The Academy Handbook for Programme Participants...HEA Fellowship Requirements To meet the requirements for Fellowship of HEA [Descriptor 2] participants will have to demonstrate through

Handbook for Programme Participants2017/18Certificate in Professional Studies in Learning & Teaching in Higher Education

The Academy

CPS Handbook 2017-18

The Leadership, Organisational, Staff & Academic Development Academy CPS in L&T in HE Handbook 2017/18

Welcome to the Certificate in Professional Studies in Learning and Teaching in Higher Education (CPS) Welcome ................................................................................................................................................. 1 The programme team ............................................................................................................................. 2 CPS and Other CPD Opportunities .......................................................................................................... 3 What you need to get started ................................................................................................................. 4 The HEA and UKPSF................................................................................................................................. 5 HEA Fellowship Requirements ................................................................................................................ 7 UKPSF Mapping Self-check Pro-forma .................................................................................................... 8 CPS Programme Overview ...................................................................................................................... 9 Peer Observation of Teaching ............................................................................................................... 11 EDEV310: Learning Teaching Assessment ............................................................................................ 12 EDEV311: Approaches to Student Learning .......................................................................................... 14 EDEV312: Evaluation of Enhancement ................................................................................................. 16 Mandatory Workshops ......................................................................................................................... 18 Additional Supervising Research Students Workshops ........................................................................ 21 Timetable Semester One ...................................................................................................................... 22 Timetable Semester Two ...................................................................................................................... 23 VITAL and Learning Resources .............................................................................................................. 25 Student Support .................................................................................................................................... 25 The Board of Examiners ........................................................................................................................ 26 Your Voice ............................................................................................................................................. 27 FAQs ...................................................................................................................................................... 28 Additional Information.......................................................................................................................... 29 Appendix1: EDEV311 Case Study .......................................................................................................... 31 Appendix 2: EDEV312 Action Plans ....................................................................................................... 37

1



Welcome to the Certificate in Professional Studies in Learning and Teaching in Higher Education (CPS). The CPS is a formal level 6 qualification, designed to support your role as a teacher at the University of Liverpool. It is accredited by the Higher Education Academy and successful completion of the programme enables you to claim Fellowship of the HEA. The UK Professional Standards Framework [UKPSF] is a nationally recognised framework for benchmarking success within higher education teaching and learning support. You will be required to provide evidence of engagement with the dimensions of the UKPSF in order to complete the programme successfully and to claim Fellowship of the HEA. CPS tutors will provide you with the resources and help you need do this.

Engagement with the programme offers you three benefits: 1. It will introduce you to the national and institutional regulations and policies that you will

need to know about to best perform your role as a teacher in higher education. 2. It will introduce you to the scholarship of learning and teaching and bring to your attention

the range of learning, teaching and assessment practices currently in operation in the UK and beyond.

3. It will provide you with an opportunity to take some time to reflect on your teaching role at Liverpool.

Please do not hesitate to contact me or any of my colleagues if you have any questions or concerns about your engagement with the programme. For registration, formative feedback or requesting a time to present your oral assignments please email [email protected] Good luck Dr. Sue Bolt Interim Head of Academic Development and CPS Programme Director The Leadership, Organisational, Staff & Academic Development Academy (The Academy)

mailto:[email protected]

2



The Programme Team: Dr Sue Bolt PFHEA CPS, Programme Director, EDEV310 Coordinator Dr Christos Petichakis SFHEA EDEV311 Coordinator Dr Trish Lunt EDEV312 Coordinator Mr Nick Bunyan SFHEA Presenter & Accessor Dr Julie-Anne Reagan SFHEA Presenter & Programme Director PGCertLTHE Dr Eli Saetnan FHEA Presenter, PGR & GTA Development Dr Martin Gough FHEA Presenter, PGR Supervisor Development Dr Anna Chen Presenter Ms Joanna Cheetham Presenter & Assessor Dr Charles Buckley PFHEA Assessor & Programme Director PGDip/MA L&T Miss Megan Forbes Programme Administrator Dr Nigel Russell PFHEA External Examiner

Office Contacts and useful Links

Office - queries and registration

Email: [email protected] Telephone: +44 (0) 151 794 2490

Workshop Location (subject to site works)

The Leadership, Organisational, Staff & Academic Development Academy (The Academy) 126 Mount Pleasant (opposite the Metropolitan Cathedral) University of Liverpool, L69 7ZR

CPS web pages

http://www.liv.ac.uk/eddev/supporting-teaching/cps/

CPS in VITAL

https://vital.liv.ac.uk/webapps/login

Educational Development Web Pages

https://www.liverpool.ac.uk/eddev/

Book onto a workshop/session

www.liv.ac.uk/cll/booking

Higher Education Academy Recognition

http://www.heacademy.ac.uk/professional-recognition




https://vital.liv.ac.uk/webapps/login

https://www.liverpool.ac.uk/eddev/

http://www.liv.ac.uk/cll/booking


3



CPS and Other CPD Opportunities

The CPS is a Level 6 qualification that is part of a suite of programmes offered by The Leadership, Organisational, Staff & Academic Development Academy and shown in the table below. The CPS is flexibly designed to support you as you embark on an academic career in higher education. You will be required to attend a minimum of eight mandatory and four optional modules, complete the assessment tasks for each of the three CPS modules EDEV310, EDEV311 and EDEV312, undertake and submit reports for two peer observation of teaching sessions and complete a UKPSF mapping task. Participants who have successfully completed the 2 modules of the Teaching for Researchers course will be granted exemption from elements of module EDEV310 of the CPS programme. Successful completion of CPS will provide exemption from module EDEV401 of the Post Graduate Certificate in Learning & Teaching in Higher education.

The University of Liverpool Framework for Programme in Learning & Teaching in Higher Education

4



What you need to do to get started

1. Register Register for the programme by contacting Megan Forbes at [email protected] You will be registered as a part –time student of the University for a 3-year period. Please note that completion of the Teaching and Qualification form that is included in your new staff information pack does NOT constitute registration for the CPS programme.

2. Identify a Mentor It is helpful if you have been allocated a departmental mentor. You should discuss your CPS participation with your mentor and together you can identify the workshops of most use to you. If you have not been allocated a mentor please speak to your Head of Department.

3. Plan attendance Plan your attendance at the CPS workshop sessions. You are required to attend a minimum of 12-sessions during the period of registration. These must include all of the mandatory sessions. [page 18]. Book onto workshops sessions at www.liverpool.ac.uk/cll/booking

4. Review Assignment Tasks

Review the assignment requirements for each of the 3 CPS modules. You should attend the mandatory workshop sessions as detailed in the module descriptors before addressing the assignment tasks. [page 12-17]

5. Review Additional Programme

In fulfilment of the programme you must submit evidence that your teaching has been peer observed on two separate occasions during your CPS registration AND you should complete the self-check pro-forma to summarise where evidence for each aspect of the UKPSF can be found in your assignments for the programme as a whole. [page 8]

6. Ask Questions If you have any questions of concerns about your engagement with the CPS programme please contact the Programme Director [Sue Bolt, [email protected]] who will be happy to arrange a meeting to discuss. NOTE: Participants with substantial previous teaching experience or training may be able to claim exemption from part of the programme under the University’s RPL scheme. See https://www.liverpool.ac.uk/eddev/supporting-teaching/rpl/


http://www.liverpool.ac.uk/cll/booking


https://www.liverpool.ac.uk/eddev/supporting-teaching/rpl/


5



The HEA and the UKPSF

The Higher Education Academy is the national body which champions teaching quality. It provides value to the HE sector by focusing on the contribution of teaching as part of the wider student learning experience. This raises the profile of teaching and learning within the sector and has increased the professionalisation of higher education teachers.

The HEA recognition and accreditation

The HEA describe the framework as follows: “The UK Professional Standards Framework (UKPSF), is a nationally-recognised framework for benchmarking success within HE teaching and learning support. We believe that the UKPSF is essential to driving improvement in, and raising the profile of, learning and teaching in HE. It is a comprehensive set of professional standards and guidelines for everyone involved in teaching and supporting learning in HE, it can be applied to personal development programmes at individual or institutional level to improve teaching quality.

The UKPSF The framework identifies the diverse range of teaching and support roles and environments. These are reflected and are expressed in the Dimensions of Professional Practice. The UKPSF clearly outlines the Dimensions of Professional Practice with HE teaching and learning support as:

areas of activity undertaken by teachers and support staff core knowledge needed to carry out those activities at the appropriate level Professional values that individuals performing these activities should exemplify”.

The Dimensions of the UKPSF are detailed overleaf:

https://www.heacademy.ac.uk/recognition-accreditation

https://www.heacademy.ac.uk/recognition-accreditation/uk-professional-standards-framework-ukpsf

6



Dimensions of the UKPSF

7



HEA Fellowship Requirements To meet the requirements for Fellowship of HEA [Descriptor 2] participants will have to demonstrate through their engagement with the CPS programme that they have met the standards as detailed below:

1. Successful engagement across all five Areas of Activity.

2. Appropriate knowledge and understanding across all aspects of Core Knowledge. 3. A commitment to all of the Professional Values. 4. Successful engagement in appropriate teaching practices related to the Areas of Activity. 5. Successful incorporation of subject and pedagogic research and/ or scholarship within the

above activities, as part of an integrated approach to academic practice. 6. Successful engagement in continuing professional development in relation to teaching,

learning, assessment and, where appropriate, related professional practices.

Applicants for Fellowship of the HEA are typically individuals able to provide evidence of broadly based effectiveness in more substantive teaching and supporting learning role(s). Such individuals are likely to be established members of one or more academic and/or academic- related teams. Typically, those likely to be at Descriptor 2 include:

1. Early career academics 2. Academic-related and/or support staff holding substantive teaching and learning responsibilities 3. Experienced academics relatively new to UK higher education 4. Staff with (sometimes significant) teaching-only responsibilities including, for example, within work-based settings.

Additional Programme Requirements: UKPSF mapping The self-check pro-forma on the following page should be completed and submitted when all of the assignment tasks are complete. Use it to summarise where evidence for each aspect of the dimensions of the UKPSF can be identified in your assignments. You may also use this pro-forma to record learning and development during the programme that you feel does not relate directly to the assignments. This record is not graded. You can download a copy of the UKPSF mapping pro-forma from the CPS Programme VITAL module

8



UKPSF Mapping Self-check Pro-forma

Area of Activity Where evidence can be located

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

A2 Teach and/or support student learning

A3 Assess and give feedback to learners

A4 Develop effective environments and approaches to student support and guidance

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

Core Knowledge Where evidence can be located

K1 The subject material

K2 Appropriate methods for teaching, learning and assessing 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

Professional values Where evidence can be located

V1 Respect individual learners and diverse learning communities

V2 Promote participation in higher education and equality of opportunity for learners

V3 Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development

V4 Acknowledge the wider context in which higher education operates recognising the implications for professional practice

9



CPS Programme Overview The aims and learning outcomes of the three modules are listed in the following pages. Participants must attend a minimum of twelve workshops (8 mandatory and 4 additional) and complete all graded and non-graded assessments connected with each of the modules. On completion of the CPS participants will have demonstrated their ability to:

Communicate effectively with students and others, in a range of areas of practice in learning and teaching in higher education.

Review, evaluate and reflect critically on their practice, identifying options for change and improvement.

Use and value appropriate learning technologies.

Effectively connect research and teaching activities to the benefit of their students.

Develop effective learning environments to the benefit of a diverse student group.

Overview of CPD Modules, Assessments and Workshops

EDEV310

Learning, Teaching & Assessment

[UKPSF: A1-4; K1-3; V1]

Assessment

A. Critical Commentary (100%)

B. Two Peer observation reports (not graded)

C. UKPSF Mapping Self-Check (not graded)

Mandatory Workshops

1. Introduction to the Theory and Practice of L&T in HE

2. Principles and Practices in Assessment

3. Inclusion and Diversity

4. Introduction to Technology Enhanced Learning

Recommended Workshops

1. Small Group Teaching

2. Giving a Good Lecture

3. Module Design

4. Improving feedback to Students

5. Designing out Plagiarism

EDEV311

Approaches to Student Learning

[UKPSF: A1-5; K1-5; V1-3]

Assessment

A. Presentation(50%)

B. Case Study (50%)

Mandatory Workshops

1. Research Connected Teaching

2. Frameworks for Planning Learning


1. The Role of the Academic Advisor

2. Supervising Research Students series (for research degree supervisors)

EDEV312

Evaluation & Enhancement

[UKPSF: A5; K5-6; V3-4]

Assessment

A. Oral Reflection (50%)

B. Action Plans (50%)

Mandatory Workshops

1. Evaluation

2. Learning from Reflection


1. Peer Observation Training

10



CPS Programme Assessment Guidelines

Academic Integrity: All completed assignments should be uploaded through Turnitin on VITAL and are subject to an originality check.

Formative Feedback: Submissions for formative feedback should be sent to [email protected]. Please include the module number (ie EDEV 310) and ‘assignment for formative feedback’ in your subject title to help our admin staff to identify it promptly.

Submission and Marking Expectations: You may submit your assignments at any time during your CPS registration. Assignments will be marked within 3 weeks of submission, except in cases where submission of the assignment or draft occurs within a university vacation (given the procedures for flexibility in relation to submission of assignments in operation within the programme), with the three-week period applying from the end of the vacation period. Feedback will be provided against intended learning outcomes and assessment criteria. You should check back on VITAL to see your grade and feedback.

Additional Programme Requirements: In addition to the summative assessments associated with each module. Participants must:

1. Attend a minimum of twelve workshops (8 mandatory and 4 additional) 2. Through VITAL, submit their completed UKPSF Mapping Self-Check document 3. Through VITAL, submit two peer observation of teaching reports

Ensuring Graduation: You are strongly advised to attend all of the mandatory workshops associated with the module for which you are submitting work prior to completing the assessments. Please ensure that you submit work in plenty of time to have it assessed before any deadlines that you may have (for instance, ‘confirmation in post’ panels). There are two Board of Examiners meetings for CPS each year – one in October and another in May. You will be advised of specific deadlines for work to be submitted to go to these meetings via VITAL announcements. All marking must be completed several weeks prior to the Board of Examiners meetings, so aim to submit any work you want to be assessed in time to be presented at the Board of Examiners meetings at least six weeks prior to the BoE date. If you want feedback on your work prior to your final submission please aim to submit it no later than ten weeks prior to the BoE meeting, it is essential that you meet the deadlines in order to allow assessors to mark work and for the External Examiner to have time to review modules. If you complete CPS at any point between the BoE meetings you will automatically be presented on the list for the next meeting.


11



Additional Programme Requirements: Peer Observation of Teaching University Policy Peer Observation of Teaching is part of the University of Liverpool’s quality enhancement processes providing both the Observee and Peer Observer with the opportunity to discuss teaching practice and reflect on teaching methods used. The process is meant to be developmental and collegial. https://www.liverpool.ac.uk/eddev/supporting-teaching/peer-observation-of-teaching/ You are required to provide evidence that your teaching has been peer observed on two occasions during your CPS registration. These evidence reports are not graded. You can download a copy of the suggested peer observation pro-forma from the peer observation webpage:https://www.liverpool.ac.uk/eddev/supporting-teaching/peer-observation-of-teaching/ You will need to submit a copy of the Summary Report Form for each observation (not the Peer Observation form) through VITAL Your observations do not need to be done by a senior member of staff – indeed the idea of ‘peer’ observation is that it is undertaken by someone who is acting as an equal, and offering suggestions for further development of your practice rather than judging your teaching competence. Nevertheless, it is preferable that your observations are undertaken by people who have gained Fellowship of the HEA (through CPS or another route) and who have undertaken the Peer Observation Training either through CPS or within a department. If you have problems identifying an observer, please contact the CPS Programme Director.

UKPSF mapping Please see pp. 7-8 for information. Ideas for completing the UKPSF Mapping Pro-forma are available on VITAL.

https://www.liverpool.ac.uk/eddev/supporting-teaching/peer-observation-of-teaching/

https://www.liverpool.ac.uk/eddev/supporting-teaching/peer-observation-of-teaching/

12



EDEV310: Learning, Teaching and Assessment

Module Coordinator Sue Bolt [email protected]

Module Assessors Joanna Cheetham [email protected]

Aims To introduce participants to theories of learning and teaching

To introduce participants to the use of technology enhanced learning in higher education

To provide an underpinning base of knowledge in relation to assessment in higher education

To facilitate the development of inclusive practice

Learning Outcomes Participants should be able to:

Use and justify learning and teaching methods that meet the needs of a diverse student body

Critique a task designed to assess student learning

Critically review and reflect on their practice, analysing options for change and improvement.

Assessment Task Critical Commentary (3000 word essay)

With reference to a module that you teach, provide a written critical commentary that addresses the following aspects of your practice (and analyses options for change and improvement):

• Justification of teaching strategies used to meet the needs of a diverse student group:

Commentary should include reference to: constructive alignment; designing and planning learning activities; appropriate methods for T&L at the level of the programme; use of appropriate learning technologies

[1500 words +/- 10%, 50% weighting]

• The methods of assessment used:

Critique should include a commentary on ‘fit-for-purpose’ assessment; formative assessment; feedback practices; academic integrity in assessment

[1500 words +/- 10%, 50% weighting]

Additional Requirements

UKPSF Mapping Self-Check Pro-Forma

Two peer observation of teaching reports

Attendance at four (see p. 18) of the eight mandatory workshops and your choice of recommended workshops (4 required across CPS)

Recommended Reading

Please check VITAL for additional recommended reading and resources.

Biggs, J. (2014). Constructive Alignment in University Teaching, HERDSA Review of Higher Education, 1, pp.5-22.

Brown, S. (2014). Learning, Teaching and Assessment in Higher Education: Global Perspectives, Palgrave: UK.

QAA. (2012). Understanding Assessment: its role in safeguarding academic standards and quality in higher education: A guide for early career staff, QAA: UK (https://goo.gl/w3HbMy)

Relevance to UKPSF

The assessment task requires that you address the relevant dimensions of the UKPSF (see pages 7-8). In particular the task for this module is of specific relevance to : A1-A4; K1-K3; V1



https://goo.gl/w3HbMy

13



EDEV310: Critical Commentary marking Guide

MODULE 310: Learning, Teaching and Assessment [Assessment Criteria]

Learning Outcome

Fail Pass Merit Pass with Distinction

Use and justify learning and teaching methods that meet the needs of a diverse student body

No/limited attempt to justify the learning and teaching methods used.

Some justification of learning and teaching methods used. Justification should be developed further with fuller reference to elevant policy/literature.

Clear justification of learning and teaching methods used. Justification is fully supported using relevant policy/literature.

Excellent justification of learning and teaching methods used. Justification is fully supported using extensive policy/literature

Critique a task designed to assess student learning

No/limited attempt to critique a task designed to assess student learning.

Critique is broadly sound with some good insights made. These should be developed further with fuller reference to relevant policy/literature.

Critique is good. Insights are comprehensive and informed by relevant literature/policy

Critique is excellent. Insights are comprehensive and original and well-informed by extensive use of policy/literature.

Critically review and reflect on practice, analysing options for change and improvement

No/limited attempt to reflect on practice or analysing options for change and improvement.

Some good reflection on practice leading to recommendations which are broadly sound and consistent with analysis. Analysis/recommendations should be developed further with fuller reference to relevant policy/literature.

Good reflection on practice leading to clear recommendations which are consistent with the analysis. Analysis/ recommendations are well informed by relevant policy/literature.

Excellent reflection on practice leading to clear and imaginative recommendations which are consistent with the analysis. Analysis/recommendations are well-informed by extensive use of relevant policy/literature.

14



EDEV311: Approaches to Student Learning

Module Coordinator Christos Petichakis [email protected]

Module Assessors

Nick Bunyan [email protected] Martin Gough [email protected]

Eli Saetnan [email protected] Charles Buckley [email protected]

Aims To provide participants with the key skills needed to support active student learning at UoL

To introduce participants to the connections between research and teaching

To develop effective approaches to student support and guidance


Demonstrate an understanding of the connection between research and teaching

Demonstrate a practical approach to active learning

Show awareness of the range of issues that influence effective student support and guidance

Assessment Task [Participants are required to complete A and B]

A Prepare a presentation (up to 20 minutes + 10 minutes for discussion) which describes and critiques your own teaching practice in relation to the following: [50% weighting]:

How you introduce an integrated approach to research and teaching

How you introduce active student engagement into learning B. Problem solving case study: [50% weighting]

Reflect on a supervisory issue (PGR/PGT/UG) as described by a case study and offer advice on dealing effectively with the situation. [1500 words +/- 10%] [Example case studies are provided on VITAL and in Appendix 1, pp.31-36]


Attendance at two (see p. 18) of the eight mandatory workshops and your choice of recommended workshops (4 required across CPS)

Recommended Reading

Please check VITAL for additional recommended reading and resources.

Relevance to UKPSF

The assessment task requires that you address the relevant dimensions of the UKPSF (see page 8). In particular the tasks for this module are of specific relevance to : Part A: A1-A5; K1-K5; V1+V3 Part B: A2,A3 + A4; K3, V1 + V2





15



EDEV311: Approaches to Student Learning Marking Guide

MODULE 311: Student Learning

Learning Outcome

Fail

Pass

Merit

Pass with Distinction

Demonstrate a practical approach to active learning. [presentation]

No/limited evidence of preparation of a teaching session. Delivery fails to encourage learning.

Clear evidence of preparation of a teaching session with identifiable learning outcomes. Some aspects of delivery could be developed to better encourage student learning.

Clear evidence of preparation of a teaching session with identifiable learning outcomes. Delivery is well conceived and well executed. The presentation is clearly research driven, distinctive, challenging and supportive of student learning.

Clear evidence of preparation of a teaching session with identifiable learning outcomes. Delivery is well conceived and well executed. The presentation is clearly research driven, distinctive, challenging and supportive of student learning. Clear evidence of a theoretical underpinning.

Demonstrate understanding of the connection between research and teaching. [presentation]

No/limited evidence of understanding of the connection between research and teaching.

Clear awareness of the connection between research and teaching evidenced by practice.

Clear and comprehensive awareness of the connection between research and teaching that is evidenced by practice and a theoretical underpinning.

Clear and comprehensive understanding of the connection between research and teaching that is evidenced by practice and substantial theoretical underpinning.

Show awareness of the range of issues that influence academic supervision within a research context 1. [case study]

No/limited awareness of the key supervisory issues and how these may impact on the student experience.

Clear awareness of the key supervisory issues and how these may impact on the student experience. Proposed solutions are based on a sound analysis of practice.

Clear understanding of the key supervisory issues and how these may impact on the student experience. Proposed solutions are based on a sound analysis of both theory and practice and supported by the literature.

Clear and comprehensive understanding of the key supervisory issues and how these may impact on the student experience. Proposed solutions are innovative, based on a sound analysis of both theory and practice, and supported by critical engagement with the literature.

1 Or in the context of an undergraduate/Masters student experience topic depending on your academic role

16



EDEV312: Evaluation and Enhancement

Module Coordinator Trish Lunt [email protected]

Module Assessors

Martin Gough [email protected]

Aims To promote a range of strategies that lead to the enhancement of learning and teaching in higher education, including evaluation and critically reflective practice

To introduce key mechanisms that promote and support excellence in academic practice


Critique current evaluation practice and suggest appropriate alternative approaches, with reference to an evaluation model and University policy

Demonstrate how they have been able to enhance their professional practice in supporting learning in higher education and plan for future development

Assessment Task [Participants are required to complete A and B]

A. Co-production of critical reflection on evaluation practice, via a discussion [professional dialogue] with CPS tutors, based on evidence collated by the participant. This will be recorded for moderation purposes. [50% weighting]

B. Provide an action plan for your future development in your teaching

role suggesting possible alternative approaches to practice. This should be prepared in collaboration with a mentor.

[50% weighting, 1500 words +/- 10%]

Please see Appendix 2, p37, for an exemplar of an action plan.


Attendance at two (see p. 18) of the eight mandatory workshops and your choice of recommended workshops (4 required across CPS)

Recommended Reading

University of Liverpool, Policy on Student Evaluation, AQSD November 2015

Evaluating Courses and Teaching, Dai Hounsell, in; A Handbook for Teaching and Learning in Higher Education, (Ed) Fry, Ketteridge and Marshall, 3rd Ed. Routledge, 2008

Dimensions of Quality, G Gibbs, Higher Education Academy, September 2010

A quality approach to university teaching, Kerri-Lee Krause, University Teaching in Focus: A learning-centred approach, edited by Lynne Hunt and Denise Chalmers, 2012.



17



Relevance to UKPSF

The assessment task requires that you address the relevant dimensions of the UKPSF (see page 8). In particular the tasks for this module are of specific relevance to :

Part A: A5; K5 + K6; V3 + V4 Part B: A5; K5; V3

EDEV312: Evaluation and Enhancement Marking Guide

MODULE 312: Evaluation and Enhancement

Learning Outcome

Fail

Pass

Merit

Pass with Distinction

Critique current evaluation practice and suggest appropriate alternative approaches, with reference to an evaluation model and University policy [dialogue) 50% weighting

Minimal attempt to critique or discuss the concept of evaluation or its role in improving practice. No real attempt to suggest alternative strategies for evaluation

Some critique and discussion of evaluation and its role in improving practice. Some reference to current departmental evaluation practice and University policy. Alternative strategies for evaluation suggested. Some discussion of underpinning rationale.

Sound critique and discussion of the concepts and role of evaluation in enhancing learning, supported by evidence from departmental practice. Well-developed alternative strategies suggested. Reference made to a model of evaluation derived from the literature

Extensive critique and discussion of the concepts and role of evaluation in enhancing learning, supported by evidence from departmental practice and underpinning literature. A range of well-developed alternative strategies proposed. Extensive use of references to models of evaluation derived from the literature

Demonstrate how they have been able to enhance their professional in supporting learning in higher education and plan for future development [action plan] 50% weighting

Plan for future development is incomplete and makes little reference to learning on the CPS.

A brief plan for future development is provided, with some reference to learning on the CPS.

The plan provided is thoughtful and shows evidence of applying learning from the CPS programme

The plan provided demonstrates insight into a range of developmental needs and opportunities, and clearly relates to learning on the CPS, and/or the literature on teaching in HE

18



Mandatory Workshop Sessions

Title

CPS Descriptor Introduction to

Theory and Practice in Learning and Teaching

EDEV310 There are a number of educational theories that underpin much of the teaching that is done in the Higher Education sector and that help inform practice. This session, [which should be undertaken early in CPS], provides an introduction to some of the key issues. This session will also include an overview of the CPS programme.

Frameworks for Planning Learning and Teaching

EDEV 311 The University has considered national guidelines and developed its own policy. This session will familiarise you with these national frameworks, and their implications for teaching in HE

Inclusion and Diversity in HE

EDEV310 The university provides a range of services to support the needs of all students and those with disabilities and from different ethnic and cultural backgrounds in particular. This session will introduce you to the range of assistance available and explore ways of working with students to enhance the student learning experience.

Principles and Practices in Assessment

EDEV310 This session will look at general principles for good practice in assessment and examine how these are reflected in the University’s Code of Practice on Assessment. The session will also review a range of assessment methods and provide participants with the opportunity to reflect on their own assessment practice.

Introduction to Technology-Enhanced Learning

EDEV310 This eLearning Unit session gives an introductory overview to the University’s centrally supported technologies for learning and teaching and their range of applications, supported by case studies and examples of practice. Relevant policy, strategy and guidance is highlighted. (Please note, this is not a beginner’s session on how to use VITAL. For a practical introduction to using VITAL please attend the “VITAL essentials” workshop which partners this session.)

Research Connected Teaching

EDEV 311 This session offers an overview of the main ways in which learning and teaching may be connected to research: Participants will have an opportunity to plan and discuss together one or more ways to extend the reach of research- connected learning within their own practice.

Evaluation EDEV 312 Teaching staff are required to apply particular evaluation methods but these may be supplemented by different approaches for specific purposes. The session aims to cover a range of techniques and to discuss, their strengths and limitations and the purposes for which they are most suitable.

Learning from Reflection

EDEV 312 This session aims to clarify what we mean by reflection and how it can be used to support the development of learning and teaching. We will also look at reflective writing – how it differs from academic writing and how it is used in the CPS assignments.

19



Additional General Workshop Sessions (choose 4)

Improving Feedback to Students

EDEV310 Feedback is acknowledged to be one of the key factors in learning but it is also one of the most time-consuming aspects of the lecturer’s role. This session will look at practices aimed at increasing student engagement with feedback without a corresponding increase (possibly even a decrease) in staff time and energy.

Designing Out Plagiarism

EDEV310 Plagiarism is recognised as an increasing problem in UK universities. This session will clarify the University's policy and guidelines, consider ways to reduce the likelihood of plagiarism and illustrate the use of plagiarism detection tools by lecturers who face a huge number of assignments to check and assess.

Giving a Good Lecture

EDEV310 This session will offer practical advice on aspects of lecture preparation and delivery. Topics covered will include: the role of the lecture in learning; organising lecture content; strategies for gaining and keeping students' attention; active learning in lectures; dealing with common concerns and worries such as disruptive student behaviour and controlling nerves.

Module Design:

An Introduction

EDEV310 This workshop aims to help you with the challenging task of designing teaching and managing student learning in higher education. We offer a framework and rationale that underpins all aspects of designing learning, from module outline to implementation. You will consider how your teaching fits into the bigger picture as we offer some design models and reference points that must be considered when planning modules and programmes. This workshop will be beneficial to those who are new to learning design and should provide a useful refresher for those building on their experience in module and programme design.

Small Group Teaching

EDEV310 Tutorials, seminars and other forms of small group work are important components of most learning systems. They are often the forums where students can ask and answer questions and process their understanding of information received in other settings. This session will look at ways to organise learning in small groups, with some time spent on managing challenging behaviour.

The Academic Advisor

EDEV 311 This session will examine and practice the role and skills of the academic advisor and highlight the resources that are there to support both advisors and students.

Peer Observation Training

EDEV 312 This session will look at the features of the Peer Observation Policy and process, and the value of effective feedback to colleagues, and will then provide opportunities to practice your feedback skills through some generic scenarios.

Introduction to Chinese Academic Culture

The workshops will be tailored to meet the specific needs of the particular audience. The topics covered will be agreed beforehand and the session formulated around them.

20



e-learning unit workshops

The eLU offers a wide range of workshops which are delivered in a variety of formats throughout the academic year. Typically sessions alternate between introductory and more advanced type workshops on a range of technology related issues. We also run a concentrated series of workshops and sessions at two consistent points during the year. These events are known as the Winter School and the Summer School. Attendance at eLU workshops can count towards the 12 workshop requirement for completion of the CPS. More information can be found here

https://www.liverpool.ac.uk/elearning/teaching-and-training/

21



Additional Workshop Sessions for Supervising Research Students

Other Optional sessions In addition to the workshops outlined above, participants are also welcome to attend other learning and teaching focussed development events in order to fulfil their CPS workshop requirement. In particular, you may wish to consider The Academy’s lunchtime CPD sessions which run on Thursdays throughout the semester, or the annual Learning and Teaching Conference, which takes place in the summer. Events that take place within Faculties can also be counted towards the CPS workshop requirements as long as they are substantial (1.5 hours or more) and focussed on the development of some aspect of teaching and learning (as opposed to research). Please contact the CPS Programme Director to check whether events that you are planning to attend could be considered in fulfilment of CPS.

Supervising Research Students:

There is now a series of Supervisor development workshops available. If you have responsibility for the supervision of PGR students, you are advised to choose a number of these sessions in order to complete your CPS optional workshop requirement. If you have sufficient attainment and experience then you can, separately, translate it into 20-credit module EDEV406, which is part of the PGCert (see FAQs section below).

EDEV 311 Introduction to Supervising PGRs and the regulatory framework Participating in this half-day full workshop is, independently of CPS-specific requirements but as directed by the University, mandatory for new supervisors

Disciplinary Perspectives on Supervisory Approaches: Experienced PGR Supervisor Showcase (half-day full workshop)

Assessing Doctoral Work (induction for Internal Examiners) You should choose this half-day full workshop only if imminently you are examining a research degree thesis: independently of CPS-specific requirements but as directed by the University, it is mandatory for those appointed as Internal Examiner

The remaining workshops are half-length lunchtime workshops, so you need to participate in a pair of them to count as one full workshop for CPS requirements:

The Supervisory Relationship: fostering independence in your PGR student

Supervisory Approaches for a Diverse PGR Student Body

Cross-disciplinary and Personal Perspectives on the PGR Supervisory Relationship

Motivating your PGR Student and What They Want of You

PGR Careers and Professional Development: The Supervisor's Role

PGR Student Wellbeing: The Academic Environment and the Supervisor's Role

22



Timetable Semester One 2017/18 Book onto a workshop/session – www.liverpool.ac.uk/cll/booking

Date Time Room Session/Workshop Presenter

20 Sept 2017 14.00-16.00 116 Peer Observation Training Christos Petichakis

27 Sept 2017 13.30-16.30 116 Theory and Practice of Learning and

Teaching in HE Sue Bolt

28 Sept 2017 12.15-13.45 113 Frameworks for Planning L&T Eli Saetnan

4 Oct 2017 13.30-16.30 116 Principles and Practices of Assessment Julie Regan

6 Oct 2017 13.30-16.30 116 Small Group Teaching Trish Lunt

11 Oct 2017 14.00-17.00 115 Introduction to Supervising PGRs and

the regulatory framework

Martin Gough

11 Oct 2017 13.30-16.30 116 Academic Advisor Trish Lunt

18 Oct 2017 13.30-16.30 115 Giving a Good Lecture Eli Saetnan

18 Oct 2017 14.00-16.00 110 Peer Observation Training Christos Petichakis

20 Oct 2017 12.15-13.45 113 Research-Connected Teaching Christos Petichakis

25 Oct 2017 13.30-16.00 G14 Introduction to Technology Enhanced

Learning ELU

25 Oct 2017 14:00-17:00 tbc Assessing Doctoral Work

(Induction for Internal Examiners) Martin Gough

27 Oct 2017 12.15-13.45 115 Designing out Plagiarism Eli Saetnan

1 Nov 2017 13.30-16.30 115 Inclusion and Diversity Joanna Cheetham

8 Nov 2017 13.30-16.30 116 Principles and practice of assessment Julie Regan

8 Nov 2017 13.30-16.30 115 An Introduction to Chinese Academic

Culture Anna Chen

15 Nov 2017 13.30-16.30 116 Learning from Reflection Sue Bolt

15 Nov 2017 14.00-16.00 110 Peer Observation Training Christos Petichakis

15 Nov 2017 13.30-16.30 115 Module Design: An introduction Nick Bunyan

22 Nov 2017 13.30-16.30 116 Improving Feedback to Students Julie Regan

29 Nov 2017 13.30-16.30 115 Learning from Reflection Sue Bolt

6 Dec 2017 13.30-16-30 116 Evaluation Trish Lunt

13 Dec 2017 13.30-16.30 116 Evaluation Trish Lunt

13 Dec 2017 14.00-16.00 115 Peer Observation Training Christos Petichakis

13 Dec 2017 14.00-17.00 110 Introduction to Supervising PGRs and

the regulatory framework Martin Gough


23



Timetable Semester Two 2017/18 Book onto a workshop/session – www.liverpool.ac.uk/cll/booking

Date Time Room Session/Workshop Presenter

9 Jan 2018 13.30-16.00 116 Introduction to Technology

Enhanced Learning ELU

17 Jan 2018 14:00-17:00 tbc Assessing Doctoral Work

(Induction for Internal Examiners) Martin Gough

18 Jan 2018 14.00-16.00 116 Peer Observation Training Christos Petichakis

31 Jan 2018

13.30-16.30 116 Theory and Practice of L&T Sue Bolt

2 Feb 2018

12.15-13.45 116 Frameworks for Planning L&T Eli Saetnan

7 Feb 2018 13.30-16.30 116 Principles and Practices of

Assessment Julie Regan

9 Feb 2018 13.30-16.30 116 Inclusion and Diversity Joanna Cheetham

14 Feb 2018

14.00-17.00 115 Introduction to Supervising PGRs

and the regulatory framework Martin Gough

14 Feb 2018

13.30-16.30 116 Module Design: An introduction Nick Bunyan

21 Feb 2018

13.30-16.30 116 Giving a Good Lecture Eli Saetnan

23 Feb 2018

12.15-13.45 116 Designing out Plagiarism Eli Saetnan

28 Feb 2018

13.30- 16.30

116 Principles and Practices of

Assessment Julie Regan

28 Feb 2018 14.00-16.00 110 Peer Observation Training Christos Petichakis

1 March 2018

12.00-14.00 (Lunch provided)

116 The Supervisory Relationship:

fostering independence in your PGR student

Martin Gough

2 March 2018

12.15-13.45 116 Research-Connected Teaching Christos Petichakis

7 March 2018

13.30-16.30 116 Small Group Teaching Trish Lunt

7 March 2018

13.00-16.00 (Lunch provided)

115

Disciplinary Perspectives on Supervisory Approaches:

Experienced PGR Supervisor Showcase

Martin Gough

14 March 2018

13.30-16.30 116 The Academic Advisor Trish Lunt

14 March 2018

14.00-1700 115 Learning from Reflection Sue Bolt

14 March 2018

14.00-17.00 tbc Assessing Doctoral Work

(induction for Internal Examiners) Martin Gough

15 March 12.00-14.00 (Lunch provided)

116 Supervisory Approaches for a

Diverse PGR Student Body

Martin Gough

21 March 2018

13.30-16.30 116 Improving Feedback to Students Julie Regan

11 April 2018

13.30-16.30 116 Module Design: An introduction Nick Bunyan

18 April 2018

13.30-16.30 116 An Introduction to Chinese

Academic Culture Anna Chen

18 April 13.30-16.30 115 Evaluation Trish Lunt


24



2018

24 April 2018

09.30-11.30 116 Introduction to Technology

Enhanced Learning ELU

25 April 2018

13.30- 16-30

116 Learning from Reflection Sue Bolt

26 April 12.00-14.00 116 Cross-disciplinary and Personal

Perspectives on the PGR Supervisory Relationship

Martin Gough

2 May 2018

14.00-1700 116 Evaluation Trish Lunt

10 May 2018 12.00-14.00 (lunch provided)

116 Motivating your PGR Student and

What They Want of You

Martin Gough

25 May 2018

12.00-14.00 (lunch provided)

tbc PGR Careers and Professional

Development: The Supervisor's Role

Martin Gough

14 June 2018

12.00-14.00 (lunch provided)

115 PGR Student Wellbeing: The

Academic Environment and the Supervisor's Role

Martin Gough

20 June 2018

14.00-17.00 tbc Assessing Doctoral Work

(induction for Internal Examiners) Martin Gough

26 June 2018

13.30-16.30 tbc Introduction to Supervising PGRs

and the regulatory framework Martin Gough

25



VITAL VITAL (Virtual Interactive Teaching at Liverpool) is the title given by the University to the initiative to provide staff and students with accessible, easy to use software to enhance learning and teaching activities online through the Internet. All CPS resources and information (e.g. PowerPoint Slides/ additional download material) are to be found in the CPS VITAL module. This will appear under ‘My Courses’ once you are registered onto the programme.

Additional Learning Resources eLearning Unit, Centre for Innovation in Education The University eLearning Unit offers a wide range of support to staff with a particular focus on how you might use technology to enhance your learning and teaching activities.

Library Resources The following texts are available electronically via the University library: Clicking on the hyperlink should take you to the University library resource www.liv.ac.uk/library John Biggs: Teaching for Quality Learning at University Paul Ramsden: Learning to Teach in Higher Education Phil Race: The Lecturers Toolkit Fry and Ketteridge: A Handbook for Learning and Teaching in Higher Education Exley and Dennick: Giving a Lecture Exley and Dennick: Small Group Teaching

HEA Knowledge Hub The HEA provides support to the higher education sector. Here you will find a range of resources addressing all aspects of L&T in higher education. https://www.heacademy.ac.uk/hub

Student Support Mentoring You are advised (but not required) to identify a mentor in your department. Your mentor could undertake your observations of practice and provide support throughout the programme. You should choose someone who has either completed one of our accredited programmes or who has gained Fellowship through the ULTRA scheme.

Extension of registration Participants who have been unable to complete all of the programme requirements within the 3-year period of registration may request an extension for a period up to 12-months. Participants requesting extension will be required to provide evidence of support from Head of Department or Line Manager and seek support from the CPS Programme Director.

Suspension of Studies Occasionally participants experience difficulties which prevent them from making satisfactory progress in their studies. In such cases the participant should discuss the causes with the Programme

http://www.liv.ac.uk/library

http://liverpool.eblib.com/patron/FullRecord.aspx?p=798265&entityid=urn:mace:eduserv.org.uk:athens:provider:liv.ac.uk&echo=1&userid=QIlc1br0idRjjhWHzathE5%2f%2bFUs%3d&tstamp=1441631728&id=1dc25b2cb24a5171bc35caa83968b7ff6f12e145&extsrc=shib-pid&patrontype=DDA

http://www.tandfebooks.com.liverpool.idm.oclc.org/isbn/9780203507711

http://www.tandfebooks.com.ezproxy.liv.ac.uk/isbn/9780203968529

http://eds.b.ebscohost.com.ezproxy.liv.ac.uk/eds/results?sid=aa879e24-760b-45ea-a619-6509996dae19%40sessionmgr198&crlhashurl=login.aspx%253fsearch_prefix%253d%2526direct%253dtrue%2526scope%253dsite%2526site%253deds-live%2526profile%253deds%2526bquery%253da%252bhandbook%252bfor%252blearning%252band%252bteaching%252bin%252bhigher%252beducation%2526uquery%253da%252bhandbook%252bfor%252blearning%252band%252bteaching%252bin%252bhigher%252beducation&hid=119&vid=0&bquery=a+handbook+for+learning+and+teaching+in+higher+education&bdata=JmNsaTA9RlQxJmNsdjA9WSZ0eXBlPTAmc2l0ZT1lZHMtbGl2ZSZzY29wZT1zaXRl

http://eds.b.ebscohost.com.ezproxy.liv.ac.uk/eds/results?sid=d96e019c-b5a7-4c1c-a31a-a4609fce41a4%40sessionmgr111&crlhashurl=login.aspx%253fsearch_prefix%253d%2526direct%253dtrue%2526scope%253dsite%2526site%253deds-live%2526profile%253deds%2526bquery%253dgiving%252ba%252blecture%2526uquery%253dgiving%252ba%252blecture&hid=119&vid=0&bquery=giving+a+lecture&bdata=JmNsaTA9RlQxJmNsdjA9WSZ0eXBlPTAmc2l0ZT1lZHMtbGl2ZSZzY29wZT1zaXRl

http://eds.b.ebscohost.com.ezproxy.liv.ac.uk/eds/results?sid=60962096-4236-4e1f-8477-7b9d50b0f8a8%40sessionmgr111&crlhashurl=login.aspx%253fsearch_prefix%253d%2526direct%253dtrue%2526scope%253dsite%2526site%253deds-live%2526profile%253deds%2526bquery%253dsmall%252bgroup%252bteaching%2526uquery%253dsmall%252bgroup%252bteaching&hid=119&vid=0&bquery=small+group+teaching&bdata=JmNsaTA9RlQxJmNsdjA9WSZ0eXBlPTAmc2l0ZT1lZHMtbGl2ZSZzY29wZT1zaXRl

https://www.heacademy.ac.uk/hub

26



Director. In more serious cases, it may be necessary for a participant to suspend studies and return to the University at a suitable point in the next academic session.

Recognition of Prior Learning In line with the University of Liverpool’s policy on Recognition of Prior Learning (RPL), applicants to the CPS can claim exemption for up to one third of the certificate. The claim for accreditation can be based on prior certificated learning (APCL) or prior experiential learning (APEL). Applicants who have completed the Teaching for Researchers programme at the University of Liverpool are accredited for their prior learning by an exemption from elements of EDEV310. Applicants who have undertaken part of an equivalent programme in another institution are encouraged to make a claim for recognition of their prior learning. An RPL flowchart provides applicants with a clear and visual route through the process. See https://www.liverpool.ac.uk/eddev/supporting-teaching/rpl/ for more information Any claims for RPL would be based on meeting the learning outcomes for the module against which the claim is being made. As all the learning outcomes are also mapped to the appropriate dimensions of the UKPSF, the process would also include ensuring the mapped dimensions of the UKPSF had been met. Applicants who are granted exemption from EDEV310 will be required to provide evidence that their teaching has been peer observed on two occasions during their period of registration on CPS, and must also complete the UKPSF mapping exercise.

The Board of Examiners There are two formal Board of Examiners meetings each year for CPS. The dates for the BoE meetings will be posted on VITAL. Normally these meetings are held around mid-May and mid-October. Participants intending to be presented to a BoE meeting will need to have successfully completed all programme requirements six weeks in advance of the BoE.

The External Examiner The programme has a formally approved External Examiner. The External Examiner will attend the Board of Examiners meetings and play a role in the programme moderation process. In advance of BoE meetings the External Examiner will have access to submitted work and feedback/grading for all participants on the pass list.

Moderation Each module of the programme has identified assessors. Submitted assignment tasks from each participant will be graded by at least three different assessors across the three modules. The External Examiner has access to all submitted work and feedback/grading for each participant presented to the BoE. In addition, the External Examiner will be invited to review a selected (10%) range of submitted and graded materials.

Extenuating Circumstances The programme adheres to the University policy on Extenuating Circumstances. Any extenuating circumstances are reviewed at the regular Academy Learning and Teaching Committee meetings and are addressed at the relevant Board of Examiners meeting.


27



Certificates Following each Board of Examiners meeting the Programme Director will contact all participants presented to the BoE with details on the outcome and information on the application for Fellowship of the Higher Education Academy. CPS certificates are sent out by the University to the participant address as noted in Liverpool Life.

Your Voice Board of Studies Student representation on the Board of Studies will be sought. To conform to university guidelines on staff-student liaison, the programme team will seek a regular exchange of views. Reports on discussions will be made to the Board of Studies about your experiences of studying on this programme.

Evaluation The programme will be formally evaluated by completing participants following each Board of Examiners meeting. Questionnaires will be returned to the programme team. Informal evaluations of individual workshops will be sought in a range of ways. General trends and comments from the evaluations will be presented to the Boards of Studies in the report from the Director of Studies.

The Programme Director The Programme Director is happy to meet with participants at any time (by appointment) to discuss a strategy for completion, possible exemptions or any issue a participant might

28



FAQs What is CPS? CPS is the ‘Certificate in Professional Studies in Learning and Teaching in Higher Education’. It is a first level qualification in higher education designed to support and advise university lecturers [or other staff who are required to teach] who have little or no previous experience in teaching. The programme aims to provide an introduction to the knowledge and skills needed to support student learning, and is integral to the university strategy for improving the student experience.

Do I have to complete CPS? All new probationary teaching staff are required to complete CPS, unless they have an equivalent or higher qualification, OR elect to take the Postgraduate Certificate in Learning and Teaching in Higher Education [PGCert] instead. However all staff are equally welcome - please talk with us about whether the CPS or another programme is best suited to your needs. [email protected] http://www.liverpool.ac.uk/eddev/supporting-teaching/

Who can attend CPS workshops? CPS workshops are open to anyone in the University who is interested in developing their teaching role. You can book onto CPS (and other L&T) workshops at www.liverpool.ac.uk/cll/ If you are required to attend sessions please book early as CPS workshops are popular and become fully booked. All CPS workshops are offered each semester and most are offered in a June/July Summer School.

How do I register for CPS? You can request a registration pack for CPS by sending an email to [email protected] Please note that completion of the Teaching and Qualification form that is included in the new staff information pack does not constitute registration for the CPS programme.

Can I claim exemption? Exemptions from the programme will only be granted to staff who already hold an equivalent L&T qualification. However staff who have previous experience of teaching at higher education level may be able to claim exemption from one module of the programme [EDEV310] and/or exemption from attendance at agreed workshop sessions. This should be discussed with the Programme Director.

What do I have to do to complete CPS? To complete the programme you will have to (within the period of the 3-year registration):

Attend a minimum of 12 L&T workshops sessions (8 of these are mandatory);

Successfully complete the assignments tasks for each of the three modules;

Provide evidence that your teaching has been peer observed at Liverpool on 2 occasions;

Provide a completed mapping document, illustrating where your assessment tasks demonstrate engagement with the UKPSF.


http://www.liverpool.ac.uk/eddev/supporting-teaching/

http://www.liverpool.ac.uk/cll/


29



How long will it take me to complete? You will be registered for a 3-year period as a part-time student of the University. Most participants will be required to complete the programme within the period of their probation. Normally this will map against the 3-year registration period. It is important therefore to register for the programme as early as possible after taking up a new post. Note: Staff on tenure track fellowships or those with limited teaching responsibilities may be required to complete CPS as part of probation. Such staff should contact the Programme Director who will advise the best way to engage with the programme.

Is the programme professionally accredited? The CPS programme is accredited by the Higher Education Academy. Successful completion of CPS will gain you Fellowship of the Higher Education Academy. http://www.heacademy.ac.uk/professional-recognition

What is the difference between CPS and PGCert? The PG Cert in Learning & Teaching in HE is a Masters level qualification that is accredited by the Higher Education Academy at Fellow Level. The programme is designed for experienced teaching staff and forms part of the University’s strategy towards a professional approach to teaching in Higher Education. It is recommended that staff who are employed on Teaching and Scholarship contracts should consider the PGCert option. If you are unsure about which programme to select, please contact the CPS Programme Director for advice

What is the UKPSF? The UK Professional Standards Framework is a nationally recognised framework for benchmarking success within HE teaching and learning support. It is recognised throughout the UK higher education sector. Both the CPS and the PGCert programmes are closely aligned with the Areas of Activity, the Core Knowledge and the Professional Values of the UKPSF. https://www.heacademy.ac.uk/recognition-accreditation/uk-professional-standards-framework-ukpsf

Additional Information

Code of Practice on Assessment http://www.liv.ac.uk/tqsd/code-of-practice-on-assessment/

Academic Integrity Guidelines for dealing with Academic Integrity can be found at: https://www.liverpool.ac.uk/media/livacuk/tqsd/code-of-practice-on-assessment/appendix_L_cop_assess_annex1.pdf

Diversity and Equality http://www.liv.ac.uk/hr/diversity_equality




http://www.liv.ac.uk/tqsd/code-of-practice-on-assessment/

https://www.liverpool.ac.uk/media/livacuk/tqsd/code-of-practice-on-assessment/appendix_L_cop_assess_annex1.pdf

https://www.liverpool.ac.uk/media/livacuk/tqsd/code-of-practice-on-assessment/appendix_L_cop_assess_annex1.pdf

http://www.liv.ac.uk/hr/diversity_equality

30



Student Charter http://www.liv.ac.uk/tqsd/student-engagement/student-charter/

University Complaints Procedure The complaints procedure can be accessed here. If you are unhappy with any aspect of the CPS programme, we hope that you will feel able to approach the Programme Director Dr Sue Bolt [email protected] or the appropriate module co-ordinator in the first instance.

http://www.liv.ac.uk/tqsd/student-engagement/student-charter/

http://www.liv.ac.uk/student-administration/student-administration-centre/policies-procedures/complaints/


31



Appendix 1: EDEV 311 Case Studies

PGR Supervision Case Study: Carlos

Learning Outcome: Show awareness of the range of issues that influence academic supervision within a research context. You should explain how the supervisor role impacts on the student experience; identify the key issues; state what support and advice you would seek and propose appropriate solutions.

Case Study: Carlos Carlos came to Liverpool with good references to do a research degree in the faculty. He found things very difficult in his first year as he could find few friends from his own country and those that he did discover he didn’t like. He became homesick but tried to make up for it by throwing himself into his literature review and his reading in general. His supervisors, Professor Skinner and Dr Guthrie, recognized quite early on that Carlos was having difficulties socially and tried very hard to make him feel less alienated. They took him for the occasional drink, invited him to local events and tried to get him involved in student societies but, despite their best efforts, Carlos’s spirit still seemed to flag. Whenever they met – which was once a month - Carlos told them of the books and papers he was reading and the research he had done, but there seemed to be little evidence of this research being written up. After a year it became clear to his supervisors why Carlos was still troubled as the little written work he had handed in did not appear to make the grade, and he was not going to be able to maintain PhD status. This presented further problems as Carlos claimed he could not return to his country because an M.Phil meant nothing there. He seemed very animated about this and at his last meeting with Professor Skinner and Dr Guthrie he shouted ‘You cannot send me back without a PhD!’ It is not even clear if he will get an M.Phil.

Your Response: [Your completed submission should be prepared within this template and be approximately 1500 words in length. Completed assignments should be uploaded the CPS VITAL module This will be available as one of your modules under ‘My Courses’ within VITAL once you have been registered onto the programme. Your text here...

Name: Date:

32



PGR Supervision Case Study: Xi


Case Study: Xi Xi was an able and good overseas student who did his undergraduate and MSc course in the University of Liverpool, and then joined the department to undertake a PhD. In the first year Xi was hard working, was excited to start his research and made steady progress. He had regular supervisory meetings with both of his supervisors, and they were happy with the progress he made. He was subsequently transferred to the second year at the end of first year. In the second year, however, Xi suffered the loss of an important family member who also happened to fund his study. He went on compassionate leave to China for almost 2 months. He returned and continued with his PhD; however his supervisors noticed he was frequently turning up too late for work. His academic progress became poor and he looked disinterested. Six months later he suddenly disappeared and did not reply to any of his supervisor’s emails. They subsequently discovered from the University Student Administration that he had defaulted on his fees and had been suspended. This came as something of a surprise to his supervisors as they had been told by Xi that there were no problems with regard to his fees.


Name: Date:

33



PGR Supervision Case Study: Amy


Case Study: Amy Well-travelled and mature beyond her years, Amy had an abundance of transferable skills. Presentations, papers, conference attendance, were second nature to her as she became the department’s star research student and represented research student interests through the Guild of Students’ Postgraduate Society. In her second year she organised an inter-university online debating society that drew the interest of her subject area national association. Such was the success of her extra-curricular project that she was invited to give a paper at an international conference and was asked to contribute to a book on debating and communicating science. Her supervisors, Dr Lesky and Professor Moresby spent the first year very satisfied with Amy’s progress as she was articulating the many problems she had discovered relating to her research question, and at the transfer stage her report got waved through as being an example of good practice and shown as an example to other research students. As discussion of the problems relating to her research question went on into the second year, Dr Lesky and Professor Moresby consoled each other with the thought that Amy was being very thorough with her work and that its arguments would be seen as thoroughly water tight. However, as the second year passed by without any further progress on the thesis, their alarm bells sounded. ‘Give us drafts of chapters 1 and 2 by the end of the month please’ they chorused. ‘But I’m in Helsinki in three weeks, presenting at the annual conference of European postgraduate research students; I’m representing the university, the North of England and my subject area.’ Dr Lesky and Professor Moresby frowned.


Name: Date:

34



PGR Supervision Case Study: George


Case Study: George George had known his supervisor Professor Jenkins from his masters degree. He had what he thought was an exciting research proposal which was a modification of one of Dr Jenkins’ research interests. Professor Jenkins was very busy running a research team that was getting considerable international attention and he was often out of the country attending meetings and conferences. George’s research was a sideline to the work carried out by the research team but Professor Jenkins hoped that it would yield interesting results that might lead on to more research. A post-doc with some experience in the subject area was appointed as second supervisor. Half-way through George’s project however, it became clear from his work in the field and from his results that, unless he did double the fieldwork than had originally been planned, the project would not make a PhD. Even with the extra work, the project was not as exciting as had been hoped for or envisaged. George, however, wanted to try a different tack that he was certain would complement his earlier work, impress his colleagues and get exciting results. He did not want to go down the route and do the extra work Professor Jenkins proscribed and tried to persuade him that his idea was exciting and ground breaking. Professor Jenkins explained that this was not a sensible thing to do within the time-scale, and pressed him to do the extra fieldwork and carry on with the plan. ‘Don’t let go of that exciting idea George, but we need to stick with the plan.’ George disagreed and secretly decided to go his own way. A colleague of George explained his absence as ‘fieldwork.’ George and Prof. Jenkins saw each other infrequently and, when they did meet, the supervisor felt that they were talking at cross-purposes. He saw some drafts of the thesis but these were rewrites of old chapters he’d seen before. He became increasingly baffled by George’s behavior. George submitted his thesis with minutes to spare on the four year deadline. He intended to apologize to the examiners at the viva about the rather hurried and poorly presented thesis. However, he was shocked to be told that the work was not to PhD standard, and that he could only get an M.Phil even after a substantial re-write. George is appealing on grounds of poor supervision.


Name: Date:

35



PGR Supervision Case Study: The Supervisor


Case Study: The Supervisor I have a research student who is making slow progress. Being aware of the need to ensure she completes within three years, I have had to be firm about deadlines. I have also had to have a few hard conversations about the need for formal academic writing— I’m not kidding, this student has problems with basic literacy! I was stunned to hear from a colleague, who I regard as a friend, that she overheard the student telling others I was ‘culturally unaware.’ She sees my desire to get her through as an example of post-colonialism. Frankly, I feel reluctant to continue working with this student. Because I heard this indirectly, though, I am also uneasy about how to raise it.


Name: Date:

36



Undergraduate Support Case Study: Zhu Dan

Learning Outcome: Show awareness of the range of issues that influence academic supervision within a research context (or in the context of an undergraduate/Masters student experience topic depending on your academic role). You should explain how the supervisor role impacts on the student experience; identify the key issues; state what support and advice you would seek and propose appropriate solutions.

Case Study: Zhu Dan Dan is a Chinese student at XJTLU who was at the top of her high school class before she entered university. She went to a boarding school in Beijing and was on a strict schedule starting at six am Monday through Sunday. She studies hard under the supervision of her teachers who were always there to monitor her study habits, especially after school. Although she did not have much free time she was able to deal with the pressure of student life and she received awards for her academic skills. Upon entering XJTLU she was faced with a new schedule that allowed her to have many hours of free time, including the evenings and the weekends. However, they took away the two hour break that she was used to having at lunch, which she usually used to sleep. She also did not adapt to changes in curriculum where she was introduced to group work and lot more speaking activities than she was used to. Eventually Dan began to become disinterested in learning and she spent many of her free time hours by herself. She realized that she did not perform very well in the afternoon without her nap and she did not know how to manage her time because she never had to do so in the past. At midterm she scored low marks and the other members of her group complained that she did not give as much effort as they did during the meetings. Her teacher also noticed that she did not speak much in class and did not seem to be involved in any extracurricular activities. Now, she is even more reserved and although she always comes to class, she seems to be falling behind and has lost her tenacity for learning that pushed her to be at the top of her class in high school.


Name: Date:

37



Appendix 2: Exemplar Action Plan table for EDEV 312 NB- this table is for guidance only; you can use or adapt the headings/layout to suit your own context, but the most important aspect is that you have a specific, realistic, measurable and timetabled action plan that you can follow in order to implement any changes/developments that you have identified.

Element of Teaching to review

Rationale for review/need for development? What is the current situation?

What do I need to do/learn about in advance of changing my practice?

What are the changes to the learning/teaching experience that need to be undertaken to implement this development, and when do these need to be done by

How will I measure the impact of this change/development

Action Deadline

Example 1: Introduction of active learning techniques into my lectures

My lectures currently comprise 90 mins of powerpoint presentation. A number of students appear disengaged after about 40 minutes. A peer reviewer who observed a teaching session suggested that the introduction of active learning techniques could help student engagement and potentially deepen understanding

Review resources on Active Learning from CPS and ……( add in details of other sources/references) Consult other colleagues Consult department mentor Sit in on another colleague who is experienced at using active learning techniques

Revisit learning outcomes for the module/individual sessions, and assessment requirements, and identify opportunities for introduction of active learning Identify specific techniques to be introduced in specific lectures Implement the changes Review with my mentor

31 July 17 31 July 17 Oct-Dec ‘17 20th Dec ‘17

Ask students if active learning intervention helped to develop understanding Review exam results for questions relating to this subject

Example 2

Example 3

… and so on …

Website: www.liverpool.ac.uk/eddev

Email: [email protected]

Telephone: 0151-794-2490

Address: Academic Development

University of Liverpool

126 Mount Pleasant

Liverpool

L69 3GW

Contact

Academic Development is part of The Leadership, Organisational, Staff & Academic Development Academy

Documents

The Academy Handbook for Programme Participants...HEA Fellowship Requirements To meet the requirements for Fellowship of HEA [Descriptor 2] participants will have to demonstrate through