online/electronic

If an electronic journal article has a DOI (digital object identifier), you can use this instead of the URL. The DOI is a permanent identifier provided by publishers so that the article can always be found online. Your lecturer may ask you to include the DOI, not a direct URL, in your written references.

To find the DOI, when you read an article online, check the article details as you will usually find the DOI at the start of the article. For more help, contact your librarian.

If you read the article in a full-text database service, such as Factiva or EBSCO, and do not have a DOI or direct URL to the article you should use the database URL.

Author(Year of publication)Title of journal articleTitle of journal (this should be in italics)[Online]Volume numberIssue numberPage numbers of the article (do not use ‘p’. before the page numbers)Available from: URL or DOI[Date of access]

Eva, KW. & Lingard, L. (2008) What’s next? A guiding question for educators engaged in educational research. Medical Education [Online] 42(8), 752–754 Available from: http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2923.2008.03135.x/full [Accessed 1st September 2011].

Or

Eva, KW. & Lingard, L. (2008) What’s next? A guiding question for educators engaged in educational research. Medical Education [Online] 42(8), 752–754 Available from: DOI: 10.1111/j.1365-2923.2008.03135.x [Accessed 1st September 2011].

Note: articles published online may not have page numbers.

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Web page/website

Author/Editor (use the corporate author if no individual author or editor is named)(Year of publication) (if available; if there is no date, use the abbreviation n.d.)Title (this should be in italics)[Online]Available from: URL[Date of access]

General Medical Council (2009) Tomorrow’s Doctors [Online]. Available from: http://www.gmc-uk.org/education/undergraduate/tomorrows_doctors_2009.asp [Accessed 1st September 2011].

Personal communication

Name of practitionerOccupation(Personal communication, followed by the date when the information was provided)

Riley, D. (2011) Senior Lecturer in Educational Development. (Personal communication, 1st September 2011).

Lecture/presentation

Name of lecturer/presenter(Year of lecture/presentation)Title of lecture/presentation (this should be in italics)[Lecture/Presentation]Title of module/degree course (if appropriate)Name of institution or locationDate of lecture/presentation (day month)

Riley, D. (2011) Introduction to Cognitive Approaches to Learning. [Lecture] Imperial College London, 1st September.

Thesis/assignment/portfolio (an unpublished piece of work)

Name of author(Year of writing)Title of thesis, assignment, portfolio (this should be in italics)(Uupublished thesis/assignment/portfolio)Name of institution for which the work has been written, (if appropriate)

Riley, D (2011) The Use of Metaphors in Educational Literature (Unpublished thesis, submitted for PG Diploma in ULT) Imperial College London.

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Sources of Further Help

For more referencing examples: www.imperial.ac.uk/admin-services/library/learning-support/reference-management

Want to use reference management software?

The Library recommends RefWorks for undergraduate and Master’s students, and EndNote for postgraduate research students and staff. We would recommend using some reference management software, but would suggest that you use whatever you are used to; although perhaps this course would give you a chance to try something new … and it can be an advantage to keep your educational referencing database separate from that of your primary research field.

For information and training workshops:

www.imperial.ac.uk/admin-services/library/learning-support/workshops

To contact your librarian for more advice: www.imperial.ac.uk/admin-services/library/about-us/your-librarian

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NOTES

The EDU works collaboratively across the College to support and develop learning and teaching. Staff in the Educational Development Unit have expertise and research interests across a spectrum of higher education practice, theory and policy.

The Unit offers introductory and specialised workshops on a wide range of topics, networks, one-to-one meetings, seminars, programmes and e-learning to support the enhancement of learning and teaching.

In addition, the Unit seeks to raise the profile of education and learning in the College by supporting teaching networks and running events such as the annual Education Day. Staff are also available to provide consultancy to individual staff and departments on educational issues.

Educational Development UnitImperial College LondonLevel 5, Sherfield BuildingSouth Kensington CampusLondon SW7 2AZ

Telephone: +44 (0)207 594 8787Email: edu@imperial.ac.uk

www.imperial.ac.uk/edudev

@Imperial_EDU

@EDU_FoM