Programme Specification
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1 Programme Specification 1 Awarding body University of London 2 Teaching Institution Birkbeck College 3 Programme Title(s) PG Cert Education: Higher Education 4 Programme Code(s) TPCEDUHE_C 5 UCAS code (if applicable) N/A 6 Home Department Central Provision Unit 7 Exit Award(s) NA 8 Duration of Study (number of years) One year 9 Mode of Study FT PT X DL 10 Level of Award (FHEQ) Level: 7 11 Other teaching depts or institution (or not applicable) NA 12 Professional, Statutory Regulatory Body(PSRB) details (or not applicable) (include URL to PSRB) 13 QAA Benchmark Group (or not applicable) NA Higher Education Academy, 14 Programme Rationale & Aims Birkbeck has long expected its lecturers to undertake a qualification in teacher education. In recognition of the importance of teaching in higher education, quality assurance and enhancement of standards of teaching and the student learning experience, Birkbeck adopted a requirement that all new academic staff undertake our in-house programme, designed for all those teaching in higher education and compulsory for lecturers new to Birkbeck. Completion of the PGCE: HE is a condition of probation. The exceptions to this are staff who already hold a relevant teaching qualification, or who are Fellows of the Higher Education Academy (HEA). The earlier version of the PGCE: HE - a certificate in teaching in lifelong learning - was originally accredited with the ILTHE, The current PGCE: HE is open to external applicants as well as Birkbeck employees but this cohort typically represents no more than 20% of the intake. Whilst the PGCE: HE is primarily aimed at Birkbeck s lecturers, it is also aimed at sessional lecturers and is advertised externally. All participants need to understand on application that the Birkbeck PGCE: HE has a particular focus on the Birkbeck context, i.e. mature students studying part-time. As such, the PGCE: HE is particularly relevant to practitioners within the institutional context. This PGCE: HE is designed for those who want to develop their skills in teaching; to obtain a recognised teaching qualification and Fellowship of the HEA; and to update themselves in current debates and issues in learning and teaching; and to teach in higher education. Participants will usually be new to, or have limited experience in, teaching in higher education. The programme aims to develop the principles and practice of teaching by raising awareness of, and ability to reflect on, the factors that contribute to effective learning and teaching. The PGCE:
2 HE is highly participatory, with modules encouraging critical reflection on professional practice, and extending opportunities for participants to work with peers to share and develop good practice. The programme develops participants understanding of core knowledge throughout all modules. The assignments are related to practice, and enable participants to develop greater understandings of the subject material they will be teaching, including the integration of research and teaching. In line with Birkbeck s Mission Statement, the course reflects the need to consider issues of learning and teaching that will meet the changing educational, cultural and training needs of adults who are engaged in earning their livelihood, and others who are able to benefit; with special responsibilities and aims to encourage, develop and enhance the pursuit of knowledge through an integrated, flexible and innovative approach to learning and teaching, working with new methodologies and new technologies in learning, teaching and assessment. 15 Entry Criteria There are no additional entry requirements for Birkbeck academic staff, for whom this programme will be compulsory. Other participants must currently be teaching and/or supporting learning in higher education, and they will need to provide evidence that they are teaching for a minimum of 40 hours in the academic year in which the PGCE: HE takes place. External candidates will normally be interviewed. 16 Prospectus Entry Overview This professionally accredited programme is designed for all those teaching in higher education. Reflecting on your own experience of teaching, including critical incidents, we consider the factors that contribute to effective teaching strategies in the education of adults, including: understanding how students learn; teaching and learning techniques and resources; ways of establishing and maintaining effective learning environments; and developing an integrated approach to assessment. You will develop holistic approaches to planning learning activities and events, including ways to integrate principles of social inclusion and widening participation into learning events. Why study this course at Birkbeck? Offers an exciting opportunity for you to engage in professional development around teaching in higher education. On successful completion, credits may be used to progress to our MSc/Postgraduate Diploma in Education, Power and Social Change.
3 17 Learning Outcomes Please see detailed map of learning outcomes in the appendix attached. 18 Learning, teaching and assessment methods Module 1 runs throughout the year and Modules 2, 3 and 4 run consecutively,one each term The modules have been designed to articulate directly with the UK Professional Standards Framework (UKPSF). Both through the content of the modules, and through the assessment tasks, participants will be encouraged and enabled to engage with the UKPSF and to evidence that engagement. The institution will make judgements about the evidence through normal marking procedures. Participants are made aware of the UKPSF and its underpinning elements through the module and programme guides; through discussion in the classroom; and through assessment. This approach ensures that they recognize the significance of the framework and internalise it. Assessment ensures that participants submit evidence of their engagement with the core knowledge and values of the Framework. For successful completion of the PGCE: HE, participants will have to satisfy the assessment requirements of each module of study, which are separately assessed. Each module requires the successful completion of a portfolio of assessment, which ensures that the learning outcomes have been achieved. Assessment criteria are noted in each Module Guide. In response to the points raised by the Accreditation team in May 2012, we have mapped all the learning outcomes of the course against the Professional Standards Framework (PSF). The results of this mapping exercise are included here in the appendix. Each module is formally assessed, and work is marked internally, with a system of double marking. There is an external moderator. Participants on the course are required to have the opportunity to teach and/or support learning in higher education during the period of registration for the course. Assessment follows guidelines set by Birkbeck University of London. The assessment strategy developed for the PGCE: HE enables participants to engage with the core values of the course and to develop understandings of the skills and attributes required for teaching and supporting learning in higher education. In addition, all participants will have their teaching assessed by an internal and external assessor and must pass their externally assessed teaching practice to successfully complete the programme. Evidence of teaching is submitted at the end of the programme and will include feedback on observations of teaching, including teaching observation partnerships, and other evidence related to the development of teaching.
4 19 Programme Description This professionally accredited programme is designed for all those teaching in higher education. Participants are helped to reflect on their own experience of teaching, including critical incidents, and to consider the factors that contribute to effective teaching strategies in the education of adults, including: understanding how students learn; teaching and learning techniques and resources; ways of establishing and maintaining effective learning environments; and developing an integrated approach to assessment. The PGCE: HE bears 60 CREDITS at level 7 and gives Fellowship of the Higher Education Academy. It is aimed at Birkbeck lecturers who are new in post and/or who have no previous teacher education experience and sessional (hourly paid) staff new to HE teaching with limited or no prior experience as well as being offered to external students who work in the HE sector. This a compulsory programme of study that all new Birkbeck lecturers must complete as part of their probation. Graduates of the 'Grad Cert in Teaching and Supporting Learning in Higher Education' take 'Teaching and Supporting Learning alternative' in place of 'FDLL021H7 Teaching and Supporting Learning' to recognise rather than duplicate prior learning. 20 Programme Structure Part Time programme Year 1 Level Module Code Module Title Credits Status 7 FDLL031H7 Teaching Practice and Continuing Professional Development 15 Compulsory 7 FDLL021H7 Teaching and Supporting Learning OR* CARG001H7 Teaching and Supporting Learning alternative 15 Compulsory 7 FDLL022H7 Designing and Planning Learning Events 15 Compulsory 7 FDLL023H7 Assessment, Feedback and Evaluation 15 Compulsory 21 Regulations Admissions This programme adheres to the College Admissions Policy Credit Transfer Accredited Prior Learning will be considered in line with the College Policy on Accredited Prior Learning Programme Regulations This programme adheres to the College Common Awards Scheme
5 Programme Specific Regulations : Graduates of the 'Grad Cert in Teaching and Supporting Learning in Higher Education' take 'Teaching and Supporting Learning alternative' in place of 'FDLL021H7 Teaching and Supporting Learning' to recognise rather than duplicate prior learning. 22 Student Support and Guidance All Birkbeck students have access to a range of student support services, details can be found on our website here: 23 Methods of Enhancing Quality and Standards The College has rigorous procedures in place for the monitoring and enhancing its educational provision. This includes regular monitoring of programmes drawing on feedback from various sources including external examiner's reports, student feedback, student achievement and progression data. In addition, departments are reviewed every four to five years through the internal review process that includes external input. For more information please see the Academic Standards and Quality website 24 Programme Director Dr Elizabeth Hoult 25 Start Date (term/year) HE accredited programme from October Date approved by TQEC Spring Date approved by Academic Board Summer Date(s) updated/amended December 2015
6 APPENDIX Birkbeck, University of London Postgraduate Certificate in Education: Higher Education Module Learning Outcomes Mapped Against The Higher Education Academy UK Professional Standards Framework (UKPSF) HEA Professional Standards Framework: Areas of Activity Birkbeck PGCE: HE Learning Outcomes for each module, mapped against HEA PSF Module 1 Module 2 Module 3 Module 4 Design and planning of learning activities and/or programmes of study the development of subject specific material and resources appropriate methods for teaching and learning in the subject area and at the level of the academic programme identify approaches to designing and planning learning activities and events distinguish between aims, objectives and learning outcomes identify implications of principles of social inclusion and widening participation for planning teaching identify and plan for the needs of potential learners Teaching and/or supporting student learning Assessment and giving feedback to learners appropriate methods for teaching and learning in the subject area and at the level of the academic programme Understand the principles of how mature students learn Identify a range of teaching and learning techniques and strategies, and outline their main strengths and weaknesses identify ways to work effectively with adult learners, individually and in groups. describe strategies to support the diversity of experiences of learners explain the means and purposes of giving and receiving feedback identify methods of assessment which maximise learning opportunities in specific subject areas Identify how discrimination may occur in the assessment process and develop anti-discrimination practice
7 APPENDIX Developing effective environments and student support and guidance development of effective learning communities and environments evaluate the strengths, weaknesses and assumptions of different methods and modes of assessment describe the need for a diversity of methods of assessment, and the relationship between assessment and equality of opportunity demonstrate a critical understanding of the relationship between methods of assessment,assessment strategy and course design explain the means and purposes of giving and receiving feedback explain the means and purposes of giving and receiving feedback Engage in continuing professional development in subjects/ discipline s and their pedagogy, incorporating scholarship, research and evaluation of professional practice the development of subject specific material and resources methods for monitoring and evaluating teaching continued reflection, evaluation and development of practice planning for continuing professional development describe the relationship between evaluation and quality assurance evaluate the strengths, weaknesses and assumptions of different methods and modes of assessment demonstrate a critical understanding of the relationship between methods of assessment,assessment strategy and course design
8 APPENDIX HEA Professional Standards Framework: Core Knowledge The subject material Appropriate methods for teaching and learning in the subject area and at the level of the academic programme How students learn, both generally and within their subject / disciplinary area(s) The use and value of appropriate learning technologies Assessment tasks and Learning Activities mapped against HEA Professional Standards Framework, Six Dimensions of Core Knowledge Module 1 Module 2 Module 3 Module 4 Outline ways in which you have taken account of appropriate methods of learning and teaching in your subject and the level of your academic programme. Show examples of how you have developed your subject specific resources. Introductory sessions are provided on uses of the VLE to all students not already users Present 3 session plans showing a statement of aims, objectives and learning outcomes. Describe and discuss some ways in which you plan your teaching to maximise student retention and to enable the widest possible range of students to benefit from your teaching Throughout the course Moodle is used to disseminate materials; encourage discussion and maintain contact with the group Identify some of the main teaching and learning techniques and strategies appropriate to your subject; evaluate their main strengths and weaknesses. Describe some of the strategies you use, or are considering using, to support the learning both for individual students and for groups. You should make reference to institutional and / or policy contexts in your discussion. Drawing on relevant reading, describe and discuss some ways in which assessment could be used to promote and support student learning. In your discussion you should identify and explore the relationship between assessment and equality of opportunity all assessed work is submitted through the VLE
9 APPENDIX Methods for evaluating the effectiveness of teaching You should have a completed report of one formative and one summative observation of your teaching by course tutors. Referring to these reports describe and evaluate how these observations have prompted you to reflect on, and develop, your teaching and support for learning. What commitment to professional values do you think was reflected in this process? Identify some of the main teaching and learning techniques and strategies appropriate to your subject; evaluate their main strengths and weaknesses. The implications of quality assurance and quality enhancement for academic and professional practice with particular focus on teaching Outline how you have monitored and evaluated your teaching during this course and its relevance to the Birkbeck quality assurance process. Complete the College s Outline Programme Proposal Form for a course you currently teach or would like to propose for the future discuss the rationale for the approaches you have taken and demonstrate how you identified and planned for the needs of potential learners. The subject material Outline ways in which you have taken account of appropriate methods of learning and teaching in your subject and the level of your academic programme. Show examples of how you have developed your subject specific resources. Identify some of the main teaching and learning techniques and strategies appropriate to your subject; evaluate their main strengths and weaknesses. Identify some ways in which tutors give feedback to students. Critically consider how such feedback might be developed to become more effective in helping learners to achieve well in your subject area. Appropriate methods for teaching and learning in the subject area and at the level of the academic programme Outline ways in which you have taken account of appropriate methods of learning and teaching in your subject and the level of your academic programme Describe some of the strategies you use, or are considering using, to support the learning both for individual students and for groups. You should make reference to institutional and / or policy contexts in your discussion.
10 APPENDIX HEA Professional Standards Framework, Four Dimensions of Professional Values Respect for individual learners & diverse learning communities Identify some ways in which tutors give feedback to students. Critically consider how such feedback might be developed to become more effective in helping learners to achieve well in your subject area. Promotion participation in Higher education and equality of opportunity for learners Describe and discuss some ways in which you plan your teaching to maximise student retention and to enable the widest possible range of students to benefit from your teaching Use evidence- informed approaches and outcomes from research, scholarship and continuing professional development Compare and contrast two critical incidents one presented by you and another by a peer. In your discussion identify any ideas, values or strategies that you derived from the process that might inform your future teaching. Complete the College s Outline Programme Proposal Form for a course you currently teach or would like to propose for the future discuss the rationale for the approaches you have taken and demonstrate how you identified and planned for the needs of potential learners. Drawing on relevant sources, describe some of the main principles of how mature students learn. Identify ways in which you could take these into account to work more effectively with adult learners Drawing on relevant reading, describe and discuss some ways in which assessment could be used to promote and support student learning. In your discussion you should identify and explore the relationship between assessment and equality of opportunity Acknowledge the wider context in which higher education operates recognising the implications for professional practice Outline how you have monitored and evaluated your teaching during this course and its relevance to the Birkbeck quality assurance process. Show your plan for continuing your professional development for the academic year following the course completion. Describe and discuss some ways in which you plan your teaching to maximise student retention and to enable the widest possible range of students to benefit from your teaching Describe some of the strategies you use, or are considering using, to support the learning both for individual students and for groups. You should make reference to institutional and / or policy contexts in your discussion. What is your understanding of the implications of Birkbeck Quality Assurance procedures and requirements in relation to your role as a tutor? What strategies do (or could) you use to evaluate your teaching and what use could you make of the outcomes of such evaluation?
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