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POSTGRADUATE CERTIFICATE IN HIGHER EDUCATION HANDBOOK

POSTGRADUATE CERTIFICATE IN HIGHER EDUCATION

PGCert HE

PROGRAMME HANDBOOK

ACADEMIC YEAR 2017-2018

© Fay Short & Rosanna Robinson CELT Bangor University


Contents

Introduction to the Postgraduate Certificate in Higher Education.............................................4What is the PGCert HE at Bangor University?......................................................................4Who are the Course Directors for the PGCert HE?...............................................................4Why is it important to complete the PGCert HE?..................................................................4What does it mean to be a Teaching Fellow of the Higher Education Academy (HEA)?.....5What does it mean to be a Registered Nurse Teacher with the Nursing and Midwifery Council (NMC)?....................................................................................................................5What do I have to do to complete the PGCert HE?...............................................................5How long will it take to complete the PGCert HE?...............................................................6What are the learning outcomes for the PGCert HE?............................................................6What is the assessment criteria for my Stage 1 Portfolio and Stage 2 Paper?.......................7How do the workbooks help me with my assessments?........................................................7How can I find time to complete the PGCert HE?.................................................................8I am on a Research and Teaching contract – how will the PGCert HE help me?..................8I am on a Teaching and Scholarship contract – how will the PGCert HE help me?.............9Why is the PGCert HE not specifically focused on teaching in my discipline?....................9Can I just complete Stage 1 of the PGCert HE?..................................................................10Can I go directly into Stage 2 of the PGCert HE?...............................................................10Can I study the PGCert HE through the medium of Welsh?...............................................10Who is my Personal Tutor?..................................................................................................10How will my Personal Tutor help me?................................................................................10Who is my Teaching Advisor?.............................................................................................10How will my Teaching Advisor help me?...........................................................................11How will my Teaching Advisor be supported and recognised?..........................................11

Stage 1 of the PGCert HE........................................................................................................12What do I need to do to complete Stage 1 of the PGCert HE?............................................12What are the learning outcomes for Stage 1 of the PGCert HE?.........................................12What happens if I miss the induction?.................................................................................13What happens if I miss a workshop?...................................................................................14What happens if I can’t complete my portfolio before the deadline?..................................14What should be included in my Teaching Portfolio?...........................................................14How can I be sure that my portfolio will pass?....................................................................15How do I format my portfolio?............................................................................................15How do I submit my portfolio?............................................................................................15What do I need for the Teaching Philosophy section of my portfolio?...............................15What do I need for the Teaching Experience section of my portfolio?...............................17What do I need for the Teaching Observations section of my portfolio?............................17What do I need for the Engagement with Teaching section of my portfolio?.....................18What do I need for the Professional Development section of my portfolio?.......................19How will my Portfolio be assessed?....................................................................................20What happens if I fail my Portfolio?....................................................................................20

Stage 2 of the PGCert HE........................................................................................................22What do I need to do to complete Stage 2 of the PGCert HE?............................................22What are the learning outcomes for Stage 2 of the PGCert HE?.........................................22What happens if I miss the induction?.................................................................................22Can I submit my paper earlier in the year and complete the PGCert HE sooner?...............23

© Fay Short & Rosanna Robinson CELT Bangor University Page 2 of 28


What happens if I can’t complete my paper before the final deadline?...............................23What should be included in my paper submission?.............................................................23How can I be sure that my paper will pass?.........................................................................24How do I format my paper?.................................................................................................24What is the word count for my paper?.................................................................................24How do I submit my paper?.................................................................................................24Why should I write for a pedagogical journal in my discipline?.........................................24How do I find a pedagogical journal in my discipline?.......................................................25Can I submit my pedagogical paper through the medium of Welsh?..................................25What type of pedagogical paper is required?.......................................................................25Does my pedagogical paper have to be submitted to the journal and accepted for publication?..........................................................................................................................26Can I collaborate with colleagues for my paper?.................................................................26Who should be the listed authors if I decide to submit my pedagogical paper?..................26How else can I make my work available to colleagues if I do not want to submit my paper to the journal?.......................................................................................................................27Can I submit an alternative form of research/scholarship to a paper?.................................27How do I complete the Professional Standards Framework Form?.....................................27How will my paper be assessed?..........................................................................................27What happens if I fail my paper?.........................................................................................28



Introduction to the Postgraduate Certificate in Higher Education

What is the PGCert HE at Bangor University?

The PGCert HE is a Level 7 qualification designed to meet the aims of support academics in developing practical skills and theoretical knowledge in order to become an effective teacher/lecturer in Higher Education. There is an emphasis on promoting innovative approaches to teaching and learning and developing academics as reflective practitioners. The award is supported by the Bangor University Centre for the Enhancement of Learning and Teaching (CELT) and the final qualification is awarded by the School of Education. The programme is mapped to the UK Professional Standards Framework (UKPSF) so the successful graduate will receive HEA Fellowship (Stage 1 confers Associate Fellowship and Stage 2 confers Fellowship). The programme also meets the requirements for NMC accreditation so successful graduates within nursing will receive Registered Nurse Teacher status. This programme is also informed by the Bangor University Strategic Plan and the Aber- Bangor Learning and Teaching Strategy to form the core of the Aber-Bangor accredited CPD Framework. Stage 1 and 2 are compulsory for staff appointed on academic teaching contracts at Bangor with fewer than three years continuous teaching experience in higher education who are not already Fellows of the HEA. The programme follows an action-research based learning model to support the initial and continuing professional development of staff engaged in teaching and supporting learning.

Who are the Course Directors for the PGCert HE?

There are two Course Directors for the PGCert HE: Fay Short and Rosanna Robinson.

Dr Fay Short is a Reader in the School of Psychology and her office is located in the Wheldon Building in Bangor (email [email protected]).

Rosanna Robinson is a Lecturer in the School of Biological Sciences and her office is located in the Memorial Building in Bangor. (email [email protected]).

Why is it important to complete the PGCert HE?

Bangor University is committed to ensuring that all staff are qualified to teach in accordance with the criteria outlined by the Higher Education Academy. This means that any staff member with teaching duties should hold a relevant qualification in teaching or a teaching fellowship through the HEA.

If you do not currently have either of these, then you should begin working towards becoming ‘qualified to teach’ through one of the following routes:

If you have at least three years of continuous teaching (or you believe that you already have substantial teaching experience) as a lecturer in UK Higher Education, then you may be eligible to apply for a Higher Education Academy Fellowship. Please contact Sue Clayton for more information about this route.


mailto:[email protected]

mailto:[email protected]


If you have less than three years teaching experience or your teaching experience was not at the lecturer level in HE, then you should complete the PGCert HE. This will be a compulsory part of your probation if you have been appointed on an academic contract that involves teaching duties. Completion of the PGCert HE will give you both a formal qualification in teaching AND Fellowship of the Higher Education Academy.

In addition to the above points, if you are a lecturer in the School of Healthcare Sciences, then you must have registered nurse status with the NMC in order for you to be eligible to teach pre-registration nursing. This course meets the requirements for registered nurse status with the NMC so it is essential that all staff teaching in this area complete the course in full.

What does it mean to be a Teaching Fellow of the Higher Education Academy (HEA)?

The Higher Education Academy is the national body responsible for championing teaching quality in UK universities. The Academy offers a range of professional services, from funding pedagogical research to informing governmental policy. They have developed a UK Professional Standards Framework (UKPSF) as a benchmark for standards of teaching, and accreditation as a Fellow of the HEA demonstrates that the individual has met this benchmark within their teaching practice. There are currently more than 75,000 accredited Fellows across the UK.

The PGCert HE at Bangor University is specifically aligned with the Areas of Activity, Core Knowledge, and Professional Values of the UKPSF. Stage 1 will meet the benchmarks for Associate Fellow and Stage 2 will meet the benchmarks for Fellow of the HEA. An HEA reviewer will review your assessments to specifically determine whether the work meets these benchmark standards. This reviewer will be at least a Senior Fellow with the HEA and will have attended the central University training for HEA Fellowship reviewers in the last 24 months.

What does it mean to be a Registered Nurse Teacher with the Nursing and Midwifery Council (NMC)?

The Nursing and Midwifery Council is the national body responsible for regulating nursing and midwifery in England, Wales, Scotland, and Northern Ireland. The NMC provides guidance and conduct codes for practice, in addition to setting standards for education and training.

The PGCert HE at Bangor University is specifically aligned with the requirements of the NMC. Full completion of both Stage 1 and Stage 2 will meet these requirements and successful graduates will receive Registered Nurse Teacher status with the NMC. This will make them eligible to teach pre-registration nursing.

What do I have to do to complete the PGCert HE?

There are two stages to the PGCert HE:



1. Stage 1 (module XVE4008) will focus on the practical aspects of teaching to help you to be more efficient and effective in teaching in Higher Education. This stage will include regular workshops to support your development and the assessment will be a final portfolio evidencing your teaching experience.

2. Stage 2 (module XVE4009) will focus on pedagogical research to explore new innovations and further develop your teaching practice. This stage will involve independent scholarship and the assessment will be an academic paper.

How long will it take to complete the PGCert HE?

Stage 1 of the PGCert HE is scheduled to run over one academic year.

Stage 2 of the PGCert HE should be completed within one year. However, the work can be submitted sooner if the teacher is keen to complete the qualification. Conversely, the submission deadline can be extended to a maximum of two years if necessary.

What are the learning outcomes for the PGCert HE?

On completion of the PGCert HE, you should be able to:1. Design and plan learning activities and/or programmes of study (UKPSF A1).2. Teach and/or support learning (UKPSF A2).3. Assess and give feedback to learners (UKPSF A3).4. Develop effective learning environments and approaches to student support and

guidance (UKPSF A4).5. Engage in continuing professional development in subjects/disciplines and their

pedagogy, incorporating research, scholarship, and the evaluation of professional practices (UKPSF A5).

6. Demonstrate good knowledge and understanding of the subject material in your own discipline (UKPSF K1).

7. Demonstrate appropriate methods for teaching, learning and assessing in your own discipline (UKPSF K2).

8. Understand how students learn, both generally and within your discipline (UKPSF K3).

9. Use and value appropriate learning technologies (UKPSF K4).10. Establish methods for evaluating the effectiveness of teaching (UKPSF K5).11. Recognise the implications of quality assurance and quality enhancement for

academic and professional practice with a particular focus on teaching (UKPSF K6).12. Respect individual learners and diverse learning communities (UKPSF V1).13. Promote participation in higher education and equality of opportunity for learners

(UKPSF V2).14. Use evidence-informed approaches and outcomes from research, scholarship and

continuing professional development (UKPSF V3).15. Acknowledge the wider context in which higher education operates recognizing the

implications for professional practice (UKPSF V4).



How will I be assessed on the PGCert HE?

Stage 1 of the PGCert HE will be assessed though a portfolio. This portfolio will be worth 100% of this module and the contents must cover all of the learning outcomes for the first stage. This assessment is designed to support the teaching work that you are already completing. You can only progress to Stage 2 after successfully passing Stage 1. For further information, refer to the Stage 1 section of this handbook.

Stage 2 of the PGCert HE will be assessed though a piece of scholarship. This scholarship must focus on teaching within your own subject and must cover all of the learning outcomes for the second stage. You will be required to produce one paper in the style of other pedagogical scholarship in your own discipline. For further information, refer to the Stage 2 section of this handbook.

What is the assessment criteria for my Stage 1 Portfolio and Stage 2 Paper?

Assessment of the portfolio will be based on the following criteria:

Fail o Incomplete submission with missing evidence for some required componentso Inadequate understanding and application in some core areas of teaching

activityo Major omissions in core knowledge of teaching, learning, and pedagogyo No demonstration of basic professional values

Borderline o Complete submission with minimum evidence included for all required

componentso Adequate understanding and application in all core areas of teaching activityo Some core knowledge of teaching, learning, and pedagogyo Demonstration of basic professional values

Passo Complete submission with full evidence included for all required componentso Solid understanding and application in all core areas of teaching activityo Strong core knowledge of teaching, learning, and pedagogyo Clear demonstration of good professional values

How do the workbooks help me with my assessments?

You will find a workbook for Stage 1 Portfolio and Stage 2 Paper on the Blackboard site for the PGCert HE. We recommend that you use these workbooks to structure and format your submissions. Download the workbook, fill in the sections as advised by the text highlighted



in yellow, insert the work in the relevant places, and submit the final workbook as a single piece of assessment. Your final submission should have all sections completed in full and should not include any yellow highlighted text. These workbooks ensure that you have included all of the required content, simplify the structure of your work, and free up your focus for content rather than formatting issues.

How can I find time to complete the PGCert HE?

Bangor University is committed to ensuring that our academic staff are ‘qualified to teach’ by holding either a PGCert HE or HEA Fellowship. This means that we value the time that you spend completing this course and/or we recognise that it is an important part of your professional development. This should be acknowledged within your own academic School, and approval to complete the course by your Head of School should ensure that the course is then incorporated into your workload. If you have any concerns about finding the time to complete this course, please contact the Course Director.

I am on a Research and Teaching contract – how will the PGCert HE help me?

We recognise the importance of publishing research and obtaining grants in the early career of an academic. However, teaching is still an important part of your contract and the PGCert HE is designed to help you succeed in this area.

Firstly, teaching qualifications are an increasingly important addition to the CV of an academic. Academic posts frequently require the applicant to hold a qualification or commit to gaining a qualification during their probation. In addition, this qualification will be expected as an important element of future promotion applications for R&T contracts.

Secondly, the PGCert HE is designed to help you to teach more efficiently and effectively. It will serve as an induction to the practical aspects of teaching at Bangor University. This means that the course should help you in your day-to-day teaching tasks, so that the time spent on the course is repaid in time saved on real-world teaching duties. For example, every module convener/organiser must complete a QA2 form at the end of each course – instead of trying to work out how to complete this form on your own, our workshop will guide you through the process to ensure that you have the skills to complete it quickly and appropriately now and in the future. You could then include this QA2 form in your portfolio as an example of Engagement with Teaching.

Thirdly, in the same way that research serves to advance your own academic discipline, scholarship in teaching serves to improve our ability to teach students more effectively. The second stage of the PGCert HE provides an opportunity to learn about and contribute to this scholarship. As you read the pedagogical journals in your field, you will discover more about the interesting teaching advances that are being made by colleagues in your own discipline. Assessment for the second stage will be a piece of pedagogical scholarship and this could serve a secondary purpose of gaining a publication, should you choose to submit your work to a journal. This could further raise your research profile, or support future promotion



applications as it provides evidence of teaching excellence alongside your research excellence.

I am on a Teaching and Scholarship contract – how will the PGCert HE help me?

Teaching is an essential part of your contract and the PGCert HE is designed to provide you with opportunities to excel.

Firstly, teaching qualifications are absolutely essential for those on the T&S contract. There has been a steady increase in posts advertised for teaching-focused academics in recent years, but competition for these posts is fast becoming as high as for research posts and a teaching qualification is now expected as standard. This qualification will also be expected as an essential element of future promotion applications for T&S contracts.

Secondly, the PGCert HE is designed to help you to teach more effectively and serve as an induction to the practical aspects of teaching at Bangor University. This means that the course will provide you with a foundation in teaching, so that you can focus your time on further developing your skills. For example, every module convener/organiser must complete a QA2 form at the end of each course – instead of using your time trying to work out how to complete this form on your own, our workshop will guide you through the process so that you can then use your time reflecting on how to improve your teaching on the course in the future. You could then include this reflection in your QA2 form and add it to your portfolio as an example of Engagement with Teaching.

Thirdly, the second stage of the PGCert HE provides an opportunity to learn about and contribute to pedagogical scholarship. Teaching is an enormous part of your role on a T&S contract, but scholarship also forms part of this contract. Assessment for the second stage will be a piece of pedagogical scholarship and we would expect that those on a T&S contract will seek to submit their work to a journal. This will raise your scholarship profile and support future promotion applications as evidence of excellence in teaching scholarship.

Why is the PGCert HE not specifically focused on teaching in my discipline?

Our cohort of people completing the PGCert HE is rather broad and this means that we cannot tailor the course entirely to your individual discipline. This can be frustrating at times, especially if you feel that some elements of the content are not relevant to your current teaching practice. However, please remember that situations change over time and you may find the skills that you learn valuable if your teaching practice changes in the future.

We have tried to make the course and assessments as flexible as possible to ensure that they can be tailored to the needs of all academics. In the first stage, you have the freedom to select the ten workshops that are most relevant to your teaching practice. In the second stage, you will engage in scholarship in the specific style of your own discipline. This flexibility means that you can take control over your training on this course to ensure that it helps you in your work as a lecturer, rather than adding to your workload.



Can I just complete Stage 1 of the PGCert HE?

If you are an academic staff member, then you must complete both stages of the PGCert HE to obtain full Fellowship of the HEA.

If you are a PhD student, then you can choose to complete only the first stage of the PGCert HE and receive the appropriate number of academic credit. However, you will not be awarded the PGCert HE and you will gain only Associate Fellowship status with the HEA.

Can I go directly into Stage 2 of the PGCert HE?

It may be possible to gain accreditation for prior learning (APEL/APL) and enter directly into the second stage of the PGCert HE if you have already completed training that meets the learning outcomes of Stage 1, and the benchmark statements for Associate Fellowship of the HEA. Please contact the Course Director for more information.

Can I study the PGCert HE through the medium of Welsh?

This course works closely with Y Coleg Cymraeg Cenedlaethol and there is a clear route for Welsh-medium study. Please contact the Course Director to inform them that you would like to study through the medium of Welsh.

Who is my Personal Tutor?

You will be assigned to one of the Course Directors for pastoral support. You will receive the name and contact details of your Personal Tutor during the induction to the course.

How will my Personal Tutor help me?

Your personal tutor will be able to offer individual support in the event of any personal difficulties, including granting extensions or advising on mitigating circumstances. Your Personal Tutor will also advise on both the PGCert HE course and your career development in teaching.

Who is my Teaching Advisor?

You should seek to identify an experienced teaching practitioner in your own discipline who is willing to guide you through the process of completing the PGCert HE. Once you have identified a suitable person and they have agreed to act as your Teaching Advisor, then you should inform the Course Director. Your deadline for providing the Course Director with the name and contact details of your Teaching Advisor is the end of Academic Week 2.



How will my Teaching Advisor help me?

Your Teaching Advisor will support you throughout the course, including providing opportunities for you to observe their teaching and complete observations of your teaching. You will not be expected to meet with your advisor on a scheduled basis, but your advisor will be available to meet with you if you have would like to discuss your general teaching capabilities.

How will my Teaching Advisor be supported and recognised?

Your Teaching Advisor will be invited to a workshop in Academic Week 4. This workshop will introduce them to the PGCert HE and give them all of the information that they need to advise you through the course. Your Teaching Advisor will also be paired with an academic in the Centre for the Enhancement of Learning and Teaching, and this pairing will provide them with ongoing support throughout the process.



Stage 1 of the PGCert HE

What do I need to do to complete Stage 1 of the PGCert HE?

To complete Stage 1 of the PGCert HE, you will be expected to attend an induction event, engage in at least ten out of fifteen workshops across the academic year, and produce a portfolio evidencing your teaching experiences.

What are the learning outcomes for Stage 1 of the PGCert HE?

On completion of the first stage of the PGCert HE, you should be able to:1. Design and plan learning activities and/or programmes of study (UKPSF A1).2. Teach and/or support learning (UKPSF A2).3. Assess and give feedback to learners (UKPSF A3).4. Develop effective learning environments and approaches to student support and

guidance (UKPSF A4).5. Engage in continuing professional development in subjects/disciplines and their

pedagogy, incorporating research, scholarship, and the evaluation of professional practices (UKPSF A5).

6. Demonstrate good knowledge and understanding of the subject material in your own discipline (UKPSF K1).

7. Demonstrate appropriate methods for teaching, learning and assessing in your own discipline (UKPSF K2).

8. Understand how students learn, both generally and within your discipline (UKPSF K3).

9. Use and value appropriate learning technologies (UKPSF K4).10. Respect individual learners and diverse learning communities (UKPSF V1).11. Promote participation in higher education and equality of opportunity for learners

(UKPSF V2).

What is the schedule for Stage 1 of the PGCert HE?

The schedule for the first stage of the PGCert HE will run as follows:

Weeks Activity

Week 4 Induction: Introduction to Stage 1

Week 6 Workshop: Practicalities of Teaching in HE: Systems, Procedures, and Regulations (administration)

Deadline for informing Course Director about selected Teaching Advisor

Week 8 Workshop: Teacher, Advisor, Counsellor, Parent… (pastoral care)



Week 9 Workshop: Guidance for Teaching Advisors (attended by teaching advisors only)

Week 10 Workshop: Fifty Shades of Assessment (assessment and feedback)

Week 12 Workshop: Anything for an easy life… (information technology)

Week 14 Workshop: Big Group, Little Group (class size)

Week 16 Workshop: Validating New Ideas (module validation)

Week 21 Workshop: Quality Street or Roses? (quality assurance)

Week 23 Workshop: Voice of a Learner (student engagement)

Week 25 Workshop: Evaluating Satisfaction (NSS, PTES, and PRES)

Week 27 Workshop: How to make them answer their own questions! (study skills)

Week 29 Workshop: Challenges of Global Learning (internationalization)

Week 34 Workshop: Teaching for Learning or Teaching for Employment? (employability)

Week 36 Workshop: Researching the Future (research supervision)

Week 38 Workshop: Supporting Transitions (marketing and recruitment)

Week 39 Workshop: Future of Teaching and Learning in Higher Education

Next Academic Year

Week 4 Deadline for Stage 1 Portfolio Assessment

Week 8 Assessment results released to students

Week 15 Exam Board: Certificates to be issued after final confirmation of grades at the exam board

Week 21 Programme Board: Student representatives may be invited to give feedback

What happens if I miss the induction?

We strongly recommend that you attend the induction, as this will be the fastest and easiest way for you to complete all essential paperwork, receive all of the information about the course, and gain a clear understanding about exactly what you need to do to complete the PGCert HE. However, we do appreciate that some absences are unavoidable or that some staff members may arrive at Bangor later in the academic year. In this event, please contact the Course Director as soon as possible. If possible, they will meet with you to catch you up with the missed content and get you started on the course straight away. If it is not feasible to



arrange a meeting due to schedule conflicts, they will register you on the Blackboard site so that you can access all information, liaise with you to complete all registration paperwork, and ensure that all of your questions are answered via email.

What happens if I miss a workshop?

We recommend that you attend all of the workshops, as they will support you in teaching through the entire academic year. However, we do appreciate that your time is valuable and you may have other obligations at certain times across the year. With this in mind, you only need to attend ten out of the fifteen available workshops across the year in order to pass the course. This means that you could miss a few workshops without penalty due to prior commitments or if you feel that the content of a workshop is not relevant to your work.

What happens if I can’t complete my portfolio before the deadline?

If you are unable to submit your portfolio by the deadline then please contact your personal tutor. You will be assigned one of the Course Directors as your personal tutor, so they will be able to approve a request for an extension on the submission of the portfolio.

What should be included in my Teaching Portfolio?

Your Stage 1 submission should be a single portfolio including all of the following:

Teaching Philosophy 500-1000 word reflective statement focusing on your personal experiences and

supported by current pedagogical research in relation to teaching and learning in your own discipline

Teaching Experience Teaching Experience Form listing all teaching experience gained during the

completion of this stage of the course 500-1000 word reflective statement focusing on designing, planning, teaching,

supporting, and assessing learning during the completion of this stage of the course

Teaching Observations One observation forms completed by an experienced practitioner observing your

teaching One observation form completed by you observing an experienced practitioner One observation form completed by you observing a peer on the PGCert HE One observation form completed by a peer on the PGCert HE observing your teaching

Engagement with Teaching At least 5 pieces of evidence are required to demonstrate of engagement with

teaching. Examples might include: o Innovative lecture materials and podcast of that lecture or workshop resources



and recorded class activities; o Original assessment, including question/instructions, guidelines, marking

criteria, and support structures; o Novel evaluation methods designed to assess the effectiveness of teaching

methods, improve time-detail balance of feedback, or encourage the student voice;

o Quality assurance or validation documents at programme or module level for an innovative new course.

Professional Development Evidence of Continuous Professional Development (workshop attendance) form 500-1000 word action plan for future Continuous Professional Development UK Professional Standards Framework for Teaching in Higher Education References and Recommendations

How can I be sure that my portfolio will pass?

Your portfolio must include all of the components listed in the workbook and these components must cover all of the learning outcomes. This will ensure that you have evidenced all of the UKPSF for Associate Fellowship. You should look at the learning outcomes and the UK Professional Standards Framework Form at the end of the portfolio workbook. Think carefully about what you will focus on in your teaching philosophy section and what examples you will include for your engagement with teaching section. You must ensure that the content of portfolio cover all of the learning outcomes for Stage 1.

How do I format my portfolio?

You will find a workbook on the PGCert HE Blackboard site. You can fill in the blank sections and insert content where directed then submit this workbook as your portfolio. This will simplify the process of creating your portfolio and allow you to focus on the actual content rather than formatting.

How do I submit my portfolio?

Your portfolio will be graded electronically. This means that you should ensure that your portfolio is in a single word document and you should submit it to Turnitin through the submission portal on the Blackboard PGCert HE site.

What do I need for the Teaching Philosophy section of my portfolio?

You will need to include a teaching philosophy in your portfolio. This teaching philosophy will consist of a 500-1000 word reflective statement focusing on your personal experiences, beliefs, and knowledge in relation to teaching and learning. Your statement should provide a personal insight into how you approach your teaching roles and offer evidence to indicate



your effectiveness as a teacher. As a reflective statement, it is expected that you will write in the first person and it is acceptable to refer to your own thoughts and feelings. Your teaching philosophy should demonstrate at least some of the learning outcomes and elements of the UKPSF.

Your teaching philosophy is a written statement reflecting on your approach to teaching. It will usually include your individual thoughts on effective teaching and learning, supported by concrete examples from your experience and empirical research in the field of pedagogy. Teaching philosophy statements are frequently required in academic job applications. Research revealed that 57% of adverts for vacancies across six academic disciplines specifically requested statements of teaching philosophy (Meizlish & Kaplan, 2008). Furthermore, several those that did not request a teaching philosophy indicated that their reason was because they expected the applicant to include such a statement as standard.

Your statement should be supported by evidence in the form of personal experiences. This could include descriptions of your teaching activities with evidence in the form of student quotes, evaluation scores, etc. For greater impact, you could refer to awards or commendations for teaching. Research suggests that some academics view solely reflective teaching statements with scepticism and they prefer statements that include concrete examples of teaching excellence (Kaplan, Meizlish, O’Neal, & Wright, 2007). Your statement should be supported by empirical evidence to demonstrate your engagement with current pedagogy. We would advise against the creation of a literature review, but brief acknowledgement of relevant literature can demonstrate that you adopt evidence-based teaching practice. This approach will highlight the fact that you are actively engaged in adopting the most innovative practice. If you do include citations within your teaching philosophy, please include these in your reference list at the end of the portfolio (not included in word count).

Try to ensure that your statement presents you in a positive light. It is absolutely fine to highlight ways that you have solved common teaching problems, but it is not a good idea to criticise your teaching, education, or other lecturers in your teaching statement. Consider teaching in a holistic manner in your statement. Do not focus only on the classroom: think also about independent learning, extra-curricular activities, student experience, pastoral care, etc. Try to demonstrate your ability to think beyond the traditional and embrace innovation in your approach to teaching. Consider the following questions in your statement:

What are your main objectives as a teacher? What are the key challenges in the teaching and learning process? What methods are most effective to achieve successful student learning? Why are these methods effective and how is their effectiveness measured? Why is teaching important in Higher Education?

For guidance on how to write a teaching philosophy and some online examples of teaching philosophies, please refer to these websites: http://www1.umn.edu/ohr/teachlearn/tutorials/philosophy/start/index.htmlhttp://chronicle.com/article/How-to-Write-a-Statement-of/45133/http://www.apa.org/gradpsych/2005/11/teach.aspxHowever, remember that this is a personal statement so it should be unique to you and it should avoid the typical clichés common to online templates.


http://www.apa.org/gradpsych/2005/11/teach.aspx

http://chronicle.com/article/How-to-Write-a-Statement-of/45133/

http://www1.umn.edu/ohr/teachlearn/tutorials/philosophy/start/index.html


See the Blackboard site for more guidance on this section of your portfolio, including tips and samples.

What do I need for the Teaching Experience section of my portfolio?

You will need to include evidence for the required number of teaching hours and reflection on your teaching experience in your portfolio.

Your Teaching Experience Evidence Form is a table of your teaching activities covering 100 hours. These hours can include lecturing, small groups, workshops, seminar, tutorials, etc. They can also include other forms of contact with students, such as project supervision, personal tutor meetings, etc. In addition, these hours can include teaching work that does not involve direct student contact, such as writing classes, designing assessments, grading work, etc – this type of teaching is especially relevant if it demonstrates your innovation (e.g. creating a new online resource to support learning). You can include non-credit bearing teaching, such as running training events, but it must involve students at the Higher Education level. Your teaching experience form should demonstrate at least the first four learning outcomes and A1, A2, A3, A4 of the UKPSF.

Your Teaching Experience section must also include a 500-1000 word teaching Reflection focusing on the experiences outlined in your evidence form. Although citations are not compulsory for this reflective piece, evidence of research into the topic of teaching in Higher Education will enhance the quality of your work. Your teaching experience reflection should demonstrate at least the next four learning outcomes and K1, K2, K3, K4 of the UKPSF.

See the Blackboard site for more guidance on this section of your portfolio.

What do I need for the Teaching Observations section of my portfolio?

Peer observation is a critical part of the continuing professional development of all teaching academics in Higher Education institutes across the UK. Research suggests that an effective peer observation scheme is associated with increased teacher confidence, improved staff-student interactions, greater staff collegiality, and increased dissemination of best practice (Marshall, 2004; Bell & Mladenovic, 2008). On the basis of research findings such as these, the QAA (2005) have strongly encouraged the development of peer observation schemes across Higher Education as a form of ‘quality enhancement’.

You will need to include evidence of engagement with the process of peer observation in your portfolio. This evidence should include the following:

One observation of your practice completed by an experienced teaching practitioner (should be your Teaching Advisor, but can be another experienced practitioner if your Advisor is unavailable)

One observation of an experienced teaching practitioner completed by you (should be your Teaching Advisor, but can be another experienced practitioner if your Advisor is unavailable)



One observation of another student on the PGCert HE course (peer) completed by you One observation of your practice completed by another student on the PGCert HE

course (peer)

All of these teaching observations should be evidenced through the appropriate forms in your portfolio. The teaching observation forms include a post-session reflection. This is an opportunity to reflect on how the observation experience will improve teaching practice in the future. This section should always be completed by the student on the PGCert HE. If the student is being observed, then they should consider how the feedback from their observer would influence their teaching in the future. If the student is observing someone else, then they should consider whether they have learnt anything from this observation that could influence their teaching in the future. For peer observations in which both the observer and the person being observed are students on the PGCert HE, then the reflection should be completed by both of them (perhaps a paragraph or two each). Your teaching observations and reflection should demonstrate at least some of learning outcomes and elements of the UKPSF.


What do I need for the Engagement with Teaching section of my portfolio?

You will need to include some evidence of engagement with teaching and learning in your portfolio. There is no word count associated with this part of the portfolio. Instead, it is expected that you will include no fewer than five pieces of evidence. There is no upper limit for evidence.

This is the most flexible component of your portfolio: it requires you to carefully consider what elements illustrate your capabilities as a teacher in Higher Education, and meet both the learning outcomes for the course and the UKPSF. This is also an opportunity to build a portfolio of evidence of your teaching excellence that can be used in the future to illustrate your accomplishments to potential employers or support applications for academic promotion.

Here are some examples of things that you could include in your portfolio: Lecture slides and associated notes, with a panopto recording of the lecture that you

delivered followed by a reflective account of how you would improve the class in the future.

Classroom resources including handouts and exercises designed by you for use in a small group or workshop, presented alongside student feedback commenting on the value of the exercise and a reflective account of how you would improve the class in the future.

Innovative assessment that you have created and marking criteria, presented alongside the tested learning outcomes and the anonymised results of the student cohort with a reflective account of how you could further develop or apply the assessment in the future.



Student evaluations of the course that you supported and a nomination for Teaching Assistant of the Year at the Student-Led Teaching Awards, alongside a summary of your teaching approach that led to this nomination.

Completed Quality Assurance form (QA2) for one of your modules, including comprehensive reflection on how the course will be developed in the future.

Completed validation form for a new module that you would intend to run in the future, and sample module contents such as assessments or lecture.

However, please remember that the above list is not comprehensive. You can be creative with your evidence, and the main criteria for inclusion is as follows:

1. Does it showcase your abilities as a teacher in Higher Education?2. Does it illustrate how you have met one or more of the learning outcomes of Stage 1?3. Does it fully evidence one or more of the criteria for the UKPSF?

If you can answer positively to all of the above questions, then it could be appropriate as an example for this section of the portfolio. If you have any questions about whether a particular example is appropriate for your portfolio, please contact the Course Director.


What do I need for the Professional Development section of my portfolio?

You will need to evidence your engagement with continuous professional development in your own subject/discipline and pedagogy, incorporating research, scholarship, and the evaluation of professional practices. This evidence should demonstrate how you have met the learning outcome involving continuous professional development and A5 of the UKPSF.

Your Evidence of Continuous Professional Development form requires you to indicate that you have attended and reflected on at least ten training events focusing on teaching in Higher Education. These will usually include at least ten of the fifteen PGCert HE workshops, but additional training events could also be included, such as teaching conferences, CPD events, etc.

Your Action Plan for future Continuous Professional Development must include a 500-1000 word reflective statement outlining your plans for gaining training and experience in HE teaching after the completion of this course. Although citations are not compulsory in this reflective piece, evidence of active research into the topic of teaching in Higher Education will enhance the quality of your work. Your plan could explore the following issues:

Do you intend to complete any future teacher training courses? Do you intend to attend any seminars/workshops/events focusing on teaching

development? Do you intend to gain any additional teaching experience?

You must also complete a UK Professional Standards Framework for Teaching in Higher Education Form. This form requires you to map your experiences on this course against the requirements of the UK Professional Standards Framework for Associate Fellowship status of the Higher Education Academy. Successful completion of the course should ensure that all



areas of the framework have been met, so we recommend that you make yourself familiar with this form at the start of the course so that you choose teaching examples that cover all of the relevant areas.

You must include a letter of recommendation from your teaching advisor and this letter must explicitly state that you have met the standards of teaching expected of a lecturer in Higher Education. You may also include other letters of recommendation and recognition in this section, such as emails from colleagues and students, quotes from students on module evaluations, nominations, awards, etc.


How will my Portfolio be assessed?

Your final portfolio will be assessed against the learning outcomes for the programme AND the UKPSF areas of activity, core knowledge, and professional values. Please see the Portfolio Grade Sheet at the end of the workbook for details of exactly what will be assessed during this process.

Two graders will assess your work. Your first grader will be a Course Director and your second grader will be a Bangor University academic who is a Fellow/Senior Fellow/Principle Fellow of the Higher Education Academy (not your Teaching Advisor). Your portfolio must be submitted electronically through Turnitin on Blackboard. Both graders will review the work online and complete the rubric to indicate whether you have passed or failed each learning outcome. Each grader will also give feedback in the comment section to indicate areas of excellence and areas for improvement. There may also be additional feedback given as comments throughout the portfolio, if that is deemed necessary by the graders.

All components and learning outcomes must be awarded either Pass or Borderline for the student to pass this portfolio and module. You can view your final grade and feedback through Blackboard. As the portfolio is graded Pass/Fail, you will see a numerical score of either 100% or 0% to indicate your overall Pass/Fail grade.

What happens if I fail my Portfolio?

All components and learning outcomes must be awarded either Pass or Borderline for the student to pass this portfolio and module. If either marker awards a fail for any component or learning outcome, then you will fail the portfolio and module. You will then be invited to resubmit the revised portfolio for re-grading after making the essential changes outlined in the comments box. Please read all comments relating to a failed component carefully to make appropriate changes and resubmit successfully.

Please be aware that resubmitted work may not be graded and processed in time for the November exam board in the same year. However, if your regraded work is a pass grade, then you will be eligible to be registered on the second stage immediately after grading (but be aware that the final grades will not have been confirmed by the exam board). You can then



work on the second stage to submit within the second year and complete the entire process within the original two years.


TEACHING PSYCHOLOGY IN HIGHER EDUCATION HANDBOOK

Stage 2 of the PGCert HE

What do I need to do to complete Stage 2 of the PGCert HE?

To complete Stage 2 of the PGCert HE, you will be expected to attend an induction event, research and select a pedagogical journal in your own discipline, and produce a paper in the style and format of a submission to this journal.

What are the learning outcomes for Stage 2 of the PGCert HE?

On completion of the second stage of the PGCert HE, you should be able to:1. Establish methods for evaluating the effectiveness of teaching (UKPSF K5).2. Recognise the implications of quality assurance and quality enhancement for academic

and professional practice with a particular focus on teaching (UKPSF K6).3. Use evidence-informed approaches and outcomes from research, scholarship and

continuing professional development (UKPSF V3).4. Acknowledge the wider context in which higher education operates recognizing the

implications for professional practice (UKPSF V4).

What is the schedule for Stage 2 of the PGCert HE?

The schedule for the second stage of the PGCert HE will run as follows:

Academic Diary Activity

Week 5 Induction: Introduction to Stage 2

Week 9 Earliest possible submission date for Stage 2 Paper Assessment

Next Academic Year

Week 4 Deadline for Stage 2 Paper Assessment

Week 8 Assessment results released to students

Week 15 Exam Board: Certificates to be issued after final confirmation of grades at the exam board

Week 21 Programme Board: Student representatives may be invited to give feedback

What happens if I miss the induction?

We strongly recommend that you attend the induction, as this will be the fastest and easiest way for you to complete all essential paperwork, receive all of the information about the course, and © Fay Short & Rosanna Robinson CELT Bangor University Page 22 of 28


gain a clear understanding about exactly what you need to do to complete the PGCert HE. However, we do appreciate that some absences are unavoidable. In this event, please contact the Course Director as soon as possible. If possible, they will meet with you to catch you up with the missed content and get you started on the course straight away. If it is not feasible to arrange a meeting due to schedule conflicts, they will register you on the Blackboard site so that you can access all information, liaise with you to complete all registration paperwork, and ensure that all of your questions are answered via email.

Can I submit my paper earlier in the year and complete the PGCert HE sooner?

The PGCert HE is designed to run over two years, but you can complete it in less time if you wish. You must complete the first stage over one year because you will need to attend workshops spaced across the entire year. The second stage is also designed to run over one year, with registration on Stage 2 in September and the final deadline for the assessment in the following September. However, you can choose to submit your paper earlier in the year. If you do want to complete the course over a shorter time period, then you might want to start work on your paper during the first stage or over the summer to ensure that it is ready to submit as early as possible in the second stage.

You can only register for the second stage after the successful completion of the first stage of the PGCert HE. After you have submitted your Stage 1 portfolio in Welcome Week, we will need four weeks to grade your work. You will be registered on Stage 2 of the PGCert HE immediately after your portfolio has been graded with a pass, so you should be registered by Week 5 of the first semester. Therefore, Week 5 of Semester 1 is the earliest time when you can submit your paper.

If you submit your paper between Week 5 and Week 8 of Semester 1, then we may be able to grade the work and process it through the November exam board in the same year. This will allow you to receive your PGCert HE certificate and HEA Fellowship earlier.

If you submit your paper after Week 8 of Semester 1, then we will not be able to process your submission through the November exam board in the same year. The work will be graded and your results returned within the standard four weeks, but the grades will not be finalised until the November exam board in the following year. This means that you will receive your PGCert HE certificate and HEA Fellowship at the same time as others in your cohort who submitted for the standard September deadline.

What happens if I can’t complete my paper before the final deadline?

The final deadline for the paper is Welcome Week in the following September after you have registered on Stage 2. If you are unable to submit your paper by the deadline, then please contact your personal tutor. You will be assigned one of the Course Directors as your personal tutor, so they will be able to approve a request for an extension on the submission of the paper.

What should be included in my paper submission?

Your Stage 2 submission should be a single piece of work including all of the following:



Pedagogical Journal Identification of your chosen journal

Pedagogical Paper Academic paper reflecting the style, content, and format of work published in your

chosen journal (including abstract and reference list)

Professional Standards Framework Form Form mapping Stage 1 and Stage 2 evidence to the UKPSF

How can I be sure that my paper will pass?

Your paper must be appropriate in terms of style, content, and format for the journal that you have selected. You must also ensure that your paper covers all of the learning outcomes for the second stage of the PGCert HE. This will ensure that you have evidenced the remaining elements of the UKPSF for full HEA Fellowship. You should look at the learning outcomes and the UK Professional Standards Framework Form at the end of the paper workbook. Think carefully about what you will focus on in your paper to ensure that the content covers all of the learning outcomes for Stage 2.

How do I format my paper?

You must identify a pedagogical journal in your own discipline and use the formatting style of this journal for your paper. This paper should then be inserted into the workbook that you will find on the PGCert HE Blackboard site. You can fill in the blank sections and insert content where directed. This will simplify the process of creating your submission and allow you to focus on the actual content rather than formatting.

What is the word count for my paper?

There is not specific word count for your paper, as the word count should reflect the requirements of your selected pedagogical journal. However, we would not expect your paper to be less than 2500 words and we would advise against attempting to write more than 10,000 words.

How do I submit my paper?

Your paper will be graded electronically. This means that you should ensure that your paper is in a single word document within the workbook and you should submit this entire document to Turnitin through the submission portal on the Blackboard PGCert HE site.

Why should I write for a pedagogical journal in my discipline?

Almost every academic discipline that is taught in Higher Education has an associated



publication focusing on teaching within that discipline. These journals include contributions from your own colleagues and peers, so they are likely to be written in a style that is consistent with other research work in your own field. For example, if your academic discipline has a tradition of research using quantitative data analysis then it is likely that the pedagogical papers adopt a similar approach. In contrast, if your academic discipline has a tradition of reflective reviews without statistical analysis then it is likely that the pedagogical papers are similarly presented. This means that you do not have to learn an entirely new approach to research –simply apply your current approach to the question of how to teach your own subject. And a bonus benefit of writing for a pedagogical journal in your own field is that you will learn some new methods for teaching your subject while you are reading your chosen pedagogical journal.

How do I find a pedagogical journal in my discipline?

Almost every academic discipline that is taught in Higher Education has an associated publication focusing on teaching within that discipline. We have provided a list of these journals for many of the subjects taught at Bangor University – you will find this list in the workbook for Stage 1 on the PGCert HE Blackboard site. If your subject is included in the list, please read over some papers from this journal online to learn about the style and content of submissions. Once you have decided to write a paper for one of the listed journals, just tick the appropriate box in the workbook.

There are too many pedagogical journals for us to list them all so you may find that your subject is not on the list or you may be aware of a journal that is more specific to your field. Alternatively, you may not like the style of the listed journals so you may wish to look for an alternative option. You can usually find a journal in your own discipline by doing a Google Scholar search for a keyword from your subject and the word ‘pedagogy’ or ‘teaching’. Once you have found an appropriate journal, just provide the name in the ‘Other’ box in the workbook.

In the unusual event that you cannot find a pedagogical journal in your discipline (or if you do not want to write for your discipline-specific journal), then you can choose to write a paper that is appropriate in style and content for a general pedagogical journal. There are some general options included in the list in your workbook (such as Teaching in Higher Education) or you can find an alternative and include the name in the ‘Other’ box in the workbook.

Can I submit my pedagogical paper through the medium of Welsh?

You can submit any piece of work through the medium of Welsh, and this includes your paper. The Wales Journal of Learning and Teaching in Higher Education accepts submissions in either English or Welsh, and you can focus on your own discipline within an article for this general journal. Alternatively, you can select an English language journal in your own subject and submit an article reflecting that style and content, but written in the Welsh language. If you wanted to publish your work, you could still submit the work to the journal and accompany it with a letter to the editor encouraging them to consider publishing in a language native to another part of Britain.

What type of pedagogical paper is required?



Your pedagogical paper should reflect the style, format, and content of your chosen pedagogical journal. This means that the exact type of paper required for the assessment is flexible: you could submit an empirical research study, reflective account, debate point, literature review, etc. Provided that it would be appropriate for submission to that journal, then it should be suitable for this assessment. If you have any concerns about your choice of journal, topic, content, style, etc then please contact the Course Director.

Does my pedagogical paper have to be submitted to the journal and accepted for publication?

We strongly encourage you to submit your pedagogical paper to your chosen journal. This will ensure that your work receives appropriate recognition by giving you an additional publication for your CV. If you are on a T&S contract, this publication shows engagement with the scholarship of pedagogy and this will be essential for future promotion applications. If you are on an R&T contract, this will be beneficial even if the publication is not REF returnable because it can support future promotion applications by showing greater engagement with the teaching aspect of your contract.

However, there is no requirement for your paper to be submitted to and/or accepted by the journal in order to pass the course. Provided that your paper is at an appropriate standard to be eligible for submission then it should still receive a pass grade for the PGCert HE.

Can I collaborate with colleagues for my paper?

You should consult with your Teaching Advisor on your paper and you may wish to work with other experienced practitioners. This is entirely acceptable provided that you remain the lead investigator and primary author of the paper. It may also be possible for peers on the PGCert HE to collaborate on a single project. It would be expected that this research project would be a much larger initiative than one would expect for a single investigator. This is absolutely fine if you each intend to write independent papers taking unique interpretations of the results of the research. If, however, you intend to collaborate on the research paper itself, then please discuss your ideas with the Course Director for approval before you begin work to ensure that the final submission provides sufficient evidence for each of you to pass the course.

Who should be the listed authors if I decide to submit my pedagogical paper?

You should be the first author for any pedagogical paper that you submit for publication. If you have consulted with your Teaching Advisor or the Course Director in any way, then we would recommend that these people are also listed as authors in an order appropriate to their contribution. You may also want to list the PGCert HE graders if they gave valuable feedback on your assessment leading to substantial changes to your paper before submission for publication. Similarly, we encourage you to list any other academics who have contributed towards your pedagogical research or the creation of your paper, such as students, research assistants, peers, colleagues, etc.



How else can I make my work available to colleagues if I do not want to submit my paper to the journal?

We intend to create an online repository of PGCert HE pedagogical research on the Bangor University website. If you choose to submit your paper for publication, then we will withhold the release of your work on this website until after we have received official permission from the publisher. However, if you choose not to submit your work for publication, then we strongly encourage you to give permission for your paper to be released on the website instead. This will ensure that your research and scholarship is available to colleagues and encourage the dissemination of good practice and ideas.

Can I submit an alternative form of research/scholarship to a paper?

It may be possible to deliver a conference presentation in place of a paper for this assessment. However, this conference presentation will need to be accompanied by written evidence in the form of slide, handouts, recording, feedback from audience, reflection on the event, etc. This will ensure that the submission can be assessed by two graders and reviewed by the external examiner. Please discuss your intentions to complete this form of assessment with the Course Director as soon as possible to ensure that you will still be able to meet all of the learning outcomes for the course.

How do I complete the Professional Standards Framework Form?

You must complete a UK Professional Standards Framework for Teaching in Higher Education Form. This form requires you to map your experiences across the entire PGCert HE course against the requirements of the UK Professional Standards Framework for Fellowship status of the Higher Education Academy. Successful completion of the course should ensure that all areas of the framework have been met, so we recommend that you make yourself familiar with this form at the start of the course so that you choose a topic for your paper that covers all of the remaining areas.

How will my paper be assessed?

Both Stage 1 and Stage 2 submissions assessed against the learning outcomes for the programme AND the UKPSF areas of activity, core knowledge, and professional values. Please see the Grade Sheet at the end of the workbook for details of exactly what will be assessed during this process.

Two graders will assess your work. Your first grader will be a Course Director and your second grader will be a Bangor University academic who is a Fellow/Senior Fellow/Principle Fellow of the Higher Education Academy (not your Teaching Advisor). Your work must be submitted electronically through Turnitin on Blackboard. Both graders will review the work online and complete the rubric to indicate whether you have passed or failed each learning outcome. Each grader will also give feedback in the comment section to indicate areas of excellence and areas for improvement. There may also be additional feedback given as comments throughout the paper, if that is deemed necessary by the graders.



All components and learning outcomes must be awarded either Pass or Borderline for the student to pass the paper and module. You can view your final grade and feedback through Blackboard. As the paper is graded Pass/Fail, you will see a numerical score of either 100% or 0% to indicate your overall Pass/Fail grade.

What happens if I fail my paper?

All components and learning outcomes must be awarded either Pass or Borderline for the student to pass this portfolio and module. If either marker awards a fail for any component or learning outcome, then you will fail the paper and module. You will then be invited to resubmit the revised paper for re-grading after making the essential changes outlined in the comments box. Please read all comments relating to a failed component carefully to make appropriate changes and resubmit successfully.


Documents

PHP3008: Introduction to Theories of Therapeutic Counseling Web viewYou will need to include some evidence of engagement with teaching and learning in your portfolio. There is no word