Higher Education Practice PGCert


Overview

Who is the Postgraduate Certificate aimed at?

This Postgraduate Certificate addresses the early career development needs of academics and HE professionals who have a role in supporting HE student learning. Its key aim is to grow course members as purposeful and effective HE practitioners who will make a positive difference to Higher Education, their students and wider society over the course of their working lives. It comprises two year-long modules; Supporting Student Learning in HE and an Introduction to Academic Practice. The programme is an experiential work-based learning programme intended to take place alongside, and to complement, employment supporting HE student learning. Course members are expected to be able to draw on this experience in discussion sessions. They should be able to feed ideas from the course back into their practice in order to generate evidence of advancing professional practice. The development of course members as effective, reflective and questioning practitioners through this cycle of drawing on practice and feeding back into practice is vital to the course and enables colleagues to further develop their capacity to study and learn independently for the rest of their professional lives. 

Benefits
  • An opportunity to engage in accredited initial and continuing professional development in curriculum design, HE pedagogic practices, assessment, teaching and learning in HE
  • An opportunity to meet and share practices with other HE academics, lecturers, tutors, professionals and practitioners from across a range of disciplines and settings
  • Values-based HE through promotion of respectful dialogue within a formative learning community
  • Response to individual student need; providing support for course members with any HE practice issues you may face during the course and allowing study to focus on your own practices and context
  • A positive, student-centred approach using blended, work-related learning
  • Critical engagement with HE research, scholarship and evaluation of professional practices, to support evidence-based HE practice
  • Engagement with wider policy, strategy and quality contexts and considerations that impinge on course members’ work
  • A chance to develop your HE career management and planning
  • Engagement with the UK Professional Standards Framework for Teaching and Supporting Learning in HE and support towards addressing the requirements of Higher Education Academy Associate Fellowship or Fellowship.
 Progression

If you undertake an elective module & the compulsory Research Methods module, you will gain a Postgraduate Diploma. - If you then undertake the final dissertation with a Higher Education Practice focus you will graduate with an MA Education (Higher Education).

Credit rating: 60 credits at Masters level. 

RELATED DOCUMENTS

pdf  PGCert Higher Education Practice
Last updated: 31 October 2016


Newman University would like to draw your attention to our Academic Regulations. These regulations are your Terms of Reference and should be considered when making a decision to study with our institution.

Entry requirements

A relevant honours degree.

Fees

2017/2018
The fee for the Postgraduate Certificate: Higher Education Practice is £1,600
(£1,440 for alumni or those employed in a partner organisation). 

Please note for 2018/19 the University reserves the right to increase fees broadly in line with increases in inflation, or to reflect changes in government funding policies or changes agreed by Parliament.

Credits are made up of mandatory modules and you may have a list of optional modules to choose from. Not every programme offers optional modules and when an optional module is available it will be clearly marked. All modules are listed below and you may not be required to complete all of these modules. Please note that not all optional modules run every year. For further information please email admissions@newman.ac.uk.

SUPPORTING STUDENT LEARNING IN HIGHER EDUCATION


MODULE TITLE : SUPPORTING STUDENT LEARNING IN HIGHER EDUCATION

MODULE CODE : MT740


MODULE SUMMARY :

This module provides an introduction to the issues and practicalities of supporting student learning in Higher Education.  It will examine the purposes of Higher Education, relevant adult learning theories and encourage students to critically reflect on how these interact with their values to shape their HE teaching practices.  The practices explored will include session design, support for informal learning, assessment and feedback, evaluation and enhancement of own teaching practice.  As such the module addresses the UK professional Standards Framework for teaching and supporting learning in HE at descriptor 1.

CONTACT HOURS :

Scheduled : 36.00
Independent : 114.00
Placement : 150.00
Total :  300.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to support students, operating at the level of individual teaching sessions and learning encounters, as follows: 

On successful completion of the module students should be able to demonstrate:

  • Scholarly and research-based knowledge of their own subject discipline to the level to be able to teach it in HE
  • Knowledge of appropriate methods for teaching and learning in their subject area and at the level of their academic programmes
  • An understanding of models of student learning and how they can inform situated teaching practices
  • The use and value of appropriate learning technologies
  • Appropriate methods for critically evaluating learning and the effectiveness of teaching
  • Knowledge of quality assurance and enhancement approaches for academic and professional practice with a particular focus on teaching
  • Knowledge of the wider context in which HE operates, recognising the implications for their own professional practice

 On successful completion of the module students will have the ability to:

  • Design and plan learning activities and sessions 
  • Develop and deploy effective learning materials and objects
  • Teach and support learning at HE level
  • Deploy appropriate formative and summative assessment techniques and give feedback to support learning
  • Develop effective student support and guidance
  • Engage in CPD in their subject and pedagogic practices using evidence informed approaches and incorporating evaluation of professional practices

All students on the module are expected to be able to discuss and show how, in their professional practice, they value and promote:

  • Respectful dialogue, as a means of living and learning together, seeking to ensure all members have a voice in our community;  
  • Individual integrity, honesty and professionalism;
  • Inclusivity and the diversity of our community
  • Social justice and equality;
  • Reflection and contemplation as a means of personal growth;
  • Active participation in developing and transforming our learning community;
  • A mission of service through which the University seeks to benefit the wider community.

LEARNING OPPORTUNITIES :

Students will therefore, by the end of the module, be explicitly expected to: 

  • Explore the nature and purpose of Higher Education and Newman University’s particular ethos of formation
  • Critically reflect on your own professional values, learning experiences and disciplinary setting as they inform your support of student learning
  • Design appropriate teaching sessions or student learning opportunities and critically evaluate their effectiveness  
  • Evaluate a range of teaching and learning methods and materials and apply them appropriately
  • Apply assessment techniques to promote learning and provide feedback to students
  • Monitor, evaluate and enhance your own teaching and support of learning
  • Inform your learning and teaching through consideration of the wider context and purposes of HE, policy, strategy and quality considerations
  • Undertake personal and professional development planning to audit, reflect upon, plan and record your personal and professional development

These will be achieved and demonstrated with reference to the programme values and informed by your own disciplinary knowledge and professional setting. There will intentionally be interplay between more generic educational ideas introduced at the study days, through group discussion of varying disciplinary practices and cultures, through to individual situated practices as highlighted by the examples of practice collected for assessment and the teaching observations. 

As the programme is at Masters level a great deal of independent study is also expected, particularly in reading and reviewing relevant literature and planning and developing professional practice.  There is a strong emphasis on developing professional practices in teaching and supporting learning as the programme progresses and students will take the opportunities provided by their own work setting and activities to undertake learning directly related to the programme.

METHOD OF ASSESSMENT :

Component 1 - 100% Patchwork Text (2500 words in total), plus Critically Reflective Commentary (1500 words)

INTRODUCTION TO HIGHER EDUCATION PRACTICE


MODULE TITLE : INTRODUCTION TO HIGHER EDUCATION PRACTICE

MODULE CODE : MT741


MODULE SUMMARY :

This module provides an introduction to higher education practice; seeking to relate, professional expertise, subject knowledge, research and scholarship to course design.  It encourages students to critically reflect on their own professional identity(ies) as academic, practitioner and HE teacher. This is then related to in-depth examination of values-based curriculum design and the scholarship of teaching in HE.  The module addresses descriptor 2 of the UKPSF.

CONTACT HOURS :

Scheduled : 36.00
Independent : 114.00
Placement : 150.00
Total :  300.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to support students, operating at the level of programmes, courses and modules, as follows:

 

A Knowledge and Understanding: [Core knowledge]

 

On successful completion of the module students should be able to demonstrate, at a programme design level:

  1. Scholarly and research-based knowledge of their own subject discipline to the level to be able to teach it in HE

  2. Knowledge of appropriate methods for teaching and learning in their subject area and at the level of their academic programmes

  3. An understanding of models of student learning and how they can inform situated teaching practices

  4. The use and value of appropriate learning technologies

  5. Appropriate methods for critically evaluating learning and the effectiveness of teaching

  6. Knowledge of quality assurance and enhancement approaches for academic and professional practice with a particular focus on teaching

  7. Knowledge of the wider context in which HE operates, recognising the implications for their own professional practice

     

    B Subject specific skills, including practical and professional skills [Areas of Activity]

     

    On successful completion of the module students will have the ability to:

  1. Design and plan programmes of study

  2. Develop and deploy effective learning materials and objects

  3. Teach and support learning at HE level

  4. Design and deploy appropriate formative and summative assessment structures and techniques to give feedback to support learning

  5. Develop effective learning environments and approaches to student support and guidance

  6. Engage in CPD in their subject and pedagogic practices using evidence informed approaches and incorporating research, scholarship and evaluation of professional practices

    C Advanced Skills and Experience [Values]

     

    All students on the module are expected to be able to discuss and show how, in their professional practice, they value and promote:

  1. Respectful dialogue, as a means of living and learning together, seeking to ensure all members have a voice in our community;

  2. Individual integrity, honesty and professionalism;

  3. Inclusivity and the diversity of our community

  4. Social justice and equality;

  5. Reflection and contemplation as a means of personal growth;

  6. Active participation in developing and transforming our learning community;

  7. A mission of service through which the University seeks to benefit the wider community

LEARNING OPPORTUNITIES :

Students will therefore, by the end of the module, be explicitly expected to:

 

  • Explore your conceptions of what it means to be and become an academic and to engage in scholarship and scholarly practices

  • Critically reflect on your own professional values, learning experiences and disciplinary setting as they inform your pedagogy, programme and curriculum design

  • Design appropriate programmes of study and critically evaluate their effectiveness

  • Evaluate a wide range of teaching and learning methods and materials and apply them appropriately

  • Develop appropriate assessment strategies and techniques to promote learning and provide feedback to students

  • Monitor, evaluate and enhance your own programmes

  • Inform your curriculum design work through consideration of the wider context and purposes of HE, policy, strategy and quality considerations

  • Conduct scholarly practitioner research into situated learning, teaching and assessment

  • Undertake personal and professional development planning to audit, reflect upon, plan and record your personal and professional development

    These will be achieved and demonstrated with reference to the programme values and informed by your own disciplinary knowledge and professional setting. There will intentionally be interplay between more generic educational ideas introduced at the study days, through group discussion of varying disciplinary practices and cultures, through to individual situated practices as highlighted by the examples of practice collected for assessment and the teaching observations.

     

    As the programme is at Masters level a great deal of independent study is also expected, particularly in reading and reviewing relevant literature and planning and developing professional practice.  There is a strong emphasis on developing professional practices in teaching and supporting learning as the programme progresses and students will take the opportunities provided by their own work setting and activities to undertake learning directly related to the programme.

     

METHOD OF ASSESSMENT :

Component 1 - 50% Reflective Portfolio or Essay or Evaluative Report (2000 word equivalent), plus Appendices

Component 2 - 50% Research Report (2000 word equivalent)

Course code


.

Apply direct to Newman University.

For all enquiries relating to admissions or entry requirements, email us at admissions@newman.ac.uk

Ask us a question about this course