adept taught route: programme information web vieweducational development team. adept taught route....

Educational Development Team

ADEPT Taught RouteHandbook 2016-17

Academic Development, Education and the Promotion of Teaching

1ADEPT taught route handbook 2016-17 [email protected]

ContentsADEPT taught route: programme information......................................................................................3

Introduction.......................................................................................................................................3

Professional Standards at QMUL and the UKPSF...............................................................................3

Recent changes to the programme...................................................................................................5

PGCert Learning and Teaching in HE..............................................................................................6

PGCert Academic Practice.............................................................................................................6

Certificate in Learning and Teaching..............................................................................................6

Programme routes.............................................................................................................................6

QMUL staff.....................................................................................................................................6

New participants............................................................................................................................8

Continuing participants.................................................................................................................9

External participants......................................................................................................................9

Module list.......................................................................................................................................11

Timetable 2016-17...........................................................................................................................13

Recognition......................................................................................................................................14

PGCerts........................................................................................................................................15

CILT..............................................................................................................................................17

Confirmation of Fellowship..........................................................................................................17

Fellowship and progression.........................................................................................................18

Policies and Procedures.......................................................................................................................19

Admissions.......................................................................................................................................19

External participants....................................................................................................................19

Distance learning: technical requirements..................................................................................19

Assessment......................................................................................................................................19

Assessment Criteria.....................................................................................................................21

Late Work and Extensions...........................................................................................................25

Extenuating Circumstances..........................................................................................................25

Plagiarism and Referencing.........................................................................................................26

Attendance......................................................................................................................................27

Deregistration..................................................................................................................................27

Enrolment........................................................................................................................................27

Re-enrolment...............................................................................................................................30


Evaluation and Quality Assurance...................................................................................................30

Interruption of Studies....................................................................................................................30

Programme Awards.........................................................................................................................30

School Academic Development Mentors.........................................................................................31

Coaching for participants.................................................................................................................31

Student Guide..................................................................................................................................31

Appendix A: Mapping of ADEPT Taught Route to the UK Professional Standards Framework............33

Mapping of modules against UKSPF dimensions.............................................................................33

Mapping of programme intended learning outcomes against UKPSF.............................................34

Mapping of modules and assessments against UKPSF....................................................................37

ADEPT taught route: programme information

IntroductionThe Academic Development, Education and the Promotion of Teaching (ADEPT) Programme is made up of two routes. This handbook covers the taught route which is accredited by the Higher Education Academy (HEA) and comprises:

Certificate in Learning and Teaching (CILT) – a 30 credit postgraduate qualification leading to Associate Fellowship of the HEA

Postgraduate Certificate in Academic Practice – a 60 credit postgraduate qualification leading to Fellowship of the HEA

Postgraduate Certificate in Learning and Teaching in Higher Education - a 60 credit postgraduate qualification leading to Fellowship of the HEA

Professional Standards at QMUL and the UKPSFQueen Mary is committed to the continuous development of teaching practice, and is embedding professional standards of teaching into its practice and appraisal scheme, aligned to the UK Professional Standards Framework (UKPSF), with its Areas of Activity, Core Knowledge and Professional Values.

The UKPSF is a nationally-recognised framework for benchmarking success within HE teaching and learning support which is managed by the HEA. It forms a comprehensive set of professional standards and guidelines for everyone involved in teaching and supporting learning in HE. The UKPSF can be applied to personal development programmes at individual or institutional level to improve teaching quality.


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

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

More details are available on the HEA’s website at http://heacademy.ac.uk

The ADEPT taught route is mapped against the UKPSF and enables participants to demonstrate their practice in each of the dimensions of the framework. Further information about HEA accreditation and the alignment of the programme to the UKPSF is provided below under Recognition and in Appendix A. Participants will also be introduced to the UKPSF and its role at the ADEPT programme induction.

The HEA awards recognition for commitment to professionalism in teaching and learning in higher education in the form of fellowships. Fellowships are aligned to the UKPSF and offered in the following categories:

Associate Fellow Fellow Senior Fellow Principal Fellow

The ADEPT taught route leads to HEA recognition at either Associate Fellow (CILT) or Fellow (PGCert). After completion of these courses and as participants’ careers and roles progress, they may wish to make an application for Senior or Principal Fellow. The Educational Development team supports colleagues in making these applications – please contact [email protected] for more information, or consult the CPD route handbook.

UK Professional Standards Framework1

1 Higher Education Academy, ‘UK Professional Standards Framework for Teaching and Supporting Learning in Higher Education,’ 2011, available at: https://www.heacademy.ac.uk/sites/default/files/downloads/ukpsf_2011_english.pdf


https://www.heacademy.ac.uk/sites/default/files/downloads/ukpsf_2011_english.pdf

mailto:[email protected]

http://heacademy.ac.uk/

Areas of Activity

1. Design and plan learning activities and/or programmes of study

2. Teach and/or support learning

3. Assess and give feedback to learners

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

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

Core Knowledge

1. The subject material

2. Appropriate methods for teaching, learning and assessing in the subject area and at the level of the academic programme

3. How students learn, both generally and within their subject/disciplinary area(s)

4. The use and value of appropriate learning technologies

5. Methods for evaluating the effectiveness of teaching

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

Professional Values

1. Respect individual learners and diverse learning communities

2. Promote participation in higher education and equality of opportunity for learners

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

4. Acknowledge the wider context in which higher education operates, recognising the implications for professional practice

Recent changes to the programme Over the past year the Educational Development team has undertaken a curriculum review process to review our taught programme offering (previously PGCAP and CILT). The result of the review is a revised PGCert in Academic Practice and a new programme pathway, PGCert in Learning and Teaching in Higher Education. The new programmes will comprise revised versions of existing modules alongside some new modules.

PGCert Learning and Teaching in HEThe existing PGCAP was not an appropriate qualification for all QMUL staff to take. It expected participants to be on a ‘full’ lecturing contract with administrative, research and other academic duties alongside teaching. There are a growing number of staff at QMUL whose contracts are not like this, for example Teaching Fellows or Professional Services staff who actively support teaching


and learning. In response to the changing nature of the workforce we need to provide additional opportunities and options for staff development. Staff in these different roles need a programme with different emphases. The PGCert in Learning and Teaching in Higher Education offers these colleagues a HEA-accredited qualification which is relevant to their practice. It also enables QMUL to expand teaching and learning development beyond traditional lecturing roles to include all those involved in supporting student learning, which will in turn help improve the student experience.

PGCert Academic PracticeThe PGCert in Academic Practice has been revised to align more fully with the UK Professional Standards Framework, reflecting national standards in teaching and supporting student learning. There is a revised programme pathway: all participants will take a core introductory module in Learning and Teaching, followed by two compulsory modules in Curriculum Design and Academic Practice. Participants will select a final elective module. New modules in Developing Academic Leadership and Internationalisation in Higher Education are being introduced to reflect QMUL priorities, together with wider trends in the UK HE sector. The introductory core module has been revised, together with the compulsory module Developing Academic Practice and the optional module Enhancing Learning and Teaching. PGCert in Academic Practice will continue to fulfil probation requirements for new members of academic staff.

Certificate in Learning and TeachingCILT (Certificate in Learning and Teaching) will continue to be offered in its current format, but the PGCert in Learning and Teaching in Higher Education will offer CILT participants the option to continue their studies with a learning and teaching, rather than academic practice focus, and receive full Fellowship of the HEA if they wish.

Programme routesQMUL staffParticipants on the new programmes will normally study face-to-face but will be able to take one module via distance learning. However, the first core module should be taken face-to-face. Staff teaching QMUL students at overseas locations will be able to take any of the new programmes entirely via distance learning. In exceptional circumstances QMUL staff based in London may take more than one module via distance learning.

For both PGCert pathways participants will first take the core introductory module Learning and Teaching in Higher Education, followed by two compulsory modules2: Developing the Curriculum in the Disciplines (for both routes), plus Developing Academic Practice (for PGCert Academic Practice) or Enhancing Learning and Teaching (for PGCert Learning and Teaching). Participants will then choose a final optional module.

For CILT, participants will take the core module Learning and Teaching in Higher Education followed by one optional module of their choice.

2 At QMUL a compulsory module is a module that must be taken, whereas a core module is a module that must be taken and passed.


Please note that the core module runs over two academic semesters and so will run alongside the participant’s second module during the second semester of their programme. All participants are able to choose the ADEPT Summer School: International Perspectives on Higher Education as an optional module. This module takes place in semester C, and an illustration of the programme route including the Summer School module is provided below.

The following diagrams outline the standard routes through the new programmes; in exceptional circumstances colleagues will be able to take modules in an alternative order.

Example PGCert Academic Practice programme route including the Summer School module:

Semester Module

A16 (September ADP7101 Learning and Teaching in Higher Education (running over two 7

ADEPT taught route handbook 2016-17 [email protected]

2016) semesters – A16 and B16)

B16 (January 2017) ADP7102 Developing the Curriculum in the Disciplines

C16 (July 2017) ADP7112 Summer School: International Perspectives on Higher Education Developing Academic Practice

A17 (September 2017)

ADP7103 Developing Academic Practice

New participantsThe first step is to decide whether to pursue the ADEPT taught route or the points-based scheme ADEPT 100 (or ADEPT 50). Both routes lead to Fellowship (PGCert or ADEPT 100) or Associate Fellowship (CILT or ADEPT 50) of the Higher Education Academy, but, unlike the taught route, the points-based scheme does not offer colleagues a qualification. However, you may find the points-based scheme fits more flexibly around your schedule. You will be able to discuss these options with you probation mentor (if applicable) or your School Academic Development Mentor.

The taught routes are aimed primarily at new members of academic staff with less than three years’ experience as a lecturer in higher education, but are open to any other members of staff who wish to gain a qualification in learning and teaching. Participants must be teaching on at least 2 occasions during each academic year of their programme. The majority of practice-based activities that you undertake for the programme including observations and assessments should take place at Level 3 or above.

If you decide you would like to follow the taught route, the next step is to choose which pathway to take: PGCert in Academic Practice, PGCert in Learning and Teaching in Higher Education or Certificate in Learning and Teaching.

PGCert in Academic Practice (60 credits PG level, 2 years part-time) is recommended for colleagues engaged on lecturing contracts who have a full range of academic responsibilities including curriculum development work. PGCert Academic Practice fulfils the probation requirements for new members of academic staff, and successful completion leads to Fellowship of the Higher Education Academy.

PGCert in Learning and Teaching in Higher Education (60 credits PG level, 2 years part-time) is recommended for colleagues who are primarily engaged in teaching or supporting student learning, for example those employed as Teaching Fellows or Professional Services staff in student support roles. Successful completion leads to Fellowship of the Higher Education Academy.

Certificate in Learning and Teaching (CILT) (30 credits PG level, 1 year part-time) is recommended for part-time educators such as clinicians who teach or early career academics who do not have a full range of teaching responsibilities. Successful completion leads to Associate Fellowship of the Higher Education Academy.


Continuing participantsCurrent CILT and PGCAP participants who are continuing their programme into the 2016-17 academic year will remain registered on their original programmes, but will compete their awards via the new programme modules. All modules are being re-coded for the new programme – see Module List below. Continuing participants will not be able to take the new versions of modules they have already completed; this includes corresponding distance learning versions of modules.

Participants on PGCAP will continue be required to complete the two core modules (Learning and Teaching in Higher Education, Developing the Curriculum in the Disciplines) plus two optional modules. Continuing CILT participants will complete Learning and Teaching in Higher Education and one optional module. If you have already chosen your next module, you will automatically be added to the corresponding new module. If you have not yet chosen your module for September 2016 please contact [email protected].

Current CILT participants who are interested in continuing on to complete a PGCert should contact [email protected]. If you have already completed CILT (or a similar qualification elsewhere, subject to approval) and would like to progress to a PGCert then you will be required to complete two further modules: Developing the Curriculum in the Disciplines plus either Enhancing Learning and Teaching (for PGCert Learning and Teaching) or Developing Academic Practice (for PGCert Academic Practice).

External participantsThe PGCert Academic Practice, PGCert Learning and Teaching in Higher Education and CILT are open to colleagues from other institutions (such as staff at QMUL partner institutions and those teaching QMUL students but employed elsewhere) via distance learning. Course fees apply, and an additional registration fee is payable to be registered as a Fellow (or Associate Fellow) of the Higher Education Academy. Participants must be teaching in higher education, or teaching higher education within a further education setting. The majority of practice-based activities that you undertake for the programme including observations and assessments should take place at Level 3 or above.

PGCert in Academic Practice (Distance Learning) (60 credits PG level, 2 years part-time) is recommended for colleagues engaged on lecturing contracts who have a full range of academic responsibilities including curriculum development work. Successful completion leads to Fellowship of the Higher Education Academy (upon payment of a registration fee).

PGCert in Learning and Teaching in Higher Education (Distance Learning) (60 credits PG level, 2 years part-time) is recommended for colleagues who are primarily engaged in teaching or supporting student learning, for example those employed as Teaching Fellows or Professional Services staff in student support roles. Successful completion leads to Fellowship of the Higher Education Academy (upon payment of a registration fee).

Certificate in Learning and Teaching (CILT) (Distance Learning) (30 credits PG level, 1 year part-time) is recommended for part-time educators such as clinicians who teach or early career academics who do not have a full range of teaching responsibilities. Successful completion leads to Associate Fellowship of the Higher Education Academy (upon payment of a registration fee).

Please note that the core module runs over two academic semesters and so will run alongside the participant’s second module during the second semester of their programme. All participants are




able to choose the ADEPT Summer School: International Perspectives on Higher Education as an optional module. This module takes place in semester C, and an illustration of the programme route including the Summer School module is provided below.

The normal routes through the distance learning programmes are:

Example PGCert Academic Practice DL programme route including the Summer School module:

Semester Module


ADP7201 Learning and Teaching in Higher Education (DL) (running over two semesters – A16 and B16)

B16 (January 2017) ADP7202 Developing the Curriculum in the Disciplines (DL)

C16 (July 2017) ADP7112 Summer School: International Perspectives on Higher Education


Developing Academic Practice


ADP7203 Developing Academic Practice (DL)

Module listNot all modules will be offered every semester or academic year depending on staff availability and participant demand. However, core and compulsory modules will run at least once per academic year. ‘DL’ indicates a distance learning course.

Core and compulsory modules

Module name Applicable routes New module code

Old module code

Learning and Teaching in HE

CORE for all routes

Available face to face

ADP7101 ADPM001

Developing the Curriculum in the Disciplines

COMPULSORY for PGCERTs, optional for CILT

Available face to face or as distance learning option

ADP7102

ADP7202 (DL)

ESDM011

ESD7011 (DL)

Developing Academic Practice

COMPULSORY for PGCERT in Academic Practice


ADP7103

ADP7203 (DL)

ESDM009 / ESDM010

n/aEnhancing Teaching and Learning

COMPULSORY for PGCERT in Learning and Teaching, optional for PGCERT in Academic Practice and CILT

ADP7104 ESDM016



ADP7204 (DL) n/a

Optional modules

Module name Applicable routes New module code

Old module code

Developing Learning and Teaching in Medicine and Dentistry

Optional for all routes


ADP7105 ADPM002

Assessing Students Optional for all routes


ADP7106

ADP7206 (DL)

ESDM015

ESD7015 (DL)

Teaching with Learning Technologies



ADP7107 ESDM018

Building a Research Profile

PGCERT in Academic Practice

Available face to face or as distance learning option (TBC)

ADP7108

ADP7208

ESDM017

n/a

Public Engagement PGCERT in Academic Practice


ADP7109 ESDM019

Developing Academic Leadership (TBC)

PGCERT in Academic Practice


ADP7110 n/a

Internationalisation and Higher Education


Available as distance learning option

ADP7211 n/a

Summer School: International Perspectives on Higher Education



ADP7112 ADPM005

Technology Enhanced Teaching in Practice


Available as distance learning option

ADP7213 ESD7018


Timetable 2016-17Semester A16 (September 2016)

Face to face

ADP7101 Learning and teaching in HE

ADP7102 Developing the Curriculum in the Disciplines

ADP7103 Developing Academic Practice

ADP7104 Enhancing Teaching and Learning

ADP7105 Developing Learning and Teaching in Medicine and Dentistry

ADP7107 Teaching with Learning Technologies

ADP7108 Building a Research Profile

Distance learning

ADP7201 Learning and teaching in HE (DL)

ADP7202 Developing the Curriculum in the Disciplines (DL)

ADP7204 Enhancing Teaching and Learning (DL)

Semester B16 (January 2017)

Face to face

ADP7101 Learning and teaching in HE

ADP7102 Developing the Curriculum in the Disciplines

ADP7104 Enhancing Teaching and Learning

ADP7105 Developing Learning and Teaching in Medicine and Dentistry

ADP7106 Assessing students

Distance learning

ADP7201 Learning and teaching in HE (DL)

ADP7202 Developing the Curriculum in the Disciplines (DL)

ADP7203 Developing Academic Practice (DL)

ADP7204 Enhancing Teaching and Learning (DL)


ADP7206 Assessing Students (TBC)

ADP7208 Building a Research Profile (DL) (TBC)

ADP7213 Technology Enhanced Teaching in Practice (DL)

Semester C16 (Summer 2017)

Face to face

ADP7112 Summer School:

International Perspectives on Higher Education: Developing Academic Practice

RecognitionThe ADEPT taught route is accredited by the Higher Education Academy, and the programme is aligned with the UK Professional Standards Framework:

Areas of Activity

1. Design and plan learning activities and/or programmes of study

2. Teach and/or support learning

3. Assess and give feedback to learners

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

5. Engage in continuing professional development in

Core Knowledge

1. The subject material

2. Appropriate methods for teaching, learning and assessing in the subject area and at the level of the academic programme

3. How students learn, both generally and within their subject/disciplinary area(s)

4. The use and value of appropriate learning technologies

5. Methods for evaluating the effectiveness of teaching

Professional Values

1. Respect individual learners and diverse learning communities

2. Promote participation in higher education and equality of opportunity for learners

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


subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices

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

4. Acknowledge the wider context in which higher education operates, recognising the implications for professional practice

A full mapping of the programme against the UKPSF indicating in detail where participants are able to demonstrate their practice across these three dimensions is provided at Appendix A.

PGCertsAt PGCert level, successful completion of the programme leads to Fellowship of the Higher Education Academy. Fellowship is defined through reference to the UKPSF, and the descriptor for Fellowship states:

‘Demonstrates a broad understanding of effective approaches to teaching and learning support as key contributions to high quality student learning. Individuals should be able to provide evidence of:

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

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

learning, assessment and, where appropriate, related professional practices.’3

The ADEPT taught route therefore offers PGCert participants the opportunity to demonstrate their engagement with the UKPSF in all of the above areas. The first core module is Learning and Teaching in Higher Education and provides a broad coverage of the Areas of Activity (A1-4), Core Knowledge (K1-5) and Professional Values (V1-4). As an introductory module, it focuses on developing participants’ teaching practice through discussion of theories as well as practical activities such as session planning and teaching observation. Key themes and values in higher education such as equality and diversity are also introduced, and in assessments participants are asked to use evidence-informed approaches to reflect on their teaching practice and place it within a wider context. In both the teaching observation and module assessments, participants are required to show understanding of how design and delivery of teaching is informed and influenced by the nature of their discipline.

Similarly, Developing the Curriculum in the Disciplines, the second module participants take on both PGCert pathways, is aligned to a broad range of the UKPSF dimensions (A1-3 and 5; K1-3, 5 and 6; V1-4). This module focuses on designing modules and programmes of study, considering how design of assessment, feedback, evaluation and teaching and learning activities impact on student learning. The module considers issues of quality assurance and monitoring in detail, and asks participants to 3 ‘UK Professional Standards Framework,’ available at: https://www.heacademy.ac.uk/sites/default/files/downloads/ukpsf_2011_english.pdf


https://www.heacademy.ac.uk/sites/default/files/downloads/ukpsf_2011_english.pdf

reflect on the impact of these and other broad external issues such as inclusive curriculum and internationalisation on their practice. Participants undertake a piece of curriculum design as well as a reflective exercise considering how the feedback processes used during the module have impact on their professional development.

For the PGCert Academic Practice, the third module participants take is Developing Academic Practice. This module is focused on participants’ continuous professional development as academics, and as such aligns to UKPSF A5; K5 and 6; and V3 and 4. Through exploring higher education’s wider contexts and developing their own career plan, participants engage in and apply evidence-informed approaches to continuous professional development. In asking them to reflect on their practice, the module also explores evaluation of teaching and quality assurance issues.

Participants on PGCert Learning and Teaching in Higher Education take Enhancing Teaching and Learning as their third module. This module is focused on practical aspects of teaching and different approaches to student learning and aligns to the areas of the UKPSF centred around these areas (A2, 4, 5; K2, 3, 5 and 6; and V1, 3 and 4). Through critical evaluation participants consider the implications of research around teaching methods and student learning for their teaching practice. In addition to practical teaching skills such as approaches for small and large groups and voice training, the module also explores wider issues such as inclusivity in teaching.

On each PGCert pathway the first three modules participants take give opportunities to demonstrate practice against each of the UKPSF dimensions. Through the first module’s teaching observations exercise, participants must demonstrate successful engagement in teaching practices related to the Areas of Activity. The assessments for the first and second modules enable participants to incorporate their own disciplinary perspectives and subject-based research alongside pedagogic approaches to learning and teaching. The second module, along with the two different third modules for the pathways, provide more focused opportunities for participants to demonstrate successful engagement in continuous professional development in relation to teaching and learning and their professional practice.

The final optional module that participants on the PGCert take offers a chance for them to explore in more detail a topic that is of personal interest to them, which further supplements the above engagement with the UKPSF.

CILTAt CILT level, successful completion of the programme leads to Associate Fellowship of the Higher Education Academy. Associate Fellowship is defined through reference to the UKPSF, and the descriptor for Associate Fellowship states:

‘Demonstrates an understanding of specific aspects of effective teaching, learning support methods and student learning. Individuals should be able to provide evidence of:

Successful engagement with at least two of the five Areas of Activity Successful engagement in appropriate teaching and practices related to these Areas of

Activity Appropriate Core Knowledge and understanding of at least K1 and K2 A commitment to appropriate Professional Values in facilitating others’ learning Relevant professional practices, subject and pedagogic research and/or scholarship within

the above activities


Successful engagement, where appropriate, in professional development activity related to teaching, learning and assessment responsibilities.’4

As for the PGCert pathways above, CILT participants take the core module Learning and Teaching in Higher Education initially. For CILT participants this module enables them to focus in particular on Areas of Activity A1 and 2. It also introduces four areas of Core Knowledge (K2-5) and familiarises participants with all four Professional Values (V1-4). The practical focus of this core module requires participants to demonstrate engagement in appropriate teaching practices and to critically reflect on their practice. They are asked to design teaching sessions considering different learning contexts and how their discipline influences teaching and learning planning.

This module, in addition to the second optional module that participants choose, also enables them to demonstrate engagement in professional development activities and to relate their practice to relevant subject and pedagogic research. For CILT, optional modules are focuses around teaching and learning in order to provide additional opportunities to develop Areas of Activity A1 and 2, relevant areas of Core Knowledge and to engage with the Professional Values. Options include: Enhancing Learning and Teaching, Developing Learning and Teaching in Medicine and Dentistry, Assessing Students, Teaching with Learning Technologies, Internationalisation and Higher Education.

Confirmation of FellowshipOn successful completion of your programme, and once results are confirmed by the Examination Board, the CAPD makes an application to the HEA for Fellowship or Associate Fellowship on your behalf. Once this has been processed you will receive confirmation and a certificate directly from the HEA.

Fellowship and progressionIf, upon completing CILT, participants wish to progress to the full PGCert Learning and Teaching, they are able to take a further two modules (in line with the PGCert Learning and Teaching module requirements) and upon successful completion attain HEA Fellow status.

As participants’ careers progress after completion of the PGCert, their roles in relation to teaching and learning may change and they may wish to apply for Senior or Principal Fellow of the HEA. The Educational Development team supports staff in applying for these categories of Fellowship; please contact [email protected] if you are interested.

4 Ibid.17

ADEPT taught route handbook 2016-17 [email protected]


Policies and Procedures

AdmissionsQMUL staff participants must be teaching students on at least two occasions in an academic year, in order to meet the observation requirements for the core module on all programmes. External participants must be teaching in higher education, or teaching higher education within a further education setting. The majority of practice-based activities that you undertake for the programme including observations and assessments should take place at Level 3 or above. In order to be eligible for a free place on the face-to-face programme you must either be a member of QMUL staff or teaching QMUL students.

To complete the PGCert in Academic Practice participants should normally have a full range of academic responsibilities and be engaged in curriculum development.

External participants In order to be eligible to enrol on our courses you need to be actively teaching within higher education or teaching higher education in a non-higher education institution. The majority of practice-based activities that you undertake for the programme including observations and assessments should take place at Level 3 or above. Participants who are not QMUL staff will need to pay a registration fee to be registered as a Fellow (or Associate Fellow) of the Higher Education Academy.

English entry requirements – 7.0 IELTS OR 68 PTE Academic

Distance learning: technical requirementsTechnical requirements for Blackboard Collaborate sessions:

Windows Users: Java Version 7 or 8 (latest version is recommended); Google Chrome is recommended, but other supported browsers include: Internet Explorer 8 or 9 (Windows XP / 7), Internet Explorer 10 or 11 (Windows 8 / 10) and the latest version of Firefox

Mac Users: Mac OSX 10.7 or higher is recommended; Java Version 7 or 8 (latest version is recommended); Google Chrome is recommended, but other supported browsers include: latest version of Firefox, latest version of Safari

Minimum Computer Specifications: 256 MB RAM; 20 MB free disk space; Internet Access – 28.8 kbps speed or above (broadband connection highly recommended); Soundcard with microphone and headphones (a headset with microphone/headphones is highly recommended); Webcam

AssessmentThe deadline for assessments is 5pm on the submission date.


Assessment tasks in the ADEPT taught route modules are marked with five grades A-E, these grades are then converted into percentage points for calculation of module and award results. Overall results for modules and for the final award are graded as Fail (F) (0-49.9%) Pass (P) (50-59.9%), Merit (M) (60-69.9%) or Distinction (D) (70% and above).

All modules are assessed by means of coursework; there are no formal examinations. More details about the assessments for modules can be found in module handbooks. All assessments must be submitted online through the QMplus system. It is a participant’s responsibility to ensure that the work submitted is the work that is to be marked.

A participant may apply for an extension of up to 2 weeks if they cannot meet a deadline for any valid reason, approved by the programme’s Senior Tutor. Acceptable reasons include personal and family health issues, unexpected work pressures and other unexpected events which justify a short extension. See more details below.

The assessment for the programme is moderated according to QMUL policy on moderation, with a sample of 25% or at least 10 pieces of assignment moderated by a member of CAPD not involved in the original marking. Provisional feedback, subject to moderation or second marking and final approval by the Subject Examination Board is given within two working weeks.

Where the number of submissions for an assignment is less than 10 the work will be second marked. The procedure is that after the period allowed for extensions the course administrator checks the number of submission and contacts the colleague assigned to moderate that module with either a moderation form or a request to second mark as appropriate.

Formative feedback on draft assignments is available from mentors, each module convenor will make arrangements and set deadlines for the submission of drafts for feedback.

Where a recommendation for an award of PGCert or CILT falls within a decimal place of a higher grade for the award the Subject Examination Board will review participant’s profile and make a recommendation for the final classification to the Degree Examination Board, in accordance with the QMUL Borderline Policy.


Assessment Criteria

Assessment tasks in the ADEPT taught route modules are marked with five grades A-E. These grades are then converted into percentage points for calculation of module and award results. Overall results for modules and for the final award are graded as Fail (0-49.9%) Pass (50-59.9%), Merit (60-69.9%) or Distinction (70% and above).

There are four broad areas which we are looking for: the analysis and improvement of practice, the extent to which practice is informed by external references, evidence of improving practice, and engaging in debate about practice. These can be further broken down into a number of elements (not all the elements apply to all the assessments in the programme) and used to make grading decisions for the assignment as a whole (grades are not given for each area):

A+

90%

A

80%

A-

72%

B+

68%

B

65%

B-

62%

C+

58%

C

55%

C-

52%

D+

48%

D

45%

D-

42%

E+

35%

E

25%

E-

15%

Analysis of Practice

Clarity of aims and goals

Analysis of methods

Clear aims, with clear consideration of the needs of key stakeholders

Well informed analysis of approach to issues and methods used.

Clear aims, with some consideration of the range of stakeholders

Analysis of methods provided with limited analysis

Aims set out for the activities involved

Clear discussion of their approach to issues.

Aims stated but not analysed nor connected to practice

Methods stated clearly, but not placed in context

No clear aims for activity, or aims fail to take account of students needs

No clear discussion of their approach to issues and problems


Evaluation of effectiveness

Clear and effective evaluation of practice

Evaluation carried out, but limited reflection on the process

Some evaluation method employed

Partial evaluation done but not enough to improve practice

No evidence of any evaluation of effectiveness

A+

90%

A

80%

A-

72%

B+ 68% B

65%

B-

62%

C+

58%

C

55%

C-

52%

D+

48%

D

45%

D-

42%

E+

35%

E

25%

E-

15%

Informed Practice

Use of the literature

Practice located in the participants’ subject, and QMUL context

Evidence of familiarity with developments in UK HE

Well supported by critical references to a wide range of appropriate literature

Demonstrates a clear understanding of position of work in the context

References to work in other institutions, the HEA and other centres

Supported by references to an appropriate range of literature

Limited references to practice in their context

Some references to wider context, but not clearly connected

Use of generic literature and the course text

Some reference to the context of their work

Work demonstrates familiarity with developments in HE, but no explicit references or analysis

Some relevant references applied to practice

Shows evidence of context of work but not explicit

Implicit context, but no explicit references

No references or references not applied to practice

Little or no evidence of familiarity with local context

Little or no awareness of national context demonstrated.


A+

90%

A

80%

A-

72%

B+ 68% B

65%

B-

62%

C+

58%

C

55%

C-

52%

D+

48%

D

45%

D-

42%

E+

35%

E

25%

E-

15%

Improving practice

Evidence of flexibility of practice

Analysis of improvements made

Clear demonstration of the development of practice based on evaluation, informed by awareness of context

Effective evaluation and analysis of effects of changes

Planned improvement of practice, but limited reference to context

Evaluation carried out but limited reflection or analysis

Effective pragmatic approach to improving practice

Some evaluation of the effects of changes.

Unplanned, and unstructured approach to development

Insufficient evaluation of impact of changes

Little or no evidence of the development of practice.

Little or no evaluation done.

Debating practice

Ability to discuss academic practice with colleagues

Evidence of learning from others

Across disciplines, demonstrating a comparative understanding

Evidence of learning from a variety of colleagues across disciplines

Within and across disciplines

Evidence of engagement in debates in own discipline and some external

Within own discipline

Evidence of learning within own discipline

Little evidence of ability to discuss practice

Implicit evidence of development within subject context

Little or no evidence of the ability to discuss practice

Little or no evidence of engagement


Dissemination of good practice

Evidence of effective sharing of good practice

Some evidence of the sharing of good practice

Evidence of the ability to share good practice

Implicit evidence of the ability to share good practice

Little or no evidence of the ability to share good practice


Late Work and ExtensionsWithin the CAPD, the Senior Tutor is the nominated person who can grant extensions on all modules. Emails regarding requests for extensions sent to module convenors or programme directors will not be considered. Extensions of up to two weeks can be granted on medical, family or work grounds.

Extension requests must be made via a Word form, which can be downloaded from QMplus or the CAPD website.

Forms should be submitted in advance of the deadline and must include the reasons for the extension request. In some circumstances, it may be necessary to seek further information or documentation to support an extension request.

Requests for extensions of over two weeks, or which are submitted after the deadline for the assignment will not be accepted. In these circumstances, participants are advised to submit a claim for extenuating circumstances instead (see Extenuating Circumstances).

Participants will be notified of the decision regarding their request for an extension within 5 working days of submission, so early submission of requests is advised where possible. Where modules have more than one coursework assignment, a separate extension request must be made for each assignment.

If a piece of work is submitted late (and there are no extenuating circumstances) a mark of zero will be applied immediately. The mark of zero will go to the Subject Examination Board, and if this was the first attempt at the assignment, a resit attempt for a capped mark of 50 will be awarded. The participant will resubmit at the next Exam Board and receive a maximum mark of 50.

Extenuating circumstances for late work or non-submission are considered at a sub-committee before the Subject Examination Board comprising the Senior Tutor, a module convener, the Course Administrator and chaired by a senior CAPD colleague. If a piece of work is submitted late with extenuating circumstances that are accepted and it has been possible to mark it, it can go to the upcoming Examination Board. If the extenuating circumstances are accepted, the late penalty will be waived. If the extenuating circumstances are rejected and this is the first attempt at the assignment, it will be failed and you will be given a resit opportunity (which will be capped at 50%).

Work which is submitted after the deadline, whether late or with an agreed extension, will not be subject to the agreed feedback return timescale policy.

Extenuating CircumstancesIf you believe that your ability to attend or submit a particular item of assessment has been negatively impacted by circumstances outside of your control and so as to cast doubt on the likely validity of the assessment as a measure of your achievement, you may wish to submit a claim for extenuating circumstances.


http://capd.qmul.ac.uk/what-we-offer/educational-development/developing-learning-and-teaching/adept-taught-route/policies-and-procedures/

Extenuating circumstances include illness, death of a close relative, etc. Extenuating circumstances do not include computer problems, misreading your assessment timetable, planned holidays, local transport delays or failing to arrange teaching observations. Work pressure is not considered to be an extenuating circumstance for late submission of course work unless it is unforeseen.

Extenuating circumstance claim forms are available on QMplus and the CAPD website.

If you believe that you have a case for consideration, you should complete the form and supply supporting documentation (for example medical certification, death certificate, police report and crime number, or other written evidence from a person in authority), and submit a claim to the CAPD no later than three working days before the appropriate Examination Board. You will be given a receipt for the claim form you have submitted, and you must keep this safe for the duration of your studies. Please note that although accompanying documentation can be submitted late, where good reason for the delay can be shown, claims without any evidence cannot be considered. It is in your best interest to provide evidence and supporting documentation that is as comprehensive as possible.

All cases of extenuating circumstances are kept confidential until they are considered by a subcommittee of the Examination Board. All proceedings of the subcommittee are strictly confidential, and will not normally be discussed at the full Examination Board meeting.

It is your own responsibility to submit any claims for extenuating circumstances, not that of your tutor or mentor. Please ensure that if you do have what you believe is a valid case, you complete the submission process in accordance with the CAPD guidelines and deadlines.

It is not possible to make a retrospective claim for extenuating circumstances, specifically once you know your results. Therefore claims submitted after the deadline will not be considered by the Examination Board. Please refer to the full guidance notes on extenuating circumstances from the Advice and Counselling service online at http://www.welfare.qmul.ac.uk/

Plagiarism and ReferencingQMUL defines plagiarism as presenting someone else’s work as your own, irrespective of intention. Close paraphrasing, copying from the work of another person, including another student, using the ideas of another person, without proper acknowledgement or repeating work you have previously submitted without properly referencing yourself (known as ‘self plagiarism’) also constitute plagiarism.

Plagiarism is a serious offence and all students suspected of plagiarism will be subject to an investigation. If found guilty, penalties can include failure of the module, suspension or permanent withdrawal from the university. If a piece of work appears to be plagiarised it will be checked using Turnitin.

It is your responsibility to ensure that you understand plagiarism and how to avoid it. The recommendations below can help you in avoiding plagiarism.


http://www.welfare.qmul.ac.uk/

http://capd.qmul.ac.uk/what-we-offer/educational-development/developing-learning-and-teaching/adept-taught-route/policies-and-procedures/

● Be sure to record your sources when taking notes, and to cite these if you use ideas or, especially, quotations from the original source.

● Be particularly careful if you are cutting and pasting information between two documents, and ensure that references are not lost in the process.

● Be sensible in referencing ideas – commonly held views that are generally accepted do not always require acknowledgment to particular sources. However, it is best to be safe to avoid plagiarism.

● Be particularly careful with quotations and paraphrasing.● Be aware that technology is now available at Queen Mary and elsewhere that can

automatically detect plagiarism.● Ensure that all works used are referenced appropriately in the text of your work and fully

credited in your bibliography.● If in doubt, ask for further guidance from your adviser or module tutor.

AttendanceIt is expected that participants will attend face-to-face sessions and/or engage in online activity for all the modules they are registered on. Failure to engage in at least 80% of each module (face-to-face and online activity), may result in the participant being deregistered from the module.

QMUL participants on the programme are normally enrolled on one module per semester. If a participant wishes to take more than one module their Head of School or line manager is asked to confirm that this is reasonable in relation to their other commitments.

If a participant leaves QMUL while enrolled on a programme, if they have completed 50% of the course and are able to complete the programme once they have left they are permitted to. Otherwise they can transfer any academic credit to another institution if appropriate.

Deregistration Should you not meet module requirements for attendance or for submission of coursework, you may be deregistered from the module. If you believe that you may be unable to meet such requirements for one or more modules, then you should contact the Senior Tutor in the first instance as soon as possible.

You will be given warnings before deregistration occurs, and you will have the right to represent your case to the CAPD. Deregistration from modules may lead to deregistration from your programme of study.

Enrolment This information is for QMUL staff on the programme: external colleagues enrolling on the Distance Learning programme (for example those teaching at QMUL partner institutions) should consult the Distance Learning webpages for guidance: http://capd.qmul.ac.uk/dl

Step 1 – Check Eligibility


http://capd.qmul.ac.uk/dl

First please check your eligibility for the programmes.

You must be teaching QMUL students on at least 2 occasions in an academic year, in order to meet the observation requirements for the core module on all programmes and be eligible for a free place. The majority of practice-based activities that you undertake for the programme including observations and assessments should take place at Level 3 or above.

To complete the PGCert in Academic Practice participants should normally have a full range of academic responsibilities and be engaged in curriculum development.

Step 2 – Get the application link

This will be on the page that relates to the qualification you are taking – PGCert Academic Practice, PGCert Learning & Teaching in HE or CILT.

Step 3 – Fill in the online application form

Fill in the details as required by the form, including your personal details and the details of your most recent qualifications. You can enter your QMUL email address if you have one, you don’t need to make sure it’s a non-QMUL email address. More detailed guidance on completing the online form is provided at the end of this page.

You don’t need to send the reference itself, but please provide the name of a referee from within QMUL. The reference should confirm that you are teaching QMUL students and that your School/Department/Institute is happy for you to take the qualification for which you are applying.

Step 4 – Uploads

Upload a statement of purpose that specifies these things:

a. That you are teaching QMUL students on at least two occasions in one semester.

b. Which QMUL School/Institute you work in (or if NHS, put NHS). If you are part of Barts and the London School of Medicine and Dentistry, please specify this.

c. If you are applying for the PGCAP as part of your probation requirements.

The statement of purpose does not need to be very long, so long as it specifies the above.

Also upload a copy of one of your degree certificates (it doesn’t matter which one, and we don’t need multiple certificates).

If the form demands that you upload anything else (it is designed for external applications which require more evidence) then please upload a blank document.

Step 5 – Submit your application

After submitting, please ask your named referee (if you had one) to email [email protected] specifying that you will be teaching QMUL or Barts Medical students and that your Department, School or Trust supports you in taking the programme.



Enrolling and getting started

Step 6 – Accept your offer and pre-enrol

When we accept you onto the programme, you’ll be sent an offer of a place. You can accept this and then pre-enrol online using the link provided.

Step 7 – Register for an account with CAPD

Go to https://www.esdcourses.org.uk/myaccount.php and register for an account so that we can register you onto the right workshops and you will be sent email reminders.

Step 8 – Attend Induction

Every September and January CAPD runs an induction day, which introduces new participants to the programme, its requirements and what it involves, as well as what we can offer you. It’s really important that you attend if you can – you can register on the course booking system from Step 7. Please bring your photo ID (passport or driving licence) to the induction. You will be sent a reminder to register for induction. Induction days for 2016-17 are Monday 12 September 2016 and Wednesday 11 January 2017.

Step 9 – Complete enrolment

At the induction we will take a copy of the photo ID that you brought, which will be used to enrol you. The only step you then need to take is to log into Mysis with your ‘student’ details and click “Enrol now”: you will then be fully enrolled on the course.

Step 10 – Choose your seminar groups

You should have been contacted about your first module, which unless you have specified will be the core module, Learning and Teaching in Higher Education. This will usually require you to choose a seminar group from a number of options provided: make sure you get your seminar group choices in as soon as possible so that you get the choice you want.

Step 11 – Check out the preparation materials on QMPlus

Once you are fully enrolled you will be sent IT account details, which should enable you to log in to QMplus if you don’t have an account already. Log in at qmplus.qmul.ac.uk and if you can’t log in, email [email protected] with your username (starting in yd).

You should be added to the module area for your chosen module and be able to view the materials there in preparation for your first seminar. If not, contact the team and they will add you. If you are already a QMUL staff member, your staff account should be added as well as your new student account, so you will see your CILT/PGCert material and your own material under the same account.



https://www.esdcourses.org.uk/myaccount.php

Re-enrolmentIf you are registered for more than one year you will be asked to re-enrol. You will receive an email reminder but this will come to your QMUL student account (ending in @stu15.qmul.ac.uk or @stu16.qmul.ac.uk). So it’s a good idea to set up forwarding from this account to your main address.

When you get the reminder, login to MySIS with your student details (not your staff details, if you have them) and choose “My Enrolment” from the homepage. You can watch a video of this process athttp://www.arcs.qmul.ac.uk/students/study/enrolment/103187.html .

Please make sure you keep up to date with your student email account and re-enrol when prompted, otherwise you will be de-registered from the programme.

Evaluation and Quality AssuranceEach module on the Programme is evaluated by means of a module evaluation questionnaire which is conducted online. Reports on the results of these questionnaires are then written by module convenors.

CAPD has a Programme Forum which meets three times per year to enable participants to discuss the programme with the team, and a Learning and Teaching Committee, which is responsible for the quality assurance of the programme, as well as approving any changes to the programme or modules.

Parts of the programme are accredited by the Higher Education Academy against the UK Professional Standards Framework: http://www.heacademy.ac.uk/ukpsf. See Recognition for more details.

Interruption of StudiesIf you are not able to complete the programme then you should request an interruption to your study. The deadline to withdraw or interrupt for academic year 2016-17 is 23 April 2017. You should contact the Senior Tutor in the first instance to discuss interruption.

Programme AwardsOnce you have successfully completed your programme and marks have been confirmed by the Subject Examination Board, the recommendation for award is passed to the QMUL-wide Degree Examination Board. QMUL’s Academic Registry and Council Secretariat publish dates for the official release of results following the Degree Examination Board on their website: http://www.arcs.qmul.ac.uk/students/graduation/transcript-diploma/

Transcripts and Certificates will be posted to the address you provided on MySis – please ensure this is up to date. For any queries regarding the confirmation of awards, Transcripts or Certificates, please contact the Examinations and Awards Office, QMUL, Queens’ Building, Room CB01, Mile End Road, London E1 4NS, [email protected].



http://www.arcs.qmul.ac.uk/students/graduation/transcript-diploma/

http://www.heacademy.ac.uk/ukpsf

http://www.arcs.qmul.ac.uk/students/study/enrolment/103187.html

School Academic Development Mentors All participants are assigned a School Academic Development Mentor upon joining the programme who is based in their school or institute. Mentors will be able to advise participants on which route would be most suitable (including taught vs. points based routes, and the different pathways through the taught programme), and offer support to participants throughout the programme. Mentors can also offer formative feedback on taught route assignments, and may be involved in observing the teaching of mentees.

Participants who are external to QMUL are asked to find a mentor at their institution to offer support and feedback throughout their programme. This should normally be a more senior member of staff who has undertaken a similar qualification in the past and has a leadership role around teaching and learning.

Coaching for participantsAs well as mentoring from your school academic development mentor, we can offer participants the opportunity to gain from the QMUL coaching project. Coaching is structured short-term support to assist a person to clarify and achieve objectives.

We are able to offer some coaching sessions for participants on the ADEPT programmes in order to achieve objectives relating to the development of their teaching and academic practice. We have a limited number of sessions we are able to provide and the Senior Tutor will allocate the resources based on the appropriateness of coaching to the situation.

Coaching might help you to plan changes to your teaching, for example as a result of teaching observations, curriculum changes or general issues around the development of your academic career and work at Queen Mary. Coaching cannot be used however to assist with PGCAP assessments.

If you want to arrange coaching then complete the form available on QMplus. If you would like to discuss whether coaching is appropriate please contact the Senior Tutor, David Andrew ([email protected]).

Student GuideThe Student Guide is a QMUL publication that is available online and available from the website of the Academic Registry and Council Secretariat (ARCS):

http://www.arcs.qmul.ac.uk/

The Guide should be used together with this handbook for general information on your time at Queen Mary.

The Student Guide contains a wide range of information, including:


http://www.arcs.qmul.ac.uk/

● Academic and student support services● The academic year● Campus facilities● Details of some key Academic Regulations● How to? advice● Queen Mary contact information● Calendar● Graduation● Student administration, and enrolment advice● QMUL policies● Campus and QMUL information


Appendix A: Mapping of ADEPT Taught Route to the UK Professional Standards Framework

Mapping of modules against UKSPF dimensionsPlease refer to module lists or module mappings for full titles.

Areas of ActivityA1: Design and plan learning activities and / or programmes of study

ADP7101; ADP7102; ADP7105; ADP7106; ADP7107; ADP7201; ADP7202; ADP7206; ADP7211; ADP7213

A2: Teach and / or support learning ADP7101; ADP7102; ADP7104; ADP7105; ADP7107; ADP7109; ADP7112; ADP2101; ADP7202; ADP7204; ADP7211; ADP7213

A3: Assess and give feedback to learners ADP7101; ADP7102; ADP7105; ADP7106; ADP7107; ADP7201; ADP7202; ADP7206; ADP7207 A4: Develop effective learning environments and approaches to student support and guidance

ADP7101; ADP7104; ADP7105; ADP7110; ADP7201; ADP7204; ADP7211

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

ADP7105; ADP7102; ADP7103; ADP7104; ADP7105; ADP7107; ADP7108; ADP7109; ADP7110; ADP7112; ADP7202; ADP7203; ADP7204; ADP7208; ADP7211, ADP7213

Core KnowledgeK1: The subject material ADP7101; ADP7102; ADP7201; ADP7202K2: Appropriate methods for teaching, learning and assessing in the subject area and at the level of the academic programme

ADP7101; ADP7102; ADP7104; ADP7105; ADP7106; ADP7107; ADP7112; ADP7201; ADP7202; ADP7206; ADP7204; ADP7211; ADP7213

K3: How students learn, both generally and within their subject / disciplinary area(s)

ADP7101; ADP7102; ADP7104; ADP7105; ADP7106; ADP7112; ADP7201; ADP7202; ADP7206; ADP7204

K4: The use and value of appropriate learning technologies

ADP7101; ADP7107; ADP7201; ADP7213

K5: Methods for evaluating the effectiveness ADP7101; ADP7102; ADP7103; ADP7104; ADP7105; ADP7106; ADP7107; ADP7201; ADP7102;


of teaching ADP7203; ADP7204; ADP7213K6: The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching

ADP7102; ADP7103; ADP7104; ADP7110; ADP7202; ADP7203; ADP7204

Professional ValuesV1: Respect individual learners and diverse learning communities

ADP7101; ADP7102; ADP7104; ADP7106; ADP7109; ADP7112; ADP7201; ADP7202; ADP7204; ADP7206; ADP7211

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

ADP7101; ADP7102; ADP7105; ADP7109; ADP7112; ADP7201; ADP7202; ADP7211

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

ADP7101; ADP7102; ADP7103; ADP7104; ADP7105; ADP7106; ADP7107; ADP7108; ADP7109; ADP7110; ADP7201; ADP7202; ADP7203; ADP7204; ADP7208; ADP7211; ADP7206

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

ADP7101; ADP7102; ADP7103; ADP7104; ADP7105; ADP7106; ADP7108; ADP7109; ADP7110; ADP7112; ADP7201; ADP7202; ADP7203; ADP7204; ADP7206; ADP7208; ADP7211

Mapping of programme intended learning outcomes against UKPSF

Areas of Activity Programme ILOsA1: Design and plan learning activities and / or programmes of study

Design and critically evaluate learning activities and/or programmes of study (PGCert Academic Practice and PGCert Learning and Teaching)

A2: Teach and / or support learning Teach and support student learning at all levels within higher education, with an appropriate level of critical reflection and analysis (PGCert Academic Practice and PGCert Learning and Teaching)

Demonstrate a thorough understanding of effective approaches to teaching and learning support


as a contribution to high quality student learning (PGCert Academic Practice)

A3: Assess and give feedback to learners Assess student work and give feedback to learners (PGCert Academic Practice and PGCert Learning and Teaching)

A4: Develop effective learning environments and approaches to student support and guidance

Design and develop effective learning environments and approaches to student support and guidance with an appropriate level of critical reflection and analysis (PGCert Academic Practice and PGCert Learning and Teaching)


Engage in continuing professional development in their discipline and their pedagogy, incorporating research, scholarship and the evaluation of professional practice (PGCert Learning and Teaching)

Evaluate their practice and engage in continuing professional development (PGCert Learning and Teaching)

Apply evidence-informed approaches and the outcomes from research, scholarship and continuing professional development (PGCert Academic Practice)

Core Knowledge Programme ILOs

K1: The subject material Knowledge and understanding of theories, principles and techniques on learning and teaching in higher education (PGCert Academic Practice and PGCert Learning and Teaching)

K2: Appropriate methods for teaching, learning and assessing in the subject area and at the level of the academic programme

Knowledge and understanding of theories, principles and techniques on learning and teaching in higher education (PGCert Academic Practice and PGCert Learning and Teaching)




Knowledge and understanding of the use and value of appropriate learning technologies (PGCert Learning and Teaching)



K5: Methods for evaluating the effectiveness of teaching

Knowledge and understanding of methods for evaluating the effectiveness of teaching (PGCert Learning and Teaching)


Knowledge and understanding of the implications of quality assurance and quality enhancement for academic practice (PGCert Academic Practice)

K6: The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching

Knowledge and understanding of the implications of quality assurance and quality enhancement for academic practice (PGCert Academic Practice)

Knowledge and understanding of methods for evaluating the effectiveness of teaching (PGCert Learning and Teaching)

Professional Values Programme ILOs

V1: Respect individual learners and diverse learning communities

Respect individual learners and diverse learning communities (PGCert Academic Practice and PGCert Learning and Teaching)


Promote participation in higher education and equality of opportunity for learners (PGCert Academic Practice and PGCert Learning and Teaching)


Engage in continuing professional development in their discipline and their pedagogy, incorporating research, scholarship and the evaluation of professional practice (PGCert Learning and Teaching)

Knowledge and understanding of research principles, methodologies and approaches underpinning subject and pedagogic research or scholarship (PGCert Academic Practice)


Integrate scholarship, research and professional activities with teaching and supporting learning in a developing academic career (PGCert Academic Practice and PGCert Learning and Teaching)


Acknowledge the wider context in which higher education takes operates recognising the implications for professional practice (PGCert Academic Practice)

Integrate scholarship, research and professional activities with teaching and supporting learning in a developing academic career (PGCert Academic Practice and PGCert Learning and Teaching)

Mapping of modules and assessments against UKPSF

ADP7101 / ADP7201 Learning and Teaching in Higher Education (Core module for all pathways)

Areas of Activity Module ILOs AssessmentA1: Design and plan learning activities and / or programmes of study

Plan teaching sessions based on an analysis of the learning needs of students

E-portfolio of practice-based activities

A2: Teach and / or support learning E-portfolio of practice-based activities

A3: Assess and give feedback to learners Knowledge and understanding of approaches to the assessment of students



Analyse and respond to the learning needs of students


A5: Engage in continuing professional Critically analyse their approach to teaching, E-portfolio of practice-based activities


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

supervision and assessment

Debate practice with colleagues from a range of disciplines

Case study of innovative practice

Core Knowledge Module ILOs AssessmentK1: The subject material E-portfolio of practice-based activities



Knowledge and understanding of learning and teaching theories relevant to higher education


Case study of innovative practiceK3: How students learn, both generally and within their subject / disciplinary area(s)

Knowledge and understanding of the ways in which students learn




Critically consider the use of e-learning in their subject



Evaluate and improve their practice on the basis of feedback from observations


K6: The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching Professional Values Module ILOs AssessmentV1: Respect individual learners and diverse learning communities

Appreciation of the concepts of fairness and equality in teaching

Appreciation of diversity issues in teaching and student learning



V2: Promote participation in higher Appreciation of the concepts of fairness and E-portfolio of practice-based activities


education and equality of opportunity for learners

equality in teaching

Appreciation of diversity issues in teaching and student learning



Engage critically with educational literature E-portfolio of practice-based activities



ADP7102 / ADP7202 Developing the Curriculum in the Disciplines (compulsory module for PGCerts, optional for CILT)


Use concepts drawn from constructive alignment in course design

Explore links and tensions between course and programme design

Carry out a piece of curriculum design

A2: Teach and / or support learning Use concepts drawn from constructive alignment in course design

Explore how students can be better prepared to make use of formative feedback on assessed and unassessed work


A3: Assess and give feedback to learners Analyse approaches to, and rhetoric about, assessment and feedback

Explore how students can be better prepared to make use of formative feedback on assessed



and unassessed work





Reflective account of feedback received

Core Knowledge Module ILOs AssessmentK1: The subject material Carry out a piece of curriculum design


Analyse approaches to, and rhetoric about, assessment and feedback

Explore how students can be better prepared to make use of formative feedback on assessed and unassessed work





K4: The use and value of appropriate learning technologies K5: Methods for evaluating the effectiveness of teaching

Assess methods for evaluation of practice, and select and reflect on appropriate evaluation methods for their circumstances



Assess methods for evaluation of practice, and select and reflect on appropriate evaluation methods for their circumstances


Professional Values Module ILOs Assessment


V1: Respect individual learners and diverse learning communities





Carry out a piece of curriculum designReflective account of feedback received


Carry out a piece of curriculum designReflective account of feedback received

ADP7103 / ADP7203 Developing Academic Practice (compulsory module for PGCert Academic Practice)


A2: Teach and / or support learning

A3: Assess and give feedback to learners



Career planning in the context of complexity in higher education

Analyse their own ethos of academic practice

Increased confidence based on a wider

Career plan


perspective of higher education

Core Knowledge Module ILOs AssessmentK1: The subject material

K2: Appropriate methods for teaching, learning and assessing in the subject area and at the level of the academic programme K3: How students learn, both generally and within their subject / disciplinary area(s) K4: The use and value of appropriate learning technologies K5: Methods for evaluating the effectiveness of teaching

Evaluate teaching and research practice in relation to current developments in higher education

Career plan

Analysis of the career of a successful academic in their discipline


Evaluate teaching and research practice in relation to current developments in higher education

Career plan


Professional Values Module ILOs AssessmentV1: Respect individual learners and diverse learning communities V2: Promote participation in higher education and equality of opportunity for learners V3: Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development

Analyse and place their practice in the historical and current development of HE

Analyse the issues facing their practice in the current frameworks of HE, REF, TEF and other developments


Analysis of the opportunities and challenges in the development of their academic career, in the context of current changes in HE


Analyse their own ethos of academic practiceV4: Acknowledge the wider context in which higher education operates recognising the implications for professional practice

Analyse and place their practice in the historical and current development of HE

Analyse the issues facing their practice in the current frameworks of HE, REF, TEF and other developments

Place their work in the context of the strategic development of QMUL

Analysis of the opportunities and challenges in the development of their academic career, in the context of current changes in HE

ADP7104 / ADP7204 Enhancing Teaching and Learning (compulsory module for PGCert Learning and Teaching, optional for PGCert Academic Practice and CILT)


A2: Teach and / or support learning Critically evaluate existing practice in classroom teaching

Revise and evaluate sessions and units of teaching to improve student learning

Brief summary of teaching practice



A5: Engage in continuing professional development in subjects / disciplines and

Plan for development of teaching


their pedagogy, incorporating research, scholarship and the evaluation of professional practices

Critical review of teaching



Theories about student learning in higher education

Strategies to improve student learning in the classroom

Devise and critique teaching methods and approaches



Theories about student learning in higher education

Strategies to improve student learning in the classroom



Critically evaluate existing practice in classroom teaching

Revise and evaluate sessions and units of teaching to improve student learning



Awareness of quality assurance and enhancement



Professional Values Module ILOs AssessmentV1: Respect individual learners and diverse Appreciate the concepts of fairness and equality Brief summary of teaching practice


learning communities in teaching

Appreciate diversity issues in teaching and student learning

Respect individual learners and diverse learning communities



V2: Promote participation in higher education and equality of opportunity for learners V3: Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development


Critical review of teachingV4: Acknowledge the wider context in which higher education operates recognising the implications for professional practice

Awareness of the wider context in which higher education operates



ADP7105 / ADP7205 Developing Learning and Teaching in Medicine and Dentistry (optional for all pathways)


Analyse and evaluate their own teaching circumstances and develop appropriate learning and teaching strategies and techniques

Conduct an evaluation exercise of your teaching

A2: Teach and / or support learning Analyse and evaluate their own teaching circumstances and develop appropriate learning and teaching strategies and techniques


A3: Assess and give feedback to learners Analyse and evaluate their own teaching circumstances and develop appropriate learning and teaching strategies and techniques






Critically assess your development and learning from the workshops you have attended: what do you plan to do as a result


Evaluate their teaching using a range of sources and plan for future development

Reflect on their practice and develop plans for continued professional development

Evaluate practice in light of feedback received

Undertake reflective evaluation exercises using student and colleague feedback





Knowledge and understanding of context specific theories and techniques for teaching in higher education

Knowledge and understanding of good practice for teaching and learning in their teaching context





Knowledge and understanding of context specific theories and techniques for teaching in higher education


Critically assess your development and learning from the workshops you have attended: what


do you plan to do as a result



Enhance their teaching development activities using both student and peer feedback as a mechanism



K6: The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching Professional Values Module ILOs AssessmentV1: Respect individual learners and diverse learning communities V2: Promote participation in higher education and equality of opportunity for learners




Reflect on their practice and develop plans for continued professional development

Evaluate practice in light of feedback received

Undertake reflective evaluation exercises using student and colleague feedback






ADP7106 / ADP7206 Assessing Students (optional for all pathways)


Devise and critique assessment methods and approaches

Devise and critique feedback mechanisms to improve student learning

Reflection on assessment practice


A3: Assess and give feedback to learners Knowledge and understanding of theories about student assessment and feedback in higher education

Knowledge and understanding of policy and practice in assessment and feedback in higher education and at QMUL in particular

Devise and critique assessment methods and approaches

Devise and critique feedback mechanisms to improve student learning



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


professional practices



Knowledge and understanding of theories about student assessment and feedback in higher education




Knowledge and understanding of theories about student assessment and feedback in higher education



Critically evaluate existing practice in assessment and feedback to students


K6: The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching Professional Values Module ILOs AssessmentV1: Respect individual learners and diverse learning communities

Appreciate the concepts of fairness and equality in assessment

Appreciate diversity issues in assessment and feedback


V2: Promote participation in higher education and equality of opportunity for learners V3: Use evidence-informed approaches and Critically evaluate existing practice in Reflection on assessment practice


the outcomes from research, scholarship and continuing professional development

assessment and feedback to students




ADP7107 Teaching with Learning Technologies (optional for all pathways)


Mastered the use of a range of technologies for use in teaching, learning and assessment

Contribution to online activities

Reflective e-portfolio

A2: Teach and / or support learning Mastered the use of a range of technologies for use in teaching, learning and assessment



A3: Assess and give feedback to learners Mastered the use of a range of technologies for use in teaching, learning and assessment





Engage with their own development as professional academic practitioners

Apply their technical expertise to a range of educational contexts



Core Knowledge Module ILOs Assessment


K1: The subject material


Good understanding of techniques and methodologies for teaching effectively with technology

Devise strategies for enhancing student learning through the use of learning technologies within their discipline


K3: How students learn, both generally and within their subject / disciplinary area(s) K4: The use and value of appropriate learning technologies






Evaluate their own use of learning technologies Reflective e-portfolio

K6: The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching Professional Values Module ILOs AssessmentV1: Respect individual learners and diverse learning communities V2: Promote participation in higher education and equality of opportunity for learners V3: Use evidence-informed approaches and Apply concepts of digital literacy to their use of Reflective e-portfolio


the outcomes from research, scholarship and continuing professional development

learning technologies


ADP7108 Building a Research Profile (optional for PGCert Academic Practice)






Knowledge and understanding of policy and practice regarding research publications within the UK higher education sector including expectations at QMUL regarding REF returnable publications

Knowledge and understanding of policy and practice regarding the research funding landscape within the UK higher education sector and QMUL in particular

Critically analyse feedback on writing

Reflective analysis on writing and receiving feedback on either a publication or a research grant proposal

Reflective analysis on personal research strategy and plan


publications and/or writing a funding proposal for submission to an external funding body

Construct project plans for a research project incorporating both pre- and post-award regulatory and policy requirements

Formulate a personal research strategy and evaluate it relative to key research indicators

Formulate approaches to developing, managing and improving their research practice

Construct an action plan that will deliver research outputs based on their personal research strategy

Appraise and critically reflect upon their own approaches to research, taking a strategy view of their research within the context of the literature in this are

Develop a rounded intellectual capacity for a successful career as a research leader


K2: Appropriate methods for teaching, learning and assessing in the subject area and at the level of the academic programme K3: How students learn, both generally and within their subject / disciplinary area(s) K4: The use and value of appropriate learning technologies


K5: Methods for evaluating the effectiveness of teaching K6: The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching Professional Values Module ILOs AssessmentV1: Respect individual learners and diverse learning communities V2: Promote participation in higher education and equality of opportunity for learners V3: Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development

Knowledge and understanding of policy and practice regarding research data management and research ethics within the UK higher education sector and QMUL in particular

Appraise and critically reflect upon their own approaches to research, taking a strategy view of their research within the context of the literature in this area

Reflective analysis on writing and receiving feedback on either a publication or a research grant proposal



Knowledge and understanding of policy and practice regarding research data management and research ethics within the UK higher education sector and QMUL in particular

Knowledge and understanding of policy and practice regarding research publications within the UK higher education sector including expectations at QMUL regarding REF returnable publications



Knowledge and understanding of policy and practice regarding the research funding landscape within the UK higher education sector and QMUL in particular

ADP7109 Public Engagement (optional for PGCert Academic Practice)


Knowledge and understanding of models and theories of communication, and when these are appropriate in different engagement contacts.

Knowledge and understanding of different sectors of the public, as well as their motivators and values, and how this will inform their response to engagement.

Reflective essay on process of engagement





Knowledge and understanding of models and theories of communication, and when these are appropriate in different engagement contacts.

Knowledge and understanding of different

Presentation of engagement activity to a group of peers and panel of engagement experts



sectors of the public, as well as their motivators and values, and how this will inform their response to engagement.

Knowledge and understanding of how engagement and research processes coexist. Knowledge of different methods of evaluating engagement and impact.

Broker effective relationships with different publics, taking their varying backgrounds and needs into account.

Use evaluation models to critically assess their own and others’ engagement techniques and impact and suggest or implement plans for adapting future activity.

The ability and willingness to go beyond factual content to discuss and respect opinions and values.

The ability to transparently discuss their own work as well as that of others, whilst being understanding and accepting a different or opposing views.

To be open and responsive to feedback from peers and participants in engagement activities – regarding feedback on their engagement methodology, but also on their research and teaching processes and directions.

Core Knowledge Module ILOs Assessment


K1: The subject material

K2: Appropriate methods for teaching, learning and assessing in the subject area and at the level of the academic programme K3: How students learn, both generally and within their subject / disciplinary area(s) K4: The use and value of appropriate learning technologies K5: Methods for evaluating the effectiveness of teaching K6: The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching Professional Values Module ILOs AssessmentV1: Respect individual learners and diverse learning communities

Knowledge and understanding of models for engaging the public with the processes of higher education, including publicly engaged teaching and community work.


Reflective essay on process of engagementV2: Promote participation in higher education and equality of opportunity for learners



Reflective essay on process of engagementV3: Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development

Use relevant theory and examples of good practice to adapt communication styles and models to the needs of particular publics






ADP7210 Developing Academic Leadership (optional for PGCert Academic Practice)





Apply models of student engagement Portfolio


Analysis of leadership and management roles in higher education

A framework and experience of leadership development in higher education

Leadership skills

Strategies for developing staff and teams

Ethical leadership

Strategic decision making

Portfolio


K2: Appropriate methods for teaching, learning and assessing in the subject area


and at the level of the academic programme K3: How students learn, both generally and within their subject / disciplinary area(s) K4: The use and value of appropriate learning technologies K5: Methods for evaluating the effectiveness of teaching K6: The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching

Analysis of quality assurance and its ethical and legal basis

Portfolio

Professional Values Module ILOs AssessmentV1: Respect individual learners and diverse learning communities V2: Promote participation in higher education and equality of opportunity for learners V3: Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development

Portfolio


Understanding of developments in higher education policy and their impact in QMUL

Understanding of current policy issues in UK higher education

Portfolio

ADP7211 Internationalisation and Higher Education (optional for all pathways)

Areas of Activity Module ILOs AssessmentA1: Design and plan learning activities and / Analyse and evaluate different approaches to Portfolio demonstrating how ideas covered in


or programmes of study internationalising curricula

Explore different ways of designing discipline-appropriate internationalised curricula

module have been applied in practice

A2: Teach and / or support learning Design and deliver teaching and learning activities which are sensitive to intercultural differences and inclusive of internationally diverse learning needs

Portfolio demonstrating how ideas covered in module have been applied in practice

A3: Assess and give feedback to learners Design and deliver teaching and learning activities which are sensitive to intercultural differences and inclusive of internationally diverse learning needs




Reflect on what the internationalisation of higher education means for academic and professional practice

Use writing and other media tools to reflect on and enhance practice




Investigate and assess a range of strategies for working with international student cohorts


K3: How students learn, both generally and within their subject / disciplinary area(s) K4: The use and value of appropriate


learning technologies K5: Methods for evaluating the effectiveness of teaching K6: The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching Professional Values Module ILOs AssessmentV1: Respect individual learners and diverse learning communities


Design and deliver teaching and learning activities which are sensitive to intercultural differences and inclusive of internationally diverse learning needs

Work effectively in diverse communities and help support intercultural understanding and communication




Design and deliver teaching and learning activities which are sensitive to intercultural differences and inclusive of internationally diverse learning needs

Accept the responsibilities that come from taking a global perspective in academic and professional practice



Explore the varied meanings and interpretations of the internationalisation of higher education




Accept the responsibilities that come from taking a global perspective in academic and professional practice


ADP7112 Summer School: International Perspectives on Higher Education (optional for all pathways)


A2: Teach and / or support learning Develop teaching competence for international education

Group presentation




Apply knowledge of international perspectives of higher education and academic practice

Analysis of the impact of international perspectives on academic practice

Group presentation

Individual plan / reflection



Develop teaching competence for international education

Group presentation


K3: How students learn, both generally and Develop their students for further academic Group presentation


within their subject / disciplinary area(s) careers in international teaching and research Individual plan / reflection

K4: The use and value of appropriate learning technologies K5: Methods for evaluating the effectiveness of teaching K6: The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching Professional Values Module ILOs AssessmentV1: Respect individual learners and diverse learning communities

Develop skills in cross cultural communication

Develop skills in cultural awareness

Group presentation



Develop skills in cross cultural communication

Develop skills in cultural awareness

Group presentation


V3: Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development V4: Acknowledge the wider context in which higher education operates recognising the implications for professional practice

Knowledge and understanding of models of good academic practice in an international context

Group presentation


ADP7213 Technology Enhanced Teaching in Practice (optional for all pathways)






A2: Teach and / or support learning Mastered the use of a range of technologies for use in teaching, learning and assessment



A3: Assess and give feedback to learners Mastered the use of a range of technologies for use in teaching, learning and assessment





Engage with their own development as professional academic practitioners







Devise strategies for enhancing student learning through the use of learning technologies within their discipline


K3: How students learn, both generally and within their subject / disciplinary area(s) K4: The use and value of appropriate learning technologies







Evaluate their own use of learning technologies Reflective e-portfolio

K6: The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching Professional Values Module ILOs AssessmentV1: Respect individual learners and diverse learning communities V2: Promote participation in higher education and equality of opportunity for learners V3: Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development

Apply concepts of digital literacy to their use of learning technologies




adept taught route: programme information web vieweducational development team. adept taught route....

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