PGCert Handbook - Staff and Departmental Development Unit

Postgraduate Certificate in Learning and Teaching in Higher Education Handbook Route 1: 2005-2006curriculum and in the institution. The programme will encourage participants to consider issues of cultural and educationaldiversity as appropriate to their teaching contexts.Be colleague centredYou and other participants in the programme are not undergraduates but colleagues with your own professional expertise todevelop. It is therefore important that the tutors involved are sensitive to the needs and status of the group.The programme will demonstrate the value of working with, and learning from, colleagues. Through its delivery methods,the course will enable participants to benefit from co-operation and sharing, and encourage a more open and collaborativeapproach to teaching. (More details in Section 9: What support will you get ? on page 11.)In addition, every participant will be assigned to a departmental mentor for teaching who will have joint responsibility withyou for your professional development on the programme. The section on mentoring in this handbook will form part of thebriefing for all mentors. (More details of mentoring are provided in section 9: What support will you get ? on page 11.)Develop reflective practitionersIt is not proposed to rehearse all the arguments from Kolb (1984) 1 , Schon (1988) 2 , Moon (1999) 3 and earlier writers on thevalue of reflective learning. The primary purpose of the programme is to lay the foundations of continuing professionaldevelopment so that as a lecturer you are equipped to analyse and respond to changes in teaching, learning and assessmentthroughout your career. Hence, the programme will encourage you to reflect on your approaches to these responsibilitiesthrough the assignments and professional development plans, the compilation of a portfolio and discussions with yourmentor and other participants. Through this process it is anticipated that you will both develop your expertise and deepenyour understanding of teaching, learning and assessment.As a ‘reflective practitioner’ you will:• review your own performance and take account of peer and student feedback• select teaching methods that allow for student learning styles, preferences and previous experience• refer to the literature on learning and teaching as well as taking account of your own experience• constantly seek means to enhance both the learning experiences of your students and your own experience as alecturer.3 What will the programme do for you ?The Certificate is perceived as the first of three, inter-related stages of a programme of continuing professionaldevelopment (CPD) in learning and teaching for academic staff. Stage two - the Postgraduate Diploma in Learning &Teaching in Higher Education (PGDLTHE) - provides an opportunity for more experienced practitioners to enhance andfurther develop the quality of the learning experiences offered to students. It is anticipated that participation in this coursewill constitute appropriate CPD activity to demonstrate ‘remaining in good standing’ for retaining ILTHE membership.Stage three will lead to the award of an MA. This component is one of a portfolio of MA options offered by the School ofEducation. Candidates who successfully complete the Postgraduate Certificate or the Postgraduate Diploma will be eligiblefor advanced standing towards the general MA course: 60 credits for the Certificate and 120 credits for the Diploma.The overall aim of the Certificate programme is to develop an independent, competent professional who has knowledge andexpertise in the areas of higher education teaching and its management in the wider context of a changing studentpopulation. The programme focuses initially upon the practical tasks of newly appointed lecturers. Its aims are therefore:• to provide participants with an opportunity to critically reflect upon, assess and develop their professional expertiseas university teachers• to develop the knowledge, skills, competencies and understanding necessary for effective teaching and managementof student learning at university level and which take account of the needs and backgrounds of students and theprovision of equal opportunities• to establish a network of support amongst participants that will enable them to carry out their teaching duties with agreater degree of confidence, understanding and satisfaction1Kolb, D. Experiential Learning: experience as a source of learning. Englewood Cliffs: Prentice Hall, 1984.2Schon, D.A. Educating the Reflective Practitioner. San Francisco: Jossey Bass, 1988.3Moon, J. Reflection in Learning & Personal Development. London: Kogan Page, 1999.Staff and Departmental Development Unit Page 2 University of Leeds

Postgraduate Certificate in Learning and Teaching in Higher Education Handbook Route 1: 2005-2006• to provide a pathway to registration with the Higher Education Academy• to contribute to the improvement of the status of teaching and the quality of student learning at the University• to demonstrate the commitment of the University to the value of professional development in teaching.The programme will provide you with opportunities to explore a variety of approaches to teaching, learning and assessmentwith particular reference to current developments and issues in higher education, and to experience a range ofteaching/learning methods (including on-line and paper-based open learning and various formats of face-to-face teaching).As a result, by the end of the Certificate programme, you will be better able to:• demonstrate competence and skill in understanding and using a wide range of methods of teaching, learning andassessment• plan, implement and evaluate your own teaching strategies, based upon both best practice and research into learningand teaching• understand how students learn• identify student learning needs and take account of those needs in your course design and in the teaching methodsand learning opportunities provided to students• design courses as coherent teaching/learning programmes incorporating congruous assessment procedures• develop methods of evaluating teaching and courses• reflect critically upon your own teaching practice, identify developmental needs and formulate plans for appropriatecontinuing professional development• enhance your knowledge and understanding of higher education through awareness of and ability to evaluaterelevant educational literature (both generic and subject-specific).The Postgraduate Certificate in Learning and Teaching in Higher Education is approved and quality assured by theUniversity’s Learning and Teaching Board (LTB) as a 60-credit, level M award. The course will provide you with avaluable, portable and recognised qualification. The programme is accredited by the Higher Education Academy (HEA).4 What's in the programme ?Route 1 to the Postgraduate Certificate in Learning & Teaching in Higher Education comprises four, 15-credit modules.You have to complete all 4:• SDDU5110 Essentials of Teaching• SDDU5120/5125 Essentials of Learning and Assessment• SDDU5140 Managing and Evaluating Teaching• SDDU5160 Teaching with Learning TechnologySDDU5110 is held in September, SDDU5120/5125 commences in October, SDDU5140 is held in January and SDDU5160starts just after the beginning of the second term in February.Each module comprises:• on average, the equivalent of 15 - 20 hours of workshops• discussions with your mentor (~ 5 hours)• preparation for and completion of the assignment (~ 40 hours)• reading/independent study (~ 45 hours)• practice (teaching and managing student learning) and use of different methods of reflecting on practice in order tocomplete one of the professional development plans (~ 40 hours)A detailed description of each module is given in the separate module handbooks. The details provided include:• the aims and outcomes• the content• methods of learning and teaching• assessment - the assignment specification and the outline marking criteria.Staff and Departmental Development Unit Page 3 University of Leeds

Postgraduate Certificate in Learning and Teaching in Higher Education Handbook Route 1: 2005-20065 Your commitments to the CertificateThe Certificate programme for 2005 - 2006 is given in Section 6 (see page 5).• SDDU5110 comprises three full days in September, reference to on-line resources and directed reading• SDDU5120 comprises eight Wednesday afternoons in October and November or web-based open learning materialssupported by completion of tutor-led, online tasks• SDDU5140 comprises three full days in early January. It also includes attendance at the University of Leeds Learning& Teaching Conference on 5 January 2006• SDDU5160 comprises eight Wednesday afternoons in February and March• each module has a related assignment based on your work with students• you will need to meet your mentor at least three times for each assignment• your mentor will observe you teaching twice as part of assignment one• you are expected to attend all of the Certificate sessions for which you are registered• all four modules include reference to online resources, to access these you must have a Nathan Bodington username• you are expected to read and engage with the materials set for the focused reading weeks and complete the directedtasks• you are expected to complete the three professional development plans.http://www.leeds.ac.uk/sddu/pgcert/pdp.htmAccepted Ways to Gain CertificationThe maximum period that you have to finish the Certificate is four years, but we strongly recommend that you complete inless. There are three components of the PGCLTHE: attendance for four modules, four assignments, and three professionaldevelopment plans. Normally, you are expected, as a minimum, to submit:iiiprofessional development plan 1 immediately after your first modulean assignment plan 4 , including a brief literature survey, (signed off by the mentor) for an assignment by the end ofApril of the first academic year that you are registered on the programmeiii one assignment and professional development plan 2 by 1 September following your registrationivvvia second assignment during year 2 of your registrationprofessional development plan 3 with your final assignmentall assignments within 4 years.4The assignment plan should give an overview of your planned case study. It should comprise between 250 and 500 words and includefive indicative items from your bibliography. It should be discussed with and signed by your mentor. You should submit eitheran email or paper copy to Jo Siddons who will receipt arrival. You will receive brief feedback from a member of the course team.Staff and Departmental Development Unit Page 4 University of Leeds

Postgraduate Certificate in Learning and Teaching in Higher Education Handbook Route 1: 2005-20066 Certificate programmeSDDU5110: Essentials of TeachingThis module is run twice - 6, 7 & 9 September 2005 and 13, 14 and 16 September 2005 - and you may choose which cycle toattend.Tuesday, 6 September 2005 or Tuesday, 13 September 2005 (9.30 am – 5.00 pm)Introduction to the Certificate; lecturing and explaining & video 1 [1-1] & [1-2]Following an overview of the Certificate programme, you will work in small groups to give short presentations (‘minilectures’)which will be video-recorded. The recordings will be reviewed with a tutor and course colleagues. A number ofaspects of lecture planning, structuring and presenting will be discussed.Wednesday, 7 September 2005 or Wednesday, 14 September 2005 (9.30 am – 5.00 pm)Small group teaching [1-3] & academic and pastoral tutoring [1-4]Learning in small groups is an important component of the student experience at Leeds. As well as being a means ofcovering subject content, small-group work is a useful training medium for helping students to develop collaborative,communication and interpersonal skills. The session will focus on student behaviours in group contexts, and how we canrespond to ‘difficult’ situations. We will also look at a range of factors relating to group size and composition, and howbest to ensure that students participate fully in group work contexts. The afternoon session will be concerned with theUniversity’s guidelines on academic & pastoral tutoring. Case studies will be used to raise issues and ideas about theways in which we might deal with students’ problems. The Student Support Network, including the Student CounsellingService, will be described.Friday, 9 September 2005 or Friday, 16 September 2005 (9.30 am – 5.00 pm)PGCLTHE assignment: reflecting and evaluating on teaching & using the virtual learning environment atLeeds (NBB)The morning session outlines the assessment requirements of the PGCLTHE and provides a guide to writing the moduleassignments by looking at methods of reviewing teaching. The session will provide a mechanism by which you can improveyour own teaching practice and will help you to work out ways of gathering feedback about your teaching as it develops.We will also discuss how best you may go about the task of evidencing your on-going reflection during your continuingprofessional development. In the afternoon you will have a chance to audit your own IT skills and make plans for anytraining that you need. You will be introduced to the web-based materials that you will be using during the course and willhave time to explore the University’s virtual learning environment (VLE)Monday / Tuesday 19/20 September 2005Meeting the Pro-Deans for Learning & Teaching in your facultyMeetings will be arranged, on a faculty basis, for you to meet your faculty Pro-Dean for Learning & Teaching. Theseusually last between 60-90 minutes and are designed to give you an insight into the QA & QE arrangements within thefaculty and the University more widely.Wednesday, 21 September 2005Directed task & focused reading week #1A task / readings related to large and small group teaching and individual tutoring.**********************************Term starts Wednesday 21 September 2005Teaching starts: Monday, 26 September 2005**********************************Deadline: Initial Professional Development Plan - end of the moduleStaff and Departmental Development Unit Page 5 University of Leeds

Postgraduate Certificate in Learning and Teaching in Higher Education Handbook Route 1: 2005-2006Wednesday afternoon sessions will normally be held twice (from 1.00 - 3.15 and from 3.45 - 6.00) and participants may choosewhich session to attend. This module can be completed either by attending the sessions or by web-based open learning materialssupported by completion of tutor-led, online tasks. The open learning pathway will be introduced during a session on28 September and all work and postings must be completed by Thursday 22 December 2005.(NB You cannot mix modes – you must select either the Wednesday afternoon sessions or the open learning route.)SDDU5120: Essentials of Learning and AssessmentWednesday, 28 September 2005 (1.00- 2.00)SDDU5125 - open learning: briefingWednesday, 5 October 2005 (1.00 – 3.15 or 3.45 – 6.00)Understanding student learning [2-1]How do students learn? How do students approach learning? What affects the ways in which students learn? Answeringthese questions will allow you to review whether your teaching style matches the varying learning styles and preferences ofyour students.Wednesday, 12 October 2005 (1.00 – 3.15 or 3.45 – 6.00)Assessment – types and methods [2-2]Why assess? Assess what and when? How can we assess in a valid and reliable way? These questions will lead us tocompare a range of techniques and link them to purposes.Wednesday, 19 October 2005 (1.00 – 3.15 or 3.45 – 6.00)Assessment – marking and giving feedback [2-3]What criteria do you apply when awarding a pass/first class/fail grade for an assignment? How do the students know thestandards and expectations? How can we give feedback in an effective and efficient manner? A number of options will bereviewed.Wednesday, 26 October 2005Widening Participation and the changing student population – open learningThis session requires you to work through, in your own time, an on-line diversity training package commissioned by the University’sEquality Unit and which provides information and guidance about diversity legislation and equal opportunities in the workplacethat will form the basis of our discussions about the diversity of our students.Wednesday 2 November 2005 (1.00 – 3.15 or 3.45 – 6.00)Widening Participation and the changing student population – discussion [2-4]This session provides a follow up to the on-line learning by exploring how we can best support the learning of a diversestudent body and ensure that we provide equal opportunities for all students to succeed. The session will examine how wecan make teaching and assessment processes as inclusive as we can.Wednesday 9 November 2005 (1.00 – 3.15 or 3.45 – 6.00)Assessment: recording and reviewing [2-5]This session will consider ways of involving students in the assessment process through implementing self and peerassessment. In addition, traditional assessment methods only measure and report a limited range of student achievementsand competencies and the session will examine how we might evaluate and record the outcomes of a wider range of studentlearning experiences.Wednesday, 16 November 2005 (1.00 – 3.15 or 3.45 – 6.00)Integrating technology into teaching [2-6]An introduction to the range of technology tools available to support learning and teaching and strategies for their use.This session will explore strategies for good practice in finding, evaluating and using web based materials.Wednesday, 23 November 2005 (1.00 – 3.15 or 3.45 – 6.00)Introduction to e-learning [2-7]This session will offer you the opportunity to get hands-on with some e-learning materials and evaluate theappropriateness of the pedagogical strategies behind them.Wednesday, 30 November 2005Directed task & focused reading week #2A task / readings related to student learning, equal opportunities, assessment and e-learning.Mentors’ meetings: a series of dates will be arranged in November & December**********************************Teaching ends: Friday, 9 December 2005**********************************Staff and Departmental Development Unit Page 6 University of Leeds

Postgraduate Certificate in Learning and Teaching in Higher Education Handbook Route 1: 2005-2006SDDU5140: Managing and Evaluating Teaching (including L&T conference & options)Thursday 5 January - Tuesday 12 January 2006 inclusiveThursday, 5 January 2006 (all day)Options [3-1]A number of options (e.g. Laboratory & project work, Student skills, M-level, Problem based learning) will be arranged andyou will be expected to select at least one. Attendance at an LTSN event or a relevant session from the SDDU openprogramme (e.g. Effective research student supervision) is an acceptable alternative.Friday, 6 January 2006 (9.30 – 4.30)University of Leeds’ Learning & Teaching Conference [3-2]http://www.ldu.leeds.ac.uk/news/events/conference.htmDesigning and Reviewing Modules and ProgrammesThe various components of a course design model will be considered in detail: rationale for a course - fitness for purpose& fitness of purpose; descriptors of outcomes; setting aims & objectives; intellectual demand and generic skills; selectionof content; objectives - content & skills matrices; teaching and learning methods; setting standards and criteria; matchingassessment to objectives; managing courses; getting the ‘climate’ and ‘environment’ right; evaluating and reviewingteaching & courses; the module & programme review process at Leeds. Also, the final session will look at who (externally& internally) is responsible for setting, monitoring, measuring and maintaining standards.Monday 9 January 2006 (9.30 – 4.30)Course design Day 1 [3-3] & [3-4]Tuesday 10 January 2006 (9.30 – 4.30)Course design Day 2 [3-5] & [3-6]****************************Wednesday, 18 January 2006Directed task & focused reading week #3A task / readings related to course design.***************************************Semester 1 Assessment period 9 – 20 January 2006Teaching starts: Monday, 23 January 2006***************************************Staff and Departmental Development Unit Page 7 University of Leeds

Postgraduate Certificate in Learning and Teaching in Higher Education Handbook Route 1: 2005-2006Wednesday afternoon sessions will normally be held twice (from 1.00 - 3.15 and from 3.45 - 6.00) and you may choose whichsession to attend.*************************************Teaching starts on 23 January & finishes on 5 May 2006*************************************SDDU5160: Teaching with Learning TechnologyWednesday, 25 January 2006 (1.00 – 3.15 or 3.45 – 6.00)Teaching in a virtual learning environment [4-1]A shift in practice away from traditional teaching methods towards the integration of technology and the use of virtuallearning environments brings new areas of concern around traditional issues. This session will touch on issues ofdisability, inclusivity, learning styles, quality assurance, ethics, monitoring, intellectual property, copyright and plagiarismon the web.Wednesday, 1 February 2006 (1.00 – 3.15 or 3.45 – 6.00)Integrating technology into assessment [4-2]Why assess? Assess what and when? How can we assess in a valid and reliable way? A range of computer based toolshave been developed to assist with the assessment process but each has its benefits and challenges and the use of computeraidedassessment is still contentious. Should these tools be used for formative or summative assessment? Are they useful atall levels of study? How can we decide which, and when, tools are appropriate?Wednesday, 8 February 2006 (1.00 – 3.15 or 3.45 – 6.00)Using audio, video and other multimedia in teaching [4-3]New technologies allow us to integrate a range of multimedia into our teaching. How does this affect student learning?How interactive do you need multimedia to be? How will this integrate into the other teaching on your course? How canyou address confusion between the medium and the message?Wednesday, 15 February 2006Directed task & focused reading week #4A task / readings related to teaching with learning technology.Wednesday, 22 February 2006 (1.00 – 3.15 or 3.45 – 6.00)Planning online courses [4-4]What is an online course? What models of online delivery exist? Are there new roles and skills required for onlineteaching? How can a teacher help online, distant students to learn? How can we assure quality in the development ofonline programmes?Wednesday, 1 March 2006 (1.00 – 3.15 or 3.45 – 6.00)Using technology to support students [4-5]The growing range of new communication tools (e.g. discussion rooms, email, chat, mobile phones, PDAs) offers excitingchallenges to lecturers supporting and facilitating student learning. Why do so many online discussion groups for studentslie empty? How do students with different learning styles respond to the integration of technology? How can these tools beused in effective teaching and support?Wednesday, 8 March 2006 (1.00 – 3.15 or 3.45 – 6.00)Evaluating technology in teaching [4-6]When we attempt to evaluate the use of technology in teaching do we evaluate the technology, the course design or theteaching? Why do so many evaluation reports find ‘no significant difference?’ Are we asking the right questions?Wednesday, 15 March 2006C & IT and assignment clinics [4-7]An opportunity to discuss C & IT issues or problems and / or discuss plans for any of your PGCLTHE assignments.If planning to complete this year – one assignment must be submitted by the end of April 2006.If planning to take more than one year to complete the course you must: a) submit an assignment plan(including a brief literature survey (signed off by your mentor) for an assignment by the end of April 2006;b) submit one assignment and the interim professional development plan by 1 September 2006Last date for handing in work is 1 September each year.Staff and Departmental Development Unit Page 8 University of Leeds

Postgraduate Certificate in Learning and Teaching in Higher Education Handbook Route 1: 2005-20067 How will the programme be taught ?The delivery of the programme recognises the need to:• be practical• be relevant• demonstrate active learning methods• model a variety of approaches to teaching and learning• integrate theory and practice, and provide opportunities for participants to analyse and reflect upon applicability totheir own context• generate an environment that fosters and promotes group identity and peer support.To achieve these a wide variety of teaching and learning methods will be used in the programme including lectures, smallgroup sessions, video analyses, simulations, case studies, experiential learning, paper-based and on-line open learningmaterials and resource based learning. As a result you will need access to a networked computer for the whole of theprogramme and a Nathan Bodington username.Colleagues from a number of departments in the University will be involved in facilitating some of the sessions.You will be encouraged to experiment with these methods, where appropriate, when teaching your own modules andprogrammes of study. You will also be encouraged to identify examples of good practice in your own discipline area andto share these in order to demonstrate the benefits and potential of peer and cross-disciplinary cooperation.The Nathan Bodington Building http://vle.leeds.ac.uk/site/nbodington/sddu/pgclthe/ and the PGCLTHE web sitehttp://www.leeds.ac.uk/sddu/pgcert/ will be used to provide support and for administrative purposes.You will be directed to specific reading and references for the focused reading weeks on the topics listed in the scheduleand you will be set tasks to complete for the follow-on discussions. In addition you will be expected to consult disciplinespecific literature and will be given guidance on locating this.8 How will you be assessed ?For each of the modules, one assignment will be set which will arise directly out of the content of the module and itsapplications to your work.All assignments comprise a written case study report with an option for an alternative oral presentation for EITHERmodule 2 or module 4. All assignments are based on the same assessment criteria, i.e. for both the written case study reportand oral presentation - see the separate module handbooks.Participants who select the oral presentation option for either of these assignments must notify Jo Siddons by the start ofJuly in the year in which they wish to present. Presentations will be held during the 2 nd and/or 3 rd week of September.The assignments will contribute equally to the award of the Certificate, and will be assessed by members of the programmeteam. For assignment one, however, a component of the grade will be decided jointly by you and your mentor. Writtenfeedback will be given on all assignments. You will also be required to complete and hand in the three professionaldevelopment plans to be found at http://www.leeds.ac.uk/sddu/pgcert/pdp.htmFor each of your assignments you are expected to produce an abstract that you submit electronically: seehttp://www.sddu.leeds.ac.uk/abstracts/ for further information.Detailed assignment specifications are given in the respective module handbooks, along with the outline marking criteria.Assignments should be discussed with your mentor as you plan and produce them. There will also be opportunities todiscuss assignments with the programme providers/tutors.If you plan to complete the programme in one year, target dates are suggested for the assignments in order to spread theload both for you and for the assessors:first assignment end of April 2006second assignment end of June 2006third assignment end of July 2006final assignment 1 September 2006.Staff and Departmental Development Unit Page 9 University of Leeds

Postgraduate Certificate in Learning and Teaching in Higher Education Handbook Route 1: 2005-2006If you plan to complete the assignments in a particular academic year you must submit at least one assignment by the endof April of that year. You cannot submit a second assignment until you have received feedback on the first. Normally,comments on marked assignments will be returned to you for retention in your portfolios within four weeks of submission.All marked assignments and professional development plans will be returned to you after the meeting with the ExternalExaminer in the year that you are awarded the Certificate.Assignments should be submitted with the appropriate front sheet. These will be circulated during the course and are alsoavailable at http://www.leeds.ac.uk/sddu/pgcert/assessment.htmIt is important that all sections of the sheet are completed, especially the check boxes at the bottom of the page, as theseremind you of some essential aspects of the assignment. Assignments submitted without completed front sheets will beautomatically returned to you.Assignments will be graded as pass with merit, pass or refer according to the following grade descriptors:Pass with MeritPassReferIn addition to satisfying the major specification and criteria, the extent and scope of the workdemonstrates added insight into the process and context of teaching, learning andassessment. In particular, the assignment should demonstrate at least one of the followingaspects:1. in-depth evaluation of the appropriate educational literature or that the literature hashad a major influence on the teaching/learning/assessment practice adopted in the casestudy2. that critical self-reflection and action plans increased the appreciation of theeducational issues and how these should influence future practice for the individual,programme, or department3. an understanding that the teaching, learning and assessment process is an iterativecycle focusing on the student learning experience. This should be apparent from casestudydiscussions, the approach adopted and self-reflections/action plans4. the case study describes the implementation of a justified and appropriately evaluatedinnovation that will improve the learning experience of the studentsSatisfies the major specification and criteria including critical self reflection. Evaluates andintegrates educational theory using references to appropriate generic and/or disciplinespecific educational literature.Assignment does not yet satisfy the major specifications & criteria.The programme is designed to develop and measure your progress towards professional practice in the areas of teaching,learning, assessment and course design & evaluation. Consequently a minimum of a pass will be required in all fourmodules to obtain the Postgraduate Certificate in Learning and Teaching in Higher Education. If an assignment is referredyou will be allowed only one resubmission per module in accordance with standard University policy. If you attend theprogramme but do not complete all of the assignments, you will not be awarded the Certificate.To gain a merit grade on your certificate you will normally be required to achieve a pass with merit on three of the fourassignments.Submission of assignmentsYou should submit a single copy, word processed and with the pages numbered (as this assists us to give specificfeedback). In addition to the specific references, a contents page and bibliography are essential. Whilst recommending theHarvard system (and advice is available at http://www.leeds.ac.uk/sddu/leeds/harvard.doc) we recognise that practicevaries across the disciplines. If you do not use the Harvard system we require you to use a recognised alternativereferencing convention. A useful guide to referencing (Fisher, D & Hanstock, T, 1998. Citing references, 1998.Nottingham: Nottingham Trent University/Blackwell’s Bookshops) is available from Blackwell’s University Bookshop onBlenheim Terrace. Appendices should be clearly labelled and referenced in the text of your case study. All assignmentsshould be submitted to Jo Siddons (by mail or in person) and she will issue a receipt.Staff and Departmental Development Unit Page 10 University of Leeds

Postgraduate Certificate in Learning and Teaching in Higher Education Handbook Route 1: 2005-20069 What support will you get ?Every new member of the academic staff is assigned a probationary adviser, who is a senior member of the samedepartment / school. The adviser's role is to help and assess the probationary lecturer on his/her performance and progressin areas detailed in the individual’s probation plan.For the Certificate programme, in addition to the support from tutors and colleagues on the course, you will have a mentor.The role of this mentor relates to your teaching. The mentor’s responsibilities include:• providing guidance and feedback on teaching sessions, approaches to other forms of teaching, assessment, andstudent learning• exploring and discussing your self assessment of your teaching• providing opportunities for you to observe their teaching and that of other colleagues• helping you to develop skills in teaching and related activities• providing personal support when necessary• reviewing progress with you• jointly assessing, with you, the practical teaching sessions for assignment one (for departmental quality assurancepurposes).Programme mentors need not be senior staff; they may be closer in age and experience to you. A programme mentor, at thediscretion of the Head of Department / School, could also be your adviser. All mentors will receive the ProgrammeHandbook which includes a section describing their roles and responsibilities in the Certificate programme. Meetings formentors will be arranged in November & December 2005.Questions about a particular module should be addressed the module leader, other questions & requests for help andguidance should be sent to Chris Butcher or Jo Siddons. In addition ‘clinics’ are built into the course schedule. These areopportunities to discuss C & IT issues or problems and / or to discuss plans for assignments.Contacts & ResourcesChristopher Butcher is the PGCLTHE Course Director and leads SDDU5110 & SDDU5140Contact: (0113 34) 34047 (0113 34) 34162 c.w.butcher@adm.leeds.ac.uk Room G.11a Baines Wing/Great HallClara Davies is a course team member and leads SDDU5120 & SDDU5125Contact: (0113 34) 31465 (0113 34) 34162 c.m.a.davies@adm.leeds.ac.uk Room G.11 Baines Wing/Great HallMelissa Highton is a course team member and leads SDDU5160Contact: (0113 34) 36338 (0113 34) 34162 m.highton@adm.leeds.ac.uk Room G.10 Baines Wing/Great HallJane O’Neill is a course team memberContact: (0113 34) 31664 (0113 34) 34162Phil Race is a course team member j.m.oneill@adm.leeds.ac.uk Room LG.31 Baines Wing/Great HallContact: (0113 34) 31464 (0113 34) 34162 w.p.race@adm.leeds.ac.uk Room G.13a Baines Wing/Great HallJo Siddons is the Course Coordinator to the PGCLTHEContact: (0113 34) 36658 (0113 34) 34162 j.a.siddons@adm.leeds.ac.uk Room G.09 Baines Wing/Great HallThe Staff and Departmental Development Unit Resource RoomSDDU has a growing reference collection of books, periodicals, and research papers, as well as computer-based learningand other audio-visual materials on audio and VHS video tapes, and now also on CDi. The list of resources is available athttp://www.leeds.ac.uk/sddu/resource/front.htmlStaff and Departmental Development Unit Page 11 University of Leeds

Postgraduate Certificate in Learning and Teaching in Higher Education Handbook Route 1: 2005-200610. MentoringThis section focuses upon the role and expectations of the mentor in connection with the assignments that you have tocomplete and the teaching portfolio that you are recommended to develop, but it also offers some general suggestions onworking with participants on the programme.Mentoring, in the form described in this section, is a new approach for working with new staff in the University. Indeed, itis relatively new to courses for university staff in any university. Towards the end of the academic session we will beinviting you to offer your comments on the role and tasks of mentors and upon the guidance offered.The Role of the MentorThe focus of the mentor’s work is to help a participant on the programme to develop his or her approach to teaching,learning and assessment: to act as a trusted adviser and critical friend. In so doing, the mentor may also be indirectlyassisting the participant to develop approaches to administration and research.The primary responsibilities of a mentor are to:• provide guidance and feedback on teaching sessions, approaches to other forms of teaching, assessment and studentlearning• explore and discuss the participant's self assessment of their own preparation and teaching• provide opportunities for the participant to observe the mentor's teaching and that of other colleagues as examplesof good practice• help the participant to develop skills in teaching and related activities• provide personal support where necessary, and increase the participant's confidence• review progress with the participant• act as a resource to the participant in terms of institutional and departmental policies, procedures and routines asthey affect teaching and learning• help the participant to develop a reflective approach to her/his work with students, whereby monitoring andevaluation, for improvement purposes, becomes an on-going process• assist the participant to develop his/her teaching portfolio• jointly assess, with the participant, the practical teaching sessions of assignment one.Competencies of a MentorColleagues who have been asked to carry out the role of mentoring are perceived to have the range of skills and qualities -competencies - necessary for the task. These include the ability to:• agree and review objectives for a participant in the mentoring process• establish an open and honest relationship with the participant• make time available to support a participant - as a reflection of their own organisational and time-management skills• contribute to building a participant's self-confidence• encourage a participant to take responsibility for his/her professional development• listen attentively and non-judgementally• maintain confidentiality• encourage a participant to clarify his/her view and philosophy of teaching and learning• refer a participant to other sources of support where necessary and/or appropriate, and provide constructive andgermane feedback as appropriate• encourage a participant to monitor and reflect on the outcomes of their teaching and management of learning for thepurposes of development and enhancement• monitor and develop their own performance in mentoring.Staff and Departmental Development Unit Page 12 University of Leeds

Postgraduate Certificate in Learning and Teaching in Higher Education Handbook Route 1: 2005-2006The Tasks of a MentorThe primary task of a mentor is to provide advice and support on teaching and assessment procedures. This advice andsupport should be focused upon the four assignments that will be undertaken by the participant during the programme.Five of the designated contact hours of each module are nominally allotted to working with mentors; however, thisrepresents the minimum contact. Ideally, mentors should meet with participants at least three times for each assignment,and the purposes of the meetings are: preliminary meeting: to discuss plans for the assignment and provide any guidance or support required on-going meeting: to monitor the progress of the assignment and share any appropriate practice or advice feedback meeting: to give feedback on the completed assignment prior to its submission.To assist the discussions about assignments, review forms area available on the mentors’ page of the PGCLTHE website athttp://www.leeds.ac.uk/sddu/pgcert/mentors.htmGiving FeedbackOne of the crucial skills of mentoring is giving participants effective feedback. This has two purposes:to reinforce what is being done - to enhance good practiceto change what is being done - to move away from unsuccessful or inefficient practiceEffective feedback should be:TimelyConstructiveRelevantDirectedClearEmpatheticDescriptiveSensitiveas soon after the event as possible, providing that the participant is ready for feedbackstart with the positive and balance the negative with suggestions for changetake account of the context and the possibilitiestowards what the recipient can changestate specific instances rather than generalisationscovers what the receiver can deal with rather than the amount you can providethe aim is not to assess - rather to discuss alternatives. Describing rather than criticising abehaviour can often generate more effective dialogue and resultsbegin discussions by asking the participant what he/she thought. You can then providecomments in the context of the participant’s perceptions.The details of each assignment are given in the respective module handbooks. The information includes:♦ assignment description♦ role of the mentor in the assignment♦ outline criteria♦ suggested observation records for assignment 1.Staff and Departmental Development Unit Page 13 University of Leeds

Postgraduate Certificate in Learning and Teaching in Higher Education Handbook Route 1: 2005-2006Appendix AKey teaching roles of a university lecturerBased on the publication(s) referenced below 5Subject expertThis is the role of achieving and maintaining expert knowledge and skills in a chosen subject area or areas.Programme of study designer or plannerThis is the role of designing an academic programme and of planning for, managing, and evaluating the human andmaterial resources required.CommunicatorThis is the role of effectively exchanging information, knowledge and ideas to maintain positive working relationships andpromote student learning.PractitionerThis is the role of selecting appropriate, effective and efficient teaching and learning methods to work with large groups,small groups and individuals.AssessorThis is the role of planning an assessment sequence for a programme of study, writing valid and reliable assessment tasks,marking student work, and providing constructive feedback to students.Motivator of learningThis is the role of providing conditions which stimulate students to think and learn, and which encourage students to takeresponsibility for their own learning.Academic and pastoral adviserThis is the role of giving students accurate information and advice to assist and support them as learners and members ofthe university's community.Research supervisorThis is the role of encouraging and guiding students towards the successful completion of a research project.Self-managerThis is the role of actively fulfilling personal and professional goals, of managing one's work and one's own developmentas a teacherEvaluatorThis is the role of making effective use of peer, self and student monitoring in formal and informal ways to assess andenhance the quality of a programme, including the teaching and learning experience provided.5Based on: Hall, Milliken, Klijn & Turner. The Key Roles of the University Lecturer at Victoria University at Wellington. VictoriaUniversity, 1993, and The Accreditation of Teachers in Higher Education : objectives and outcomes. Guidelines published by theStaff & Educational Development Association, 1994.Staff and Departmental Development Unit Page 14 University of Leeds

Postgraduate Certificate in Learning and Teaching in Higher Education Handbook Route 1: 2005-2006Appendix BReading list General** Biggs, J. (1999) Teaching for quality learning at university Buckingham: SRHE/OUP** Brown, G. & Atkins, M. (1988) Effective teaching in higher education London: Routledge** Cannon, R & Newble, D (2000) Handbook for teachers in universities & colleges: a guide to improving teaching methodsLondon: Kogan Page** Cowan, J. (1998) On becoming an innovative university teacher: reflection in action Buckingham: SRHE/OUP** Cox, S. & Heames, R. (1999) Managing the pressures in teaching: practical ideas for tutors and their students London:Falmer** Entwistle, N. et al, (1992) Guidelines for promoting effective learning in higher education. Edinburgh: Centre for Researchon Learning and Instruction** McKeachie, W. J. (1999) Teaching tips New York: Houghton** Moon, J. (1999) Reflection in learning and professional development: theory & practice London: Kogan Page** Newble, D. and Cannon, R. (2000) Handbook for teachers in universities and colleges: a guide to improving teachingmethods London: Kogan Page** Race, P. (2001) The lecturer’s toolkit: a practical guide to learning, teaching & assessment London: Kogan Page** Ramsden, P. (1992) Learning to teach in higher education. London: Routledge** Rowland, S. (2000) Enquiring university teacher Buckingham: OUPSchon, D. (1983) The reflective practitioner: how professional think in action New York: Basic Books** Smith, B. & Brown, S. (1995) Research, teaching and learning in Higher Education: Kogan Page** Also see the New Academic (the magazine of SEDA) & Active Learning in Higher Education (the journal of the ILT)General web resourceshttp://www.brookes.ac.uk/services/ocsd/2_learntch/2_learnt.htmlhttp://www.hcc.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/teachtip.htmhttp://www.lgu.ac.uk/deliberations/Subject specificSubject Network: http://www.heacademy.ac.uk/474.htm and the Subject Centre materials in the Resource CentreAlso see the subject specific lists in the Nathan Bodington Building and theSNAS website http://www.heacademy.ac.uk/snasdatabase.aspItems marked ** are held in the Resources Room of the Staff and Departmental Development UnitStaff and Departmental Development Unit Page 15 University of Leeds

Postgraduate Certificate in Learning and Teaching in Higher Education Handbook Route 1: 2005-2006Appendix CQuality Management & Enhancement ProceduresThe Postgraduate Certificate in Learning and Teaching in Higher Education (PGCLTHE) is a University of Leedsqualification, approved by the Learning and Teaching Board as a sixty-credit award at level M. The programme, incommon with all courses approved by the University, is subject to annual and periodic review procedures which areoverseen by the Quality Management & Enhancement Unit. The annual process for the Certificate includes a review of allmodules and of the course as a whole. These reviews are informed by feedback from participants and the ExternalExaminer report.Participant feedbackComments from participants are collected in four ways:• a pre-course questionnaire is used to check the focus and relevance of the course• views of the course in progress are elicited at four stages during the programme:focustiming1 SDDU5110 and administrative procedures end SDDU51102 SDDU5120/SDDU5125 end SDDU51203 SDDU5140 end SDDU51404 SDDU5160 end SDDU5160• an end of programme evaluation• a ‘six months on’ questionnaire, sent to all staff who successfully complete the programme, is used toevaluate how the programme has affected classroom practice.External examinerFor each cohort the External Examiner visits the University in October. During the visit he examines all assignments,meets course participants, and gives verbal feedback to the course team. He provides a written report which is responded toin accordance with University requirements. The examiner is asked to address issues of standards, quality of work, validityand reliability of assessment procedures and course design.The current External Examiner is Dr Paul Blackmore, Director of the Centre for Academic Practice, University of Warwick.http://www2.warwick.ac.uk/services/cap/Staff-Participant CommitteeThe Committee pass opinions on the organisation, presentation and value of the Postgraduate Certificate in Learning andTeaching in Higher Education programme, taking account of University policies and strategies concerning teaching &learning and staff development.The Committee is established at the beginning of module 2 for each programme cycle. It consists of elected courseparticipants (some of whom will be from the previous year’s cohort) and the PGCLTHE course team. The participantmembers will, as far as possible, be representative of the different departments / schools / faculties enrolled on theprogramme. The chair, for all of the meetings, will be elected from the participant members.The group will have at least two formal meetings during the programme cycle, usually in January and April. However, itcould meet at other times if members so require. Minutes of the meetings, which will form part of the annual reportrequired by the University’s teaching quality assurance procedures, will be taken by the PGCLTHE course secretary andconfirmed by the chair. An agenda will be circulated at least one week prior to any meeting, and all members of theCommittee will have the opportunity to submit items for inclusion. Participant members will be expected to consult withprogramme participants in order to ascertain their views on all matters.The chair and one other elected participant member will act as participant representatives on the Learning & TeachingCommittee for approved programmes in the SDDU.The Committee meets the External Examiner each year during the Examiner’s visit to discuss the course. Further detailsare available at:http://vle.leeds.ac.uk/site/nbodington/sddu/pgclthe/pgclthe2004/staffpartic/Staff and Departmental Development Unit Page 16 University of Leeds

Postgraduate Certificate in Learning and Teaching in Higher Education Handbook Route 1: 2005-2006LTC SDDU (approved programmes)The Learning & Teaching Committee for approved programmes in the SDDU consists of representatives from all facultieswithin the university, who meet at least twice each year to :• consider the annual review of the programme• consider participant evaluations• receive minutes of the staff participant meetings• receive the external examiner’s report and the response made• receive details of the number of staff registering for and completing the certificate• comment on arrangements for the next cycle of the programme• make recommendations for changes to and development of the course taking account of University policies andstrategies concerning teaching & learning and staff development.The committee reports to the University’s Learning and Teaching Board (LTB).Changes we makeEach year changes are made to the programme as a result of discussions with participants and others. These can be foundat the following location in the Nathan Bodington Building.http://vle.leeds.ac.uk/site/nbodington/sddu/pgclthe/pgcert0506/changes/External accreditationThe programme is accredited by the Higher Education AcademyHigher Education AcademyThe Higher Education Academy is a professional body for all who teach and support learning in higher education in theUK. It aims to enhance the status of teaching, improve the experience of learning and support innovation in highereducation.http://www.heacademy.ac.uk/QAA subject reviewThe Certificate (and Diploma) was reviewed in November with parts of the School of Education and School of ContinuingEducation. The provision scored the maximum 24 points. The review report is available at:http://www.qaa.ac.uk/reviews/reports/subjectLevel/q442_01.pdfStaff and Departmental Development Unit Page 17 University of Leeds