Programme Specification for the 2014/5 academic year

PGCert Postgraduate Certificate in Advanced Study LTHE

1. Programme Details

Programme namePGCert Postgraduate Certificate in Advanced Study LTHE Programme codePCT2EDUEDU06
Study mode(s)Part Time
Academic year2014/5
Campus(es)Streatham (Exeter)
Programme start date

09/2012

NQF Level7 (Masters)

2. Description of the Programme

This programme will be of interest if you aspire to a career in a Higher Education institution which involves teaching or supporting students’ learning.  It will enable you to gain credit towards a Postgraduate Certificate in Academic Practice or equivalent mandatory qualification which is transferable to any Higher Education institution in the UK and is recognised internationally.  The programme supports the professionalisation of the Higher Education teaching community in the context of the University’s ASPIRE (Accrediting Staff Professionalism in Research-led Education) framework for continuing professional development.

3. Educational Aims of the Programme

This programme aims to enable you, as a postgraduate student or professional who teaches or supports students’ learning to improve your professional practice and think creatively about a range of aspects of learning and teaching in Higher Education.  It is designed to encourage you to make connections between your professional activity, for example, as a teaching assistant, demonstrator or skills adviser, and the experience of others.  Through the exploration of relevant scholarship and educational research, you will also locate and evaluate your practice within current institutional, national and international contexts.

4. Programme Structure

5. Programme Modules

The following tables describe the programme and constituent modules. Constituent modules may be updated, deleted or replaced as a consequence of the annual programme review of this programme. Details of the modules currently offered may be obtained from the College web site

You may take option modules as long as any necessary prerequisites have been satisfied, where the timetable allows and if you have not already taken the module in question or an equivalent module. Descriptions of the individual modules are given in full on the College web site.

http://as.exeter.ac.uk/lthe/

Your Certificate of Advanced Study: Learning and Teaching in Higher Education programme requires completion of 30 credits taken at Level 7.  It is a part-time course which consists of one module.  It is delivered over one semester through one intensive full-day event followed by six two-hour weekly sessions, including microteaching practice. You may take up to one year from registration on the programme to complete the final assessment so that you have sufficient time to develop and reflect upon your teaching related activities.

Stage 1


The programme consists of one 30 credit module. The intended learning outcomes for the programme therefore match the intended learning outcomes for the module.

Compulsory Modules

CodeModule Credits Non-condonable?
EFPM288 Learning and Teaching in Higher Education 30Yes
Total Credits for Stage 1

30


6. Programme Outcomes Linked to Teaching, Learning and Assessment Methods

Intended Learning Outcomes
A: Specialised Subject Skills and Knowledge
Intended Learning Outcomes (ILOs)
On successfully completing this programme you will be able to:
Intended Learning Outcomes (ILOs) will be...
...accommodated and facilitated by the following learning and teaching activities (in/out of class):...and evidenced by the following assessment methods:

1. Engage critically with the UK Professional Standards Framework (revised 2011) for teaching and supporting learning in Higher Education and its implications for practice. These standards include the following areas of activity - Design and plan learning activities and/or programmes of study: Teach and/or support learning: Assess and give feedback to learners: Develop effective learning environments and approaches to student support and guidance: Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practice
2. 2 Engage with self, peer and student evaluation in such a way that you reflect critically and constructively on your practice and professional values in the context of a research-led environment, and consider your future professional development needs
3. Demonstrate a systematic, comprehensive and/or conceptual understanding, interpretation and application of key theoretical and research-based debates about learning, teaching, student support, assessment and evaluation in higher education to your professional practice

Lectures, group activities, tutorials and directed activities in professional contexts, including microteaching activity.  Use of VLE to access readings, resources and online activities.

  • Formative activities (e.g. contribution to discussion forums, blended learning tasks). Summative assessment through teaching observation record, written assignment and presentation.
  • Formative activities (e.g. in-session tasks, microteaching exercise) Summative assessment through teaching observation record and written assignment
  • Formative activities (e.g.contribution to online discussion forums, blended learning tasks) Summative assessment through written assignment and presentation.
Intended Learning Outcomes
B: Academic Discipline Core Skills and Knowledge
Intended Learning Outcomes (ILOs)
On successfully completing this programme you will be able to:
Intended Learning Outcomes (ILOs) will be...
...accommodated and facilitated by the following learning and teaching activities (in/out of class):...and evidenced by the following assessment methods:

1. Engage critically and analytically with education-related literature and the pedagogical literature relating to different disciplines, citing and using references appropriately.
2. Show critical awareness of similarities, differences and interrelationships between the educational cultures of different subject disciplines.

Lectures, group and individual activities, tutorials, exploration of online resources and directed self-assessment and reflection activities.

  • Formative activities (e.g. contribution to discussion forums, in-session reflective tasks).  Summative assessment through written assignment and presentation.
  • Formative activities (e.g. contribution to online subject spectrum activity, discussion forum. Summative assessment through written assignment and presentation.
Intended Learning Outcomes
C: Personal/Transferable/Employment Skills and Knowledge
Intended Learning Outcomes (ILOs)
On successfully completing this programme you will be able to:
Intended Learning Outcomes (ILOs) will be...
...accommodated and facilitated by the following learning and teaching activities (in/out of class):...and evidenced by the following assessment methods:

1. Construct organised, structured, critically reflective and analytic writing, expressing ideas and opinions with confidence and clarity.
2. Prepare, select and organise material to produce a coherent portfolio reflecting important issues, interests and learning needs
3. Use personal reflection to analyse your professional values and your actions
4. Design and plan a presentation which communicates clearly and persuasively

Lectures, group and individual activities, tutorials, and directed small-scale activities. Use of VLE for access to readings, resources and online activities between sessions

  • Formative activities (e.g. contribution to discussion forums, small-scale directed activities and in-class reflective dialogue and writing. Summative assessment through written assignment and presentation). Summative assessment through written assignment and presentation.
  • Formative activities (e.g. contribution to online personal values activity, in-session activities)
  • Summative assessment through written assignment and presentation
  • Summative assessment through oral presentation.

7. Programme Regulations

University Regulations on the number of credits to be taken and at what level for each stage of the programme can be found in the Credit and Qualifications Framework.

Progression

Condonement is the process that allows you to be awarded credit (and so progress to the next stage or, in the final stage, receive an award), despite failing to achieve a pass mark at a first attempt. You are not entitled to reassessment in condoned credit. Regulations on condonement can be found in the Handbook for Assessment, Progression and Awarding for Taught Programmes.

Assessment and Awards

For undergraduate degrees assessment at stage one does not contribute to the summative classification of the award. Details of the weightings for each year of all programme lengths can be found in the Handbook for Assessment, Progression and Awarding for Taught Programmes.

Classification

Full details of assessment regulations for undergraduate and postgraduate taught programmes and the classification of awards can be found in the Handbook for Assessment, Progression and Awarding for Taught Programmes.

You can also read details of Generic Marking Criteria.

8. College Support for Students and Students' Learning

Personal and Academic Tutoring

It is University policy that all Colleges should have in place a system of academic and personal tutors. The role of academic tutors is to support you with individual modules; the role of personal tutors is to provide you with advice and support fo the duration of your programme, and this support extends to providing you with details of how to obtain support and guidance on personal difficulties such as accommodation, financial difficulties and sickness. You can also make an appointment to see individual teaching staff.

Information on the College Personal Tutoring system, library provision, ELE resources and access to College support services can be found on the College webpages for current students.

Student Staff Liaison Committee (SSLC)

SSLCs enable students and staff to jointly participate in the management and review of the teaching and learning provision.

9. University Support for Students and Students' Learning

Learning Resources

The University Library maintains its principal collections in the main library buildings on the Streatham and St Luke's campuses, together with a number of specialist collections in certain Colleges. The total Library collection comprises over a million volumes and 3000 current periodical subscriptions.

IT Services

A wide range of IT services are provided throughout the Exeter campuses, including open-access computer rooms, some of which are available 24 hours a day, 7 days a week. Helpdesks are maintained on the Streatham and St Luke's campuses, while most study bedrooms in halls and flats are linked to the University's campus network.

Student Support Services

The University provides many support services including health and wellbeing, multifaith chaplaincy, family support, the Students' Guild and international student support.

10. Admissions Criteria

All applications are considered individually on merit. The University is committed to an equal opportunities policy with respect to gender, age, race, sexual orientation and/or disability when dealing with applications. It is also committed to widening access to higher education to students from a diverse range of backgrounds and experience.

Candidates for undergraduate programmes must satisfy the undergraduate admissions requirements of the University of Exeter.

11. Regulation of Assessment and Academic Standards

Each academic programme in the University is subject to an agreed College assessment and marking strategy, underpinned by institution-wide assessment procedures.

The security of assessment and academic standards is further supported through the appointment of External Examiners for each programme. External Examiners have access to draft papers, course work and examination scripts. They are required to attend the Board of Examiners and to provide an annual report. Annual External Examiner reports are monitored at both College and University level. Their responsibilities are described in the University's code of practice. See the University's TQA Manual for details.

12. Indicators of Quality and Standards

Certain programmes are subject to accreditation and/or review by professional and statutory regulatory bodies (PSRBs).

13. Methods for Evaluating and Improving Quality and Standards

The University and its constituent Colleges draw on a range of data to review the quality of education provision. The College documents the performance in each of its tuaght programmes, against a range of criteria on an annual basis through the Annual Student Experience Review (ASER).

Subject areas are reviewed every five years through a College Academic Audit scheme that includes external contributions.

14. Awarding Institution

University of Exeter

15. Lead College / Teaching Institution

College of Social Sciences and International Studies (CSSIS)

16. Partner College / Institution

Partner College(s)

Not applicable to this programme

Partner Institution

Not applicable to this programme.

17. Programme Accredited / Validated by

Not applicable to this programme.

18. Final Award

PGCert Postgraduate Certificate in Advanced Study LTHE

19. UCAS Code

N/A

20. NQF Level of Final Award

7 (Masters)

21. Credit

CATS credits ECTS credits

22. QAA Subject Benchmarking Group

23. Dates

Origin Date

10/07/2011

Date of last revision

10/07/2011