Master of Education in Academic Practice (MEd AP)

and the Postgraduate Certificate in Academic Practice (PGCAP)

Learning Enhancement & Academic Development Service

(LEADS)

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Contents1 Programme Information...............................................................................................................4

1.1 Welcome and Background...................................................................................................41.3 The UKPSF, Recognising Excellence in Teaching and our Taught Programme.................51.4 Programme Design...............................................................................................................71.4.1 Programme Aims...............................................................................................................71.4.2 PGCAP ILOs.....................................................................................................................71.4.3 PGDip and MEd AP Additional ILOs.................................................................................71.4.4 Programme Structure........................................................................................................71.5 Early Career Development Programme and PGCAP...........................................................91.6 The Rest of this Handbook...................................................................................................9

2. Course Descriptions.................................................................................................................102.1 Phase 1 Courses................................................................................................................10

2.1.1 Course 1a: Introduction to Learning and Teaching in Higher Education (20 credits)..102.1.2 Course 1b: Supervising Students (10 credits).............................................................102.1.3 Course 1c: Course Design in your Discipline (10 credits)...........................................11

2.2 Phase 2 Courses................................................................................................................112.2.1 Course 2a: Assessment and Feedback (10 credits)...................................................122.2.2 Course 2b: Designing Active Pedagogies (10 credits)................................................122.2.3 Course 2c: Technology Enhanced Learning and Teaching (10 credits).....................122.2.4 Course 2d: SoTL I: designing a practice enquiry (10 credits).....................................132.2.5 Course 2e: SoTL II: undertaking a practice enquiry (10 credits).................................132.2.6 Course 2f: Impact and Influence in Learning and Teaching (10 credits).....................14

2.3 Phase 3 Courses................................................................................................................142.3.1 Course 3a: Contextualising your Educational Enquiry (10 credits).............................142.3.2 Course 3b: Approaches to Educational Enquiry (20 credits).......................................152.3.3 Course 3c: Analysing your Enquiry Data (10 credits)..................................................15

2.4 Phase 4 Courses................................................................................................................162.4.1 Course 4: Masters Project in Academic Practice (60 credits).....................................16

3. Programme Timelines and Progression...................................................................................163.1 Starting the Programme and ECDP...................................................................................163.2 Starting the Programme whilst not on ECDP.....................................................................173.3 Phase 1 Timetables 2018/19..............................................................................................17

4 Assessment and Regulations....................................................................................................204.1.1 Minimum Requirements for Award (including PGCAP for ECDP)...................................204.1.2 Minimum Requirements for Award (PGDip AP)..............................................................204.1.3 Minimum Requirements for Award (MEd AP).................................................................204.2 Entry Requirements............................................................................................................20

4.2.1 Entry Requirements for University of Glasgow Staff...................................................214.2.2 Entry Requirements for External Applicants................................................................21

4.3 Circumstances Affecting Attendance or Performance........................................................224.3.1 Good Cause................................................................................................................224.3.2 Late Submission of Coursework..................................................................................234.3.3 Leaving the University During Your Studies................................................................234.3.4 Maximum Duration of Studies.....................................................................................244.3.5 Keeping in Touch.........................................................................................................254.3.6 Withdrawal...................................................................................................................254.3.7 Code of Conduct..........................................................................................................26

4.4 Formative Assessments.....................................................................................................274.4.1 Late Submission of Formative Assessments..............................................................27

4.5 Assessment Procedures....................................................................................................274.5.1 Word Limits..................................................................................................................274.5.2 Plagiarism....................................................................................................................284.5.3 Board of Examiners.....................................................................................................284.5.4 Resubmissions............................................................................................................28

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4.5.5 External Examiner.......................................................................................................284.5.6 Assurance of Standards..............................................................................................294.5.7 Appeals by Students....................................................................................................29

4.6 Guidance for Students with Disabilities..............................................................................294.7 Staff-Student Liaison Committee........................................................................................30

5. Programme Support.................................................................................................................315.1 Programme Team...............................................................................................................315.2 Participant Support.............................................................................................................315.3 Equality and Diversity.........................................................................................................325.4 Library resources................................................................................................................32

6 Programme Administration........................................................................................................326.1 Registration........................................................................................................................326.2 Tuition Fees........................................................................................................................326.3 Student ID Cards................................................................................................................336.4 Student/Staff: who am I?....................................................................................................336.5 Recognition of Prior Learning.............................................................................................33

Appendix A: Mapping of PGCAP against the UKPSF..................................................................34

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1 Programme Information

1.1 Welcome and Background

Welcome to our programme! The academic year 2018-19 is an exciting year for us in the Learning Enhancement and Academic Development Service (LEADS) as we launch a new programme of professional development in learning, teaching and assessment in higher education. Throughout 2017-18 we have been working very hard to produce our new integrated programme of study and have significantly redesigned both the content and the structure of all our credit bearing taught provision.

The result of this work is our Master of Education in Academic Practice programme (comprising the PGCAP award that most of our colleagues work towards in the early stages of their careers in higher education) that provides opportunity for sustained professional development in learning, teaching, and assessment and other associated activities within a broad definition of ‘academic practice’. With three flexible exit awards this programme offers a genuinely flexible opportunity to develop your practice and understanding, whilst working towards portable postgraduate qualifications and professional recognition as a teacher in higher education.

PGCAP

At the core of our programme is the taught PGCAP. PGCAP is a 60 credit, two year long, part time programme comprising core and elective courses that is aligned against the national UK Professional Standards Framework for teaching and supporting learning in higher education (UKPSF) as well as the academic promotions criteria and the Early Career Development Programme (ECDP) at the University of Glasgow. Through study on PGCAP you will have opportunity to learn, apply and develop learning, teaching and assessment practice, whilst engaging with educational and pedagogic literature to underpin your practice, as well as opportunity to learn with and from your peers in disciplines you might normally engage with.

PGCAP is an award gained upon completion of the necessary 60 credits and represents the first exit point in the programme. PGCAP (and the associated professional recognition) is the normal requirement for newly appointed academic staff on ECDP at the University of Glasgow.

There will be many opportunities to try new things in your teaching practice and develop as an academic over the next two years during your studies on PGCAP. However, for some of you, the ability to continue to study and work towards further qualifications in a flexible manner, or to engage flexibly with additional credit-bearing courses beyond PGCAP, will be welcomed.

PGDip AP

PGDIP AP is an award gained upon completion of the necessary 120 credits and represents the second exit point in our programme. Normally taking an additional 2 years, completion of our PGDip is beyond the minimum expectation for staff involved in teaching and supporting learning at the University of Glasgow and represents continuing professional development in teaching and learning. This is reflected in the academic promotions criteria beyond grades 8 and 9.

MEd AP

MEd AP is an award gained upon completion of the necessary 180 credits and normally takes 1 year beyond completion of PGDip. MEd AP is beyond the minimum expectation for staff involved in teaching and supporting learning at the University of Glasgow and represents a strong commitment to continuing professional development in teaching and learning. This is reflected in the academic promotions criteria beyond grades 8 and 9.

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We believe that by offering an integrated programme that is aligned directly with ECDP and integrated within the Recognising Excellence in Teaching (RET; see Section 1.3) professional recognition scheme, then this could foster continued engagement with professional development in teaching and learning that enables greater student choice and promotes lifelong learning as a teacher and academic in higher education. By ensuring that our programme offers flexible engagement, entry and exit points we believe that greater engagement in learning from mid-career academics onwards can be achieved and supported, as well as ensuring the benefits associated with flexible and continued study for early career academics.

1.3 The UKPSF, Recognising Excellence in Teaching and our Taught Programme

The UK Professional Standards Framework for teaching and supporting learning in higher education (UKPSF) has existed since 2006 and was revised in 2011, and further reviewed in 2015. The UKPSF exists to support the professionalisation of teaching in higher education, and to promote initial and continuing professional development in teaching and supporting learning. The UKPSF contains a ‘comprehensive set of professional standards and guidelines for everyone involved in teaching and supporting learning in HE’ and engagement with the UKPSF by an institution demonstrates to students, and other stakeholders, the importance and value that teaching and supporting student learning brings to academia.

The professional standards are arranged under three headings that outline the ‘Areas of Activity’ undertaken by teachers and supporters of learning in HE, the ‘Core Knowledge’ that is needed to carry out those activities at the appropriate level and the ‘Professional Values’ that someone performing these activities should embrace and exemplify. Within these headings are 15 dimensions of practice (Figure 1): individual areas of activity (A1 – A5), core knowledge (K1 – K6) and professional values (V1 – V4) that together form part of the criteria (alongside ‘Descriptors’) for professional recognition at one of four distinct, role dependent, categories from Associate Fellow to Principal Fellow. Overall, there are four categories of professional recognition within the UKPSF:

Descriptor 1: Associate Fellow (149 Associate Fellows at Glasgow)

Descriptor 2: Fellow (726 Fellows at Glasgow)

Descriptor 2: Senior Fellow (83 Senior Fellows at Glasgow)

Descriptor 4: Principal Fellow (6 Principal Fellows at Glasgow1)

In 2014, the University of Glasgow formulated and accredited its own continuing professional development framework and professional recognition scheme: Recognising Excellence in Teaching (RET). RET is aligned against the UKPSF and enables members of the University community to engage with the UKPSF and gain recognition for their teaching and/or support of learning in any of the four categories listed above.

There are two distinct routes to recognition through RET: the RET Experience-based Route; and the RET Taught Route, illustrated in Figure 2. Our programme forms part of the RET Taught Route. In particular, the PGCAP award is aligned specifically against Descriptor 2 of the UKPSF and successful completion of PGCAP will result in both a postgraduate qualification and professional recognition as a RET Fellow awarded by the University of Glasgow, a leading Russell Group higher education institution.

Figure 1 Dimensions of the UKPSF

1 Figures accurate on 3rd July 2018

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At its heart, RET has the promotion of student-centred, enquiry driven learning as befits a research-intensive university, and as such aims to encourage and support reflective and evidence-based approaches to the enhancement of teaching and supporting learning. It enables those who teach and support learning to identify and engage in CPD relevant to them and to be recognised for their skill and expertise in learning and teaching in Higher Education. Moreover, successful engagement with RET enables early career academics to meet objectives within the Early Career Development Programme at the University of Glasgow.

Figure 2: RET Routes to Recognition

Recognition Category RET Taught Route RET Experience-based Route

RET Associate Fellow Developing as a Teacher in HE

Experience-based submission

RET Fellow PG Certificate in Academic Practice

Experience-based submission

RET Senior Fellow n/a Experience-based submission

RET Principal Fellow n/a Experience-based submission

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1.4 Programme Design

1.4.1 Programme Aims

Our programme is designed to support the professional development of staff involved in teaching and supporting learning in Higher Education at various points in their career. The programme strives to provide a variety of practical advice and support to enhance the competence, confidence and professional development of teachers in higher education as well as provided an opportunity to engage in scholarly practice, theory and research and scholarship related to higher education.

This programme aims to:

engage participants in both initial and continuing professional development related to learning and teaching with the aim of enhancing participants’ practice and student learning;

enhance participants’ understanding of a variety of higher education pedagogies through practice, reflection and engagement with theory;

support participants to gain professional recognition of their teaching through engagement with the UK Professional Standards Framework for teaching and supporting learning; and

encourage participants to engage with scholarship and research around teaching, learning and assessment.

1.4.2 PGCAP ILOs

By the end of this programme participants should be able to: Critically engage with all of the dimensions of the UKPSF as a framework for professional

development; Demonstrate a critical understanding of the principal theories underpinning an area of

academic practice in HE; Apply evidence-informed approaches and the outcomes from research, scholarship and

CPD to enhance learning and teaching practice;

1.4.3 PGDip and MEd AP Additional ILOs

Apply in-depth knowledge and understanding of appropriate methods for a professional enquiry;

Plan and execute a significant project of research, investigation, or development related to higher education practice.

1.4.4 Programme Structure

The programme design centres around specific ‘phases’ of professional development (illustrated in Figure 3). Specifically, Phase 1 is initial professional development in higher education learning and teaching practice and comprises three courses (1a, 1b and 1c). Phase 2 is represents continuing professional development and comprises a suite of elective courses (2a – 2f). Primarily, Phases 1 and 2 are aimed at academic staff on the Early Career Development Programme.

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Figure 3: Programme Structure

Blended: Face-to-face and Online Online Masters project

Phase 1 Phase 2 Phase 3 Phase 4

201a Introduction to Learning and Teaching in HE

102a Assessment and Feedback in Higher Education 10

3a Contextualising your Educational Enquiry

60 Masters Project

102b Developing Active Pedagogies 10 3c Analysing your Enquiry Data

10 1b Supervising Students 102c Technology Enhanced Learning and Teaching

Electives for PGDip

101c Course Design in your Discipline 10

2d Scholarship I: designing a practice enquiry (core for LTS)

10 2e Scholarship II: undertaking a practice enquiry

203b Approaches to Educational Enquiry

102f Impact and Influence in Learning and Teaching

40 Core for PGCAPCore for PGDip 60 Electives for PGCAP

Electives for PGDip 40 Core for PGDip 60 Core for MEd

PGCAP 40 credits at Phase 1 + 20 credits at Phase 2 (Normal ECDP Requirement)

PGDIP PGCAP + 60 further credits (including 3b)

MEd PGDIP + 60 credits at Phase 4

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Phases 3 and 4 allow for study beyond PGCAP, towards PGDip and MEd exit awards. Although beyond the minimum requirements of ECDP for many staff, the flexible routes towards continued study beyond PGCAP ensure that this programme is relevant and represents an important CPD opportunity for any staff member involved in teaching or supporting learning.

In order to maximise your opportunity to engage with our programme at any level, we have developed flexible study options that should suit most learners. Not all staff aim to exit after PGCAP; indeed not all staff are aiming for PGCAP as an exit award. With this diversity in mind, we have designed our programme with a ‘Qualification Route’ and a ‘CPD Route’ in mind.

The Qualification Route

The Qualification Route is primarily designed for colleagues who wish to work towards a qualification (such as PGCAP, PGDip or MEd) as part of their early career development. This option will only be available ‘with credit’; i.e. all students will complete assessments, receive a grade and work with the intention of gaining academic credit and an associated award. The qualification route is the normal route for ECDP participants, although the route is further open to any colleague who meets the entrance requirements.

The CPD Route

The CPD route is primarily designed for colleagues who wish to engage in CPD but are not necessarily committed to working towards an academic award. In particular, within the CPD Route courses can be taken with or without credit (i.e. as ‘audit’ courses). We expect that the norm would be for a course to be taken ‘with credit’ (i.e. students will submit assessments, get a grade and get academic credit). However, the ‘audit’ (i.e. without credit) option ensures that CPD is open to all (potentially benefitting mid and later career academic staff and those not contractually required to take part in CPD).

The CPD and Qualification Routes offer identical courses, with mixed cohorts (i.e. cohorts of auditing, CPD and qualification focused students) – the only difference being your aim to gain an award, or not.

1.5 Early Career Development Programme and PGCAP

The PGCAP is part of the Early Career Development Programme (ECDP) for all academic staff enrolled on ECDP. All ECDP participants are required to gain the PGCAP and the associated D2 professional recognition. Colleagues on the ‘Learning, Teaching and Scholarship’ track are required to complete all Phase 1 courses, Course 2d on Phase 2 plus any additional Phase 2 course. Anyone else completing PGCAP has to complete all Phase 1 courses and any two Phase 2 courses. Passing all Phase 1 courses plus two additional Phase 2 courses results in professional recognition as a RET Fellow, aligned against Descriptor 2 of the UKPSF.

Importantly, our programme design is flexible and integrated with further potential qualification beyond PGCAP. All participants who start with the intention to complete PGCAP are guaranteed a place and opportunity to continue (subject to the necessary course results and GPA) beyond PGCAP towards PGDip and MEd.

1.6 The Rest of this Handbook

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This handbook is designed to provide information about our programme, at programme level. Accordingly, it is a programme handbook. Individual course handbooks are available for all of our courses. These course handbooks provide detail about individual courses, including reading lists and other course specific information. These will be made available when you progress on to these courses. If you have any questions about specific courses and the information is not provided within this handbook, then please do not hesitate to contact the Course Convenor (information is listed herein).

2. Course Descriptions

2.1 Phase 1 CoursesThe Phase 1 courses are all core components of the PGCAP programme and are also part of the Early Career Development Programme for new academic staff. They represent opportunities for your initial professional development as a teacher in higher education. You will normally complete the three Phase 1 courses over one academic year: Course 1a in your first semester on the programme, and Course 1b and 1c in your second semester.

2.1.1 Course 1a: Introduction to Learning and Teaching in Higher Education (20 credits)

This course is the introductory course on the MEd Academic Practice and the PGCAP. Through this course you will explore learning and teaching practices as part of your initial professional development as a teacher in higher education. You will be encouraged to apply learning to your teaching practice and to reflect on your teaching throughout the duration of the course. This course forms part of the Early Career Development Programme but is open to any eligible staff member teaching and supporting learning at the University of Glasgow and who wishes to start on a journey towards qualification, professional recognition and professional development.

Course Aims

This course aims to introduce you to the UK Professional Standards Framework for teaching and supporting learning (UKPSF) as a tool for developing as a teacher in higher education. Through the UKPSF you will explore teaching, learning and assessment practices as part of initial professional development. The course will enable you to consider and reflect on your teaching practice, with reference to literature, the practice of others and through evaluation.

Intended Learning Outcomes

By the end of this course you should be able to:1. Critically reflect on your practice in relation to appropriate dimensions of the UKPSF

[A2, A3, A4, K1, K2, K3, K4, K5, V1, V2, V4];2. Apply evidence-informed approaches to your teaching;3. Critically reflect on student learning in the context of your teaching; and4. Investigate the relationship between your teaching practice and the institutional

environment.

Successful completion of Course 1a also results in professional recognition as a RET Associate Fellow, although this is only awarded if you exit the programme before completing PGCAP.

2.1.2 Course 1b: Supervising Students (10 credits)

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This course is a core element of the PGCAP on the MEd Academic Practice programme. Through this course you will evaluate and reflect on supervision practices and develop an evidence-based understanding of approaches to supervision. This course explores supervision at undergraduate, taught postgraduate, PhD and professional doctorate levels. This course forms part of the Early Career Development Programme but is open to any eligible staff member teaching and supporting learning at the University of Glasgow and who wishes to start on a journey towards qualification, professional recognition and professional development.

Course Aims

This course aims to provide you with an opportunity to evaluate and reflect on supervision practices and develop an evidence-based understanding of approaches to supervision of students. The course will cover supervision at undergraduate, postgraduate taught, PhD, and professional doctoral levels. You will have the opportunity to compare practice against both institutional requirements and recent literature on effective supervision. Through exploring supervision practice you will develop evidence to claim additional dimensions of the UKPSF [A2, A4, K2].

Intended Learning Outcomes

By the end of this course you should be able to:1. Analyse approaches to supervision relevant to your context; and2. Critically evaluate research and scholarship focused on supervision and relate this to

proposed enhancements in your practice.

2.1.3 Course 1c: Course Design in your Discipline (10 credits)

Designing a course can be a challenging yet fulfilling opportunity for staff involved in teaching and learning. This course gives you a chance to design a course in your own subject or discipline in a supportive environment. It will cover: developing a rationale for introducing a new course; designing an aligned course; considering inclusive curricula; including assessment and feedback that enhances your students’ learning and developing learning activities.

Course Aims

This course aims to focus your teaching development more strongly on your particular discipline. You will be given an opportunity to develop and design a course in your discipline involving constructive alignment of ILOs and assessment, down to the details of some specific learning activities. You will be supported to work with colleagues from related disciplines, but will also be encouraged to engage with a wider range of colleagues from across the University to support your deepening understanding of learning, teaching and assessment specific to your discipline. Through exploring course design in your discipline you will continue to develop evidence to claim additional dimensions of the UKPSF [A1, A3, K1, K6 and V4].

Intended Learning Outcomes

By the end of this course you should be able to:1. Design a constructively aligned course within the context of a programme in your

subject area; and2. Justify your course design in relation to relevant frameworks.

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2.2 Phase 2 Courses

The Phase 2 courses represent opportunities for continuing professional development. Following on from the broad coverage of the Phase 1 courses, the Phase 2 courses provide an opportunity for all students to choose specific areas of practice in which to further their professional development. Accordingly, all Phase 2 courses address Area of Activity 5 (and to some extent Professional Value 3) of the UKPSF as well as specific dimensions appropriate to each course. Successful completion of all Phase 1 and two Phase 2 courses results in completion of the PGCAP qualification and professional recognition as a RET Fellow.

You will normally take Phase 2 courses in your second year on the programme and would normally complete 1 or 2 courses per semester. You are permitted to take more than two Phase 2 courses.

2.2.1 Course 2a: Assessment and Feedback (10 credits)

Assessing our students is probably the most important thing we do to them during their journey through University. This course will provide you with a structured approach to critique and enhance your assessment practices through engaging with the literature and consideration of your own context. We will address issues such as plagiarism, providing useful feedback and a variety of assessment types.

Course Aims

This course aims to provide you with a structured approach to critically analyse, and thereby enhance, assessment and feedback practice. The course will address issues such as approaches to and literacy within assessment and feedback, and will require you to consider assessment and feedback practice within your own context.

Intended Learning Outcomes

By the end of this course you should be able to:1. Analyse the efficacy of a variety of assessment and feedback approaches; and2. Critically evaluate assessment and feedback practice in Higher Education with a

particular focus on your own context.

2.2.2 Course 2b: Designing Active Pedagogies (10 credits)

Active learning in higher education can sometimes feel challenging due to the infrastructure surrounding your learning and teaching practice. Through this course, you will explore the ways in which your pedagogy can be adapted for new and existing learning environments to enhance engagement and activity in your teaching.

Course Aims

This course aims to engage you in a wide and diversified debate of learning and teaching theories, with the emphasis on translating active pedagogies into your learning and teaching practice. You will critically reflect on these pedagogies and their applicability in your discipline, initiating the development of a portfolio of active pedagogies.

Intended Learning Outcomes

By the end of this course you should be able to:

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1. Synthesise a range of influences (e.g. environment, activities and learning theories) on the development of active pedagogies; and

2. Apply active pedagogies to the design of learning and teaching practices.

2.2.3 Course 2c: Technology Enhanced Learning and Teaching (10 credits)

Would you like to know more about how to use learning technologies effectively in your teaching? This course considers recent debates and developments in this field and encourages you to apply these to your practice.

Course Aims

This course aims to provide you with the opportunity to consider how technologies might be used to enhance learning. It will explore the efficacy of learning with technologies and whether technologies might engender different approaches to learning and teaching. You will be required to consider how learning with technology might apply to your own context.

Intended Learning Outcomes

By the end of this course you should be able to:1. Critically reflect on the value of learning technologies to learners; and2. Create a technology-enhanced learning solution for your professional context.

2.2.4 Course 2d: SoTL I: designing a practice enquiry (10 credits)

Are you expected to undertake scholarship as part of your role at Glasgow? Are you interested in finding out more about learning and teaching practice and sharing your knowledge with others? This course aims to introduce you to the scholarship of teaching and learning (SoTL) and support you in designing a SoTL project. You will be supported to learn more about SoTL, engage with SoTL publications and to learn a little more about SoTL approaches.

NB this course is normally a core requirement for learning, teaching and scholarship staff undertaking the PGCAP as part of ECDP but remains an elective course for any other staff member.

Course Aims

This course aims to introduce you to different conceptions of scholarly work in Higher Education with particular focus on the Scholarship of Teaching and Learning (SoTL). It will provide you with opportunities to consider how SoTL links with your own academic practice and will support you to design the implementation and dissemination of your own SoTL project.

Intended Learning Outcomes

By the end of this course you should be able to: Use literature to identify an area of your practice suitable for a SoTL enquiry; and Apply appropriate and ethical methods to the design of a SoTL enquiry.

2.2.5 Course 2e: SoTL II: undertaking a practice enquiry (10 credits)

Having designed an appropriate practice enquiry (normally done by undertaking Course 2d), this course offers an opportunity to implement your SoTL project in a supportive environment

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with LEADS staff and peers. Not only will you conduct your enquiry as part of this course, but you will also be given the opportunity to create a project output that is suitable for dissemination as well as having genuine impact on the enhancement of teaching and learning at the University of Glasgow.

Normally Course 2d “SoTL I: designing a practice enquiry” is a pre-requisite course but appropriate prior learning will be considered in cases where students wish to complete this course without the necessary pre-requisite.

Course Aims

This course aims to give you the opportunity to practically engage with the Scholarship of Teaching and Learning and undertake a small-scale enquiry of your own teaching and learning practice, and to disseminate and discuss your findings with your peers.

Intended Learning Outcomes

By the end of this course you should be able to:1. Undertake a SoTL enquiry of your practice using an appropriate methodology; and2. Critically reflect on and communicate the outcomes and potential impact of your SoTL

enquiry on learning and teaching practice.

2.2.6 Course 2f: Impact and Influence in Learning and Teaching (10 credits)

This course will support participants to demonstrate their leadership of learning and teaching in the University of Glasgow. The course will explore concepts of leadership, impact and influence in learning and teaching, and will support staff to consider their professional development towards D3 (Senior Fellow) of the UKPSF. You will be supported to produce evidence of impact and influencing others in their learning and teaching practice, for example, planning and running workshops or mentoring colleagues. There is a significant practice impact involved in this course.

Course Aims

This course aims to explore the ways in which you can develop your impact and influence to enhance learning and teaching practice in your context. It will provide you with an opportunity to work with your colleagues to develop their practice.

Intended Learning Outcomes

By the end of this course you should be able to:1. Analyse ways in which individuals demonstrate leadership, impact and influence in

learning and teaching in the higher education context; and2. Demonstrate leadership and/or impact and influence through mentoring, supporting

or developing colleagues.

2.3 Phase 3 Courses

The Phase 3 courses represent your sustained professional development in teaching and supporting learning in higher education. Phase 3 courses are open for students who have completed PGCAP and represent part of the learning journey towards PGDip and MEd AP. These courses are not specifically aligned with the UKPSF but are instead designed to support you in preparation for a Masters Project at Phase 4.

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2.3.1 Course 3a: Contextualising your Educational Enquiry (10 credits)

In order to undertake a piece of scholarship or educational research, you need to be able to engage with, and critically evaluate the current literature. This course will provide an opportunity for you to do just that, in an area of your choosing, related to your Higher Education context.

Course Aims

In this course you will critically engage with SoTL outputs and research literature in HE, while focussing on an area of your academic practice. The peer support design of this course will enable you to collaborate in creating a resource that informs your developing academic practice beyond this course.

Intended Learning Outcomes

By the end of this course you should be able to:1. Synthesise a comprehensive understanding of SoTL outputs and educational

literature in HE in your area of educational enquiry; and2. Critically evaluate literature for your chosen area of educational enquiry.

2.3.2 Course 3b: Approaches to Educational Enquiry (20 credits) This course aims to provide skills and strategies to design an appropriate research enquiry, and covers methodologies, methods, and ethics in educational research. NB this is a core course for the PGDip and MEd awards.

Course Aims

This course aims to enable the learners to design a substantial educational enquiry. It offers the opportunity to either focus on practitioner enquiry or research, depending on participants’ interest and choice of topic. Building on previous experience with scholarship the learner should develop a more in-depth knowledge of methodologies, methods, and ethics for their enquiries. During the course participants will explore the differences between practitioner enquiry and educational research, and should develop more in-depth understanding of education research approaches.

Intended Learning Outcomes

By the end of this course you should be able to:1. Apply key principles of educational enquiry to a project design;2. Critically engage with methodology and methods in educational enquiry;3. Critically evaluate theoretical frameworks for educational enquiry; and4. Critically reflect on ethical implications in educational enquiry.

2.3.3 Course 3c: Analysing your Enquiry Data (10 credits)

Have you been thinking about how to develop an educational enquiry and want to know how to analyse the data you gather? This course gives you the tools to choose a method of analysis and use it to gain insight into your learning and teaching data.

Course Aims

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This course aims to equip participants with an understanding of approaches to analysing data and to inform educational enquiry.

Intended Learning Outcomes

By the end of this course you should be able to:1. Critically analyse the impact of applying different approaches to data analysis on

educational enquiry; and2. Apply appropriate data analysis methods to a range of enquiry data.

2.4 Phase 4 CoursesPhase 4 represents the capstone of the MEd in Academic Practice. It comprises one 60 credits Masters Project course.

2.4.1 Course 4: Masters Project in Academic Practice (60 credits)

This course provides an opportunity to investigate a relevant area of higher education, with the aim to inform, enhance, and disseminate the participants’ academic practice. You can only begin this course once you have completed 120 credits and have attained the required GPA.

Course Aims

This course aims to provide an opportunity to investigate an area of higher education that is relevant to the participants’ own academic practice. It is intended that during the Masters project the participants focus in-depth on an area of their own practice for the enhancement of academic practice in higher education, and disseminate their understanding to the wider academic community.

Intended Learning Outcomes

By the end of this course you should be able to:1. plan and execute a substantial enquiry that investigates a relevant area of your

academic practice;2. produce an appropriate output, discuss the outcomes and outline the implications for

your own practice resulting from this enquiry;3. critically evaluate literature relevant to your enquiry and make connections between

this literature and your own enquiry; and4. synthesise key lessons from your enquiry for your own practice and for the wider

higher education community.

3. Programme Timelines and Progression

3.1 Starting the Programme and ECDP

For most staff at the University of Glasgow, PGCAP forms part of the ECDP. This means that PGCAP is a programme of study and development that you should aim to complete within around 3 years from joining the University. Since PGCAP is designed to take approximately two academic years to complete this means that you should aim to enrol on the programme during your first year at the University on ECDP. For some staff, this might mean a relatively quick turnover between starting your job and starting PGCAP, but our advice is to ensure

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that you allow time to settle in to your role before starting PGCAP. A few months should be fine, and anything up to around 1 year is normal, although if you delay longer than around 1 year between starting your new job and applying for PGCAP please be aware that you might not finish within 3 years of joining the University.

In any case, two induction points are offered for the programme. You will normally start the programme by completing Course 1a in your first semester, starting in either September or January. On completion of Course 1a you will progress into your second semester and would normally complete Courses 1b and 1c (thought these can be spread out over further semesters if it suits you). Accordingly, you will normally complete Phase 1 in one academic year before moving on to Phase 2 in your second academic year. NB you are restricted to being enrolled on 20 credits per semester to support a healthy workload balance between your normal academic duties and your study on PGCAP.

Progression into Phase 2 involves making choices regarding which courses to study and, at some point, making choices regarding whether you exit with PGCAP or remain registered on the programme to facilitate sustained professional development and study towards PGDip AP and beyond. Your peer tutor will act as an advisor in this capacity, advising on both your choices for Phase 2 and the possibilities for flexible continued study towards PGDip AP and MEd AP.

Phase 1 timetables will be published online and as part of the application process. Timetables for Phase 2 onwards will be available prior to the start of each semester and will be made available only for those students who are progressing onto later phases of study. The current Phase 1 timetable is include here for clarity.

Each course in Phase 1 has a maximum enrolment of 50 students, and all the courses beyond Phase 1 have a maximum enrolment of around 25 students. This means that places on courses are limited, and will be allocated on a first come, first served basis. Priority is given towards anyone who is contractually required to complete our programme, and there is more than sufficient capacity to cater for everyone however you may need to compromise slightly on scheduling of courses if certain courses you select reach their capacity.

Registration for all courses involves enrolling on MyCampus (guidance will be provided) and due to the limited places this means that you may not be able to enrol for your preferred choices so we suggest that you plan first and second choice options for all your chosen Phase 2 courses. Any specific requirements for year 2 scheduling can be discussed with the Programme Coordinator but due to capacity limitations, we cannot guarantee all scheduling requirements can be met. We will endeavour to find an agreeable solution wherever possible.

3.2 Starting the Programme whilst not on ECDP

The advice to anyone who is starting the programme but is not on ECDP is very similar to that provided in Section 3.1. If you are not on ECDP you might not be contractually bound by the same timelines (e.g. to complete within 3 years of starting your role) but the same opportunities and flexibility exists.

3.3 Phase 1 Timetables 2018/19

The timetable for Course 1a: Introduction to Learning and Teaching in Higher Education is provided below. Course 1a is the first course in our programme. It runs once in each

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semester, meaning that you can select to start the programme either in September or in January.

PGCAP Course 1a Timetable 2018-19

Session Cohort 1: Semester 1 Start Cohort 2: Semester 2 StartWednesday Afternoons Thursday Mornings

1: Introduction to PGCAP 19th September 2018 10th January 2019

NB includes 1 hour peer group meeting 1 – 4pm 10 - 1pm

2: Observation, Evaluation and Critical Reflection 26th September 2018 17th January 2019

1 - 4pm 10 - 1pm

3: What is Teaching in Higher Education? 3rd October 2018 24th January 2019

1 - 4pm 10 - 1pm

4: What is Learning? 10th October 2018 31st January 2019

1 - 4pm 10 - 1pm

5a: Technologies for your Practice 15th - 19th October 2018 4th - 8th February 2019

Online Online

5b: Technologies for your Practice 24th October 2018 14th February 2019

1 - 4pm 10 - 1pm

6: What is Assessment and Feedback? 31st October 2018 21st February 2019

1 - 4pm 10 - 1pm

7: Small Group Pedagogies 7th November 2018 28th February 2019

1 - 4pm 10 - 1pm

8: Large Group Pedagogies 14th November 2018 7th March 2019

1 - 4pm 10 - 1pm

9: Preparing to Evidence your Practice 21st November 2018 14th March 2019

NB includes 1 hour peer group meeting 1 - 4pm 10 - 1pm

Formative Assessment Due: draft reflective account of practice 30th November 2018 22nd March 2019

Peer Feedback Due: reflective account of practice 14th December 2018 5th April 2019

Tutor Feedback Due: reflective account of practice 21st December 2018 19th April 2019

NB 20th is Good Friday Holiday

10. Peer Group Tutorial 16th January 2019 16th May 2019

2 - 4pm 10 - 12pm

Summative Assessment Due: observation portfolio 31st January 2019 (for June Board) 31st May 2019 (for Sept Board)

Summative Assessment Due: reflective account of practice 27th February 2019 28th June 2019

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Course 1b: Supervising Students is normally studied in your second semester (after completion of Course 1a). This course also runs in each semester and is a core component of the PGCAP and so must be completed at some point in the programme.

Course 1c: Course Design in your Discipline is also normally studied in your second semester. Course 1c is a core component of PGCAP, and so must be completed at some point in the programme. It is our suggestion that you aim to complete it in year 1 alongside 1b. Accordingly, we have scheduled Courses 1b and 1c so that the classes, and the assessments, are spread out to try and support your engagement in both courses. Please note that you are not required to study Courses 1b and 1c concurrently; we simply suggest it.

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4 Assessment and Regulations

The programme is governed by the generic regulations for PGT study at the University of Glasgow. There are, however, some minor deviations from these standard regulations and such deviations are outlined in this handbook. Such deviations and the major regulations regarding assessment are outlined here for clarity.

4.1.1 Minimum Requirements for Award (including PGCAP for ECDP)

In order to gain the award of PGCAP and professional recognition against Descriptor 2 of the UKPSF (the standards outlined in ECDP), students must achieve a GPA of 9 across 60 credits. At least 50 of those credits, including the 20 credits available for Course 1a, the 20 credits available for Courses 1b and 1c and any additional Phase 2 course (2a – 2f), must be at grade D3 or above. This is a slight deviation from the generic PGT regulations.

Accordingly, the additional requirements for the award relate to professional recognition. They ensure that any student who passes the relevant courses will gain professional recognition (as required by ECDP) and complete PGCAP. This amended regulation allows for a small degree of underperformance by a student but yet still meet the required professional standards, hence the requirement that, overall, only 50 of the required 60 credits be at grade D3 or above; however underperformance is not acceptable on the UKPSF aligned elements of the programme (i.e. all of Phase 1 and at least one course in Phase 2).

It is possible to gain a PGCAP without professional recognition by achieving a GPA of 9 across any 60 credits, with not less than 50 credits at grade D3 or above, but it is unlikely that any student would be working towards such an award given the importance of professional recognition. We recommend following the programme structure that enables recognition to be awarded.

For students wishing to exit with a PGDip Academic Practice (PGCAP) then student must achieve a GPA of 9 in 120 credits, with not less than 100 of these credits at grade D3 or above.

NB individual courses on the programme have minimum requirements for the award of credit. These course specific requirements are published in course handbooks.

4.1.2 Minimum Requirements for Award (PGDip AP)

For students wishing to exit with a PGDip Academic Practice then student must achieve a GPA of 9 in 120 credits, with not less than 100 of these credits at grade D3 or above.

4.1.3 Minimum Requirements for Award (MEd AP)

The requirement for the award of MEd AP is a GPA of 12 (equivalent to C3 or above) in the taught credits (120 credits), with at least 100 credits at grade D3 or above, and all credits at grade F or above, and a Grade D or better in Course 4.

4.2 Entry Requirements

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Although our programme has the same entry requirements for internal and external applicants, it is important to outline some key distinctions related to the requirement to fund studies on our programme.

4.2.1 Entry Requirements for University of Glasgow Staff

Any member of staff (academic and non-academic) at the University of Glasgow who is engaged in the practice of teaching, assessment or support for learning of students of the University of Glasgow at SCQF level 7 or above is eligible for consideration for a place on our programme subject to the following conditions:

1. A staff member should have a confirmed teaching related workload of at least 30 hours per semester for the duration of Phase 1 of our programme. This equates to around 10% of the notional learning hours for that Phase of the programme.

a. NB a typical academic contract might have in the region of 2-400 hours of ‘teaching related workload’ per annum, though individual workloads do vary greatly.

2. A staff member’s ‘teaching related workload’ must include student contact hours (these can be online) and assessment responsibilities. It is also expected that ‘teaching related workload’ will include some degree of curriculum design responsibilities.

a. ‘Student contact hours’ should normally equate to at least one third of the minimum teaching related workload (i.e. around 10 hours).

b. Where ‘student contact hours’ are considered to be ‘online teaching’ then a calculation based on ‘notional learning hours’ will be conducted to quantify approximate contact. Typically, around 10% of the notional learning hours attributed to a course can be considered as ‘student contact hours’.

3. To be eligible for a place on our programme a staff member would normally have a contractual duration of at least 12 months from the relevant start date on the programme.

a. NB typical start dates can be considered as 1st October and 1st January for the purposes of eligibility.

b. Where a potential applicant has a contractual duration of less than 12 months from the relevant start date on the programme, a decision will be taken by the Programme Coordinator regarding whether or not it is appropriate for the staff member to be admitted.

c. Staff members with a contractual duration of less than 24 months from the relevant start date on the programme should consult with the PGCAP Coordinator regarding potential options for continuation of PGCAP studies beyond the initial end date of their employment contract.

For the avoidance of doubt, PGR students of the University of Glasgow are not normally eligible for a place on the programme.

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4.2.2 Entry Requirements for External Applicants

The entry requirements for external applicants are almost identical to those outlined in Section 4.2.1 with the exception of Point 3. Point 3 outlines the conditions necessary for a University of Glasgow member of staff to gain access to the programme as CPD for which the tuition costs are covered by University funds. As external candidates are required to pay tuition fees Point 3 does not apply, but the conditions outlined in Points 1 and 2 do still apply.

4.3 Circumstances Affecting Attendance or Performance

It is not uncommon for personal or professional circumstances to affect your engagement with the programme. Periods of ill health, changes in personal circumstances and unexpected changes or increases in workload could easily impact on your attendance or performance on the programme and could mean that you are unable to fulfil normal course requirements or meet published deadlines. If your progress could be affected then it is vitally important to keep the programme team involved. There is considerable flexibility built in to our programme design to ensure that your progress is not unfairly impacted but you do need to inform the programme team so that this flexibility can be applied. Confidentiality will be maintained wherever practicable. Your personal tutor, the Programme Coordinator or the Programme Admin Team all serve as potential first ports of call:

Programme Admin Team: leads-pgcap@glasgow.ac.ukProgramme Coordinator: michael.mcewan@glasgow.ac.uk

The following sections outline the procedures in place should any circumstances affect your progress through the programme.

4.3.1 Good Cause

Our programme follows the University of Glasgow’s guidance on good cause but with some minor modifications. ‘Good Cause’ refers to instances of illness or other adverse personal circumstances affecting you and resulting in you either, missing an examination, failing to submit coursework on time, or clearly prejudicing your performance in an assessment. 

We fully understand that your participation in our programme, and particularly your preparation of assessment for courses, is in addition to your normal workload. It is typical for the workload of early career academics to be reduced to allow participation in continuing professional development, such as PGCAP, however we are also acutely aware that this does not always go to plan. Despite this, you are reminded that you are PGT students on the programme and the rules outlined in the University Calendar’s Code of Assessment apply. That being said, we have negotiated some flexibility in these rules with Senate to accommodate our students who are non-traditional PGT students at the University. Accordingly, unexpected increase in your workload is permissible as a justification for a Good Cause claim. This is not normally the case for PGT students.

If you are unable to submit assessed work on time it is your responsibility to lodge any relevant Good Cause claim via MyCampus or to approach the Course Convenor. The Programme Coordinator, Admin Team and Course Convenors may be able to provide advice, but the provision of advice does not constitute formal submission of a Good Cause claim nor does it constitute granting of a deferral. For more information please see the University’s policy on late submission of assessed work

The modified ‘Good Cause’ process is outlined in an ‘assessment agreement’ below.

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Assessment Agreement

1. You, the student, agree to submit assessed work by the stated deadline unless exceptional circumstances exist. NB ‘exceptional circumstances’ can include unexpected increase in workload in this instance.

2. If exceptional circumstances exist then you, the student, agree to apply for Good Cause via MyCampus in advance of any stated assessment deadline. Some evidence of exceptional circumstances may be required but this is normally minimal.

a. Good Cause claims submitted later than one week after a stated assessment deadline will not normally be accepted unless evidence is provided outlining why circumstances prevented a Good Cause claim being submitted before a stated assessment deadline. Details on acceptable evidence are outlined here.

3. On receipt of a Good Cause claim, the claim will be considered by a Good Cause Committee (comprising the Programme Administrator and Programme Coordinator or appropriate deputies). If approved, you will be notified via your student MyCampus account and details of any extension or resubmission will be provided. In most instances, replacement assignments will be due at the subsequent assessment diet for any courses you are enrolled on.

a. Outstanding results due to Good Cause in no way affects your continued progress through our programme however notice must be paid to your duration of studies.

4. If no Good Cause claim is received, and if no exceptional or extreme circumstances are offered regarding the lack of claim, then the student will have Credit Withheld. This will count as one of the two allowed submissions for summative assessment.

a. In the instance of receiving a Credit Withheld outcome, the student will be invited to submit the outstanding assessed work at the subsequent assessment diet. Typically, no further extensions will be provided.

5. Deferral of any submission deadline for a short period of time will not normally be offered.

4.3.2 Late Submission of Coursework

As outlined in the Assessment Agreement above, late submission of coursework is generally not accepted unless Good Cause is established. In certain circumstances you may apply for a short deferral of an assessment deadline, or exemption from late submission penalties (as outlined in 16.26 of the Code of Assessment) by contacting the relevant Course Convenor. The Course Convenor can grant a short deferral (at their discretion) up to an absolute maximum of three days without penalty. The decision of the Course Convenor should be considered final in this regard.

4.3.3 Leaving the University During Your Studies

From time to time programme participants leave the institution during their studies (e.g. they have obtained a new job elsewhere). It is important to note that our programme is a postgraduate qualification that would normally incur tuition fees, but University of Glasgow staff are not generally required to pay these tuition fees. In particular, leaving the programme during PGCAP is of specific importance since you are likely to require a PGCAP equivalent in any new role also. Accordingly, wherever possible we want to facilitate completion of

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PGCAP for anyone who leaves the institution during their studies. Consequently, the following policy has been developed.

For participants leaving the University of Glasgow before successful completion of Phase 1:

1. Anyone who has not yet completed Phase 1 of the programme (i.e. 40 credits of Courses 1a, 1b and 1c) at the point of leaving the University of Glasgow will normally be permitted to complete any courses on which they are currently enrolled subject to the following conditions:

a. The participant will notify the Programme Admin Team as quickly as possible regarding leaving.

b. The participant will commit to completing current courses according to the normal expected timescales (with allowances for extensions if necessary).

c. The participant will arrange to keep their University of Glasgow student email address active for the duration of their studies and will regularly check this email. The participant will also provide details of a forwarding email address.

d. On successful completion of Course 1a the participant will be eligible for professional recognition against D1 of the UKPSF as a RET Associate Fellow.

e. The programme team will facilitate credit transfer, subject to the approval of the institution into which credits are being transferred once all enrolled credits have been awarded.

i. It is possible to continue on to Phase 2 as an external student in order to gain PGCAP however you should discuss options with your new institution regarding their requirements. Tuition fees would be payable if you continued as an external student.

For participants leaving the University of Glasgow after successful completion of Phase 1:

2. Anyone who has completed at least Phase 1 of the programme (i.e. 40 credits of Courses 1a, 1b and 1c) at the point of leaving the University of Glasgow will normally be permitted to complete the necessary credits to exit with PGCAP subject to the following conditions:

a. The participant will notify the Programme Admin Team as quickly as possible regarding leaving and to discuss the possibility of continuing studies.

b. Should the participant wish to continue their studies with the University of Glasgow then the participant will commit to doing so according to the normal expected timescales (with allowances for extensions if necessary).

c. The participant will arrange to keep their University of Glasgow student email address active for the duration of their studies and will regularly check this email. The participant will also provide details of a forwarding email address.

d. On successful completion of PGCAP the participant will be eligible for professional recognition against D2 of the UKPSF as a RET Fellow.

e. The participant will normally be eligible to complete a maximum of two courses from Course 2a – 2f to enable successful completion of PGCAP. Tuition fees may be payable in this regard.

f. Should the participant wish to continue studies beyond PGCAP, working towards a PGDip AP or MEd, then they will be permitted to do so subject to progression requirements, but now as an external student. Tuition fees will be payable in this regard.

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4.3.4 Maximum Duration of Studies

Our programmes have been designed with significant deviations from the normal postgraduate timelines for study already in place. The ‘normal’ maximum duration of studies for a taught part-time Masters level programme at the University of Glasgow is 5 years, with shorter timescales normally expected for PGCert and PGDip exit points. Given that ECDP is a 5 – 8 year programme of professional development, and our programme is part of ECDP, we have negotiated significant extended maximum duration of studies regulations for our programme.

Consequently, the following maximum durations apply:

1. PGCAP: the normal duration of study is two years, the maximum duration of study is 4 years. You must complete PGCAP within 4 years of first starting.

2. PGDip AP: the normal duration of study is 3 to 4 years from first registration on the programme (dependent on scheduling of electives), the maximum duration of study is 6 years.

3. MEd AP: the normal duration of study is 4 to 5 years from first registration on the programme, the maximum duration of study is 8 years.

Exceptional circumstances may allow for a slight deviation from the above maximum durations, but any deviation would require approval from the Clerk of Senate and is outside the control of the programme team. Accordingly, the above ‘maximum’ timescales should be considered as absolute maximum durations.

4.3.5 Keeping in Touch

Our programme is designed with flexibility for you in mind. Accordingly, we have extended timescales for study, flexible options for courses, and timetabling that enables you to engage with courses at points that suit you best. As a result, we fully expect your contact with us to vary slightly over your time on the programme. For example, you may have a semester away, but in another semester you may be studying 20 credits and have extensive contact with teachers and our Admin Team. However, we do not expect to fully lose contact with you for more than one semester.

If we feel that we have lost touch the Programme Team will attempt to contact you, and this may, in some extreme circumstances, involve contacting your line manager to establish a line of communication. No personal circumstances will be discussed but we will attempt to contact you through the means we have in our records (e.g. from your ‘Additional Information Form’ that you submitted when you applied).

If we cannot contact you, or receive no reply by a specified date, we will initiate withdrawal proceedings.

4.3.6 Withdrawal

From time to time it may be necessary for a student to be withdrawn from the programme (e.g. leaving the University is the main reason for this). In some circumstances a ‘temporary withdrawal’ may be advisable in order to avoid ‘timing out’. If the Programme Coordinator and Admin Team feel that a withdrawal is advisable then you will be contacted to discuss the matter.

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If you are withdrawn from the programme this is not the same as ‘failing’. It is an administrative process to ensure that you are not disadvantaged. You can be re-registered after being temporarily withdrawn.

4.3.7 Code of Conduct

Our programme has been designed as a blended learning environment incorporating a combination of face to face classroom sessions and enhanced online activities that compliment and provide alternatives to the classroom provision. This design is to enable a variety of learners, with diverse needs, to engage meaningfully with all aspects of our programme.

Typically a cohort of students will comprise ‘traditional’ face to face students, primarily based on campus, who regularly attend classes in person and who engage with online activities both as required and in order to supplement their learning. The cohort will also typically comprise ‘distance’ students, primarily based off campus, often overseas, who will engage more extensively with the online learning opportunities. Additionally, our flexible blended design enables any student who is unable to attend the occasional face to face class to keep their engagement up to date by taking part in online activities that ‘make up’ for their absence.

We greatly value this diversity in our students and in your modes of engagement in our programme, and we hope you value the flexibility this provides for your study. However, with this flexibility comes a set of expectations that we all, as a learning community, should adhere to.

1. The language of communication in class and online is English.2. We will remain respectful of all individuals and groups in our learning environment.

We will engage in robust debate, but will not use words or share content that is inflammatory or offensive.

3. We will not post or share materials that knowingly breach copyright.4. We will adhere to the course timetables, completing learning activities within the

specified timescales in order to support the designed progression of the course curriculum.

a. In any instance where activities are completed outside of the specified timescale we will not expect others to engage because we understand that the majority of students and teachers have progressed with the course curriculum on to new topics.

5. We will not use the online platform to post messages or content multiple times or that is unrelated (i.e. we will not ‘spam’).

6. We will remain cognisant that written communications can be easily misinterpreted and will strive to give ‘the benefit of the doubt’ regarding any potential miscommunications.

7. In the instance of ‘live events’ such as classroom sessions, video seminars, etc. we will aim to be punctual (arrive/log in in good time) and treat other attendees with respect (including not interrupting, attending video seminars in a quiet location, etc.).

8. Any complaints or grievances will, in the first instance, be addressed privately between the complainant and the course teaching team.

9. We will not post nor share communications that are intended to be private (for example, complaints, personal information or data, etc.).

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10. We will provide supportive and constructive feedback to others when required. In particular, where a peer review forms part of an assessment (summative or formative) we will prioritise that activity to support our fellow learners.

If you feel that this code of conduct overlooks any aspect of our blended learning environment then please contact the course teaching team to discuss your concerns. We firmly believe that if these expectations are respected then our blended learning environment will function well, be enjoyable and lead to a positive and meaningful learning experience for all.

4.4 Formative Assessments

Throughout the programme you will be given opportunities to submit formative assessments. These formative tasks are designed to provide an opportunity for informal assessment and feedback on your learning and performance – formative assessments do not directly impact on your overall grade outcome for a course, however the feedback you gain is likely to enhance your performance and is designed to support your learning. In some instances, engagement with formative assessment and feedback is a required element of a course in order to gain credit. Accordingly, we have designed a feedback contract between tutors and participants to maximise the impact of formative tasks.

Feedback Contract

1. You, the participant, agree to submit formative tasks by the indicated deadline unless otherwise agreed the Course Convenor.

2. We, the teaching team, agree to provide formative feedback on your work, typically within three weeks of submission, if you submit formative tasks by the indicated deadline.

3. Feedback will not normally be provided for formative tasks that have been submitted after the indicated deadline unless prior arrangements have been agreed with the Course Convenor.

4. Beyond the submission of and feedback on formative tasks, written feedback will not normally be provided on drafts of summative assessments unless exceptional circumstances exist.

This contract is not designed to limit any dialogue regarding assessed work but is instead designed to encourage submission of work at appropriate deadlines, to ensure equal access to feedback for participants, and to enable feedback to be provided and received and key stages of our courses.

4.4.1 Late Submission of Formative Assessments

Late submission of formative assessments can be every disruptive to a course. Accordingly, late submission of formative assessment is not accepted without prior arrangements agreed with the Course Convenor. If a formative assessment deadline is missed, then the opportunity for feedback on your work is lost.

In instances where a formative task is a required element of a course in order to gain credit, an opportunity to complete that work will be provided, but no additional feedback offered.

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4.5 Assessment Procedures

4.5.1 Word Limits

Where assessments have a stated word limit, you may go 10% below or above these set word limits. If you go substantially below the word limit you are likely not to have included everything that the assessment requires. If you go substantially over the limit you are likely not to have edited your work enough. Where we receive summative assessments that are substantially longer than the stated word count plus 10%, markers will stop reading the assessment once the upper word limit has been reached. This may result in parts of your work not being considered in the marking process.

4.5.2 Plagiarism

When submitting assignments you will be required to acknowledge your compliance with the University’s Statement on Plagiarism by electronically “signing” a declaration of originality form indicating that you have correctly cited all references in your work. Further information about the University’s Statement on Plagiarism for staff and students can be found on the University website at: https://www.gla.ac.uk/myglasgow/senateoffice/studentcodes/staff/plagiarism/

4.5.3 Board of Examiners

All assessed work is marked by the course team and provisional results are communicated to the programme administrators for consideration by the relevant Board of Examiners. NB provisional feedback on assessed work is typically provided to students within 15 working days of submission, but only once the Board of Examiners has ratified decision can this provisional outcome be considered ‘final’.

The Board of Examiners comprises the Director of LEADS, the Programme Coordinator, the Quality Officer, Course Convenors, the Programme Admin Team and the External Examiner. Teachers on courses are also invited, where appropriate, to retain membership of the Board. The Board of Examiners meets twice a year, in June and September approximately, to consider results and progression on all courses within the programme. The Board of Examiners instructs Course Convenors to inform students of any resubmission arrangements, or the outcome of any extensions due to Good Cause.

4.5.4 Resubmissions

If a candidate submits assessed work that fails to meet the threshold passing grade on a course then they will normally be permitted one further opportunity to attempt the assessment. In instances where there is more than one assessment for a course then the Board of Examiners will instruct the Course Convenor to provide details as to which piece should be resubmitted. If, after resubmission, the assessed work still does not meet the threshold passing grade then this will constitute a ‘fail’ of the course in question. This may impact on your ability to complete PGCAP, PGDip AP or MEd AP and may impact on your ECDP progression.

Due to the implications of receiving a fail grade on a course any student who submits work that is marked and does not initially meet the threshold standard will be offered feedback designed to facilitate improvement of the work to the necessary standard.

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The Board of Examiners shall not normally permit a candidate to resubmit an unsuccessful summative assessment for any courses within the PGCAP more than once. Any appeal in relation to the PGCAP shall be dealt with under the Appeals procedures of the College of Social Sciences.

4.5.5 External Examiner

External examiners are usually appointed for four years, normally commencing on 1 October and completing their term of office on 30 September four years later. Once an external examiner's four-year term of office has expired, they may not be re-appointed as an external examiner for the University until four years have elapsed.

The current external examiner for the PGCAP is Prof. Iain MacLaren from the National University of Ireland, Galway but the post-holder will retire from their position at the start of AY2018-19. As of July 2018 we are in the process of appointing a new external examiner.

4.5.6 Assurance of Standards

Moderation of assessment is an important part of our processes to ensure that examiners are consistently applying any marking criteria for summative assessments. All summative assessments on our programme are subject to a degree of moderation. Typically, a sample of at least 10% of all submitted work, including all borderline (grade D/E) and all fail grade (E or below) assignments, are subject to moderation. The process of moderation involves a substantial degree of ‘second marking’ (where the moderator has access to the grades and feedback for all submissions).

Where marking on a submission is shared by more than one examiner then moderation involves two stages. An initial discussion to assist in setting standards is held between all markers, and the marking is subject to sampling by a moderator after marking has been completed. In the case of any isolated disagreement between markers or between marker and moderator then a discussion is held between the two parties to agree an adjusted grade. If no agreement is reached a third marker may be brought in to help resolve the disagreement.

In the case of a consistent disagreement between marker and moderator across many submissions, a larger sample will be taken by the moderator in order to ensure appropriate standards are being applied. This may result in remarking or adjustment of grades or other appropriate action.

In all cases, the process of moderation is recorded and noted in the minutes of the meeting of the Board of Examiners. Moderation is not applied to formative assessments.

4.5.7 Appeals by Students

The Senate is charged by the Universities (Scotland) Act with a duty to superintend the teaching of the University. This is understood to include examining. The Senate has authorised the establishment of College Appeals Committees to hear appeals in the first instance, as specified in the Code of Procedure for Appeals to a College Appeals Committee. Any appeal in relation to our programme shall be dealt with under the Appeals procedures of the College of Social Sciences.

A student may further appeal from the decision of the College Appeals Committee to the Senate.

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4.6 Guidance for Students with Disabilities

Dr Amanda Sykes (Amanda.sykes@glasgow.ac.uk) is the LEADS Disability Coordinator. Amanda takes guidance from the University’s Disability Service and ensure this is well known amongst the programme team. The following has been extracted from the University Regulations/Calendar http://www.gla.ac.uk/media/media_286035_en.pdf

24.1 A student with a disability or specific learning difficulty should contact the University's Disability Service (http://www.gla.ac.uk/services/disability/) at the earliest opportunity to allow adequate time for the needs assessment to take place and for Academic Schools to be informed of appropriate support needs on course. Evidence of the condition or disability should be brought to the first interview with the Disability Adviser. A needs assessment interview cannot be carried out without formal professional evidence of a disability, specific learning difficulty or chronic health condition being given to the Disability Service.

24.2 Students with a specific learning difficulty, such as dyslexia, should provide the Disability Service with recent professional evidence which includes recommendations for support in examinations. The assessment report should normally be dated not more than three years prior to entry onto the course. The dyslexia assessment should have been conducted by a Chartered Educational Psychologist accredited by the British Psychological Society. If the report is considered not fit for purpose, the University will require the student to be re-assessed. Arrangements can be made with the Disability Service for students to have an updated re-assessment carried out.

24.3 Following the needs assessment interview with the Disability Adviser, the agreed information will be entered into the MyCampus student record system. This will trigger an electronic email alert to the Exams section of Registry as well as the student’s Adviser of Studies and the Disability Coordinators within his/her Academic School. www.gla.ac.uk/services/disability/staff/dcs/ It is the responsibility of Disability Coordinators to ensure that the recommended examination or assessment arrangements are made at School level, including any accommodation or equipment requirements. Disability Coordinators must also ensure that all relevant internal and external examiners are informed. The Disability Service and the Registry can be consulted should any enquiries arise.

24.4 Before each examination diet the Registry will extract from the student record system a list of all current disabled students for whom examination arrangements have been agreed and this list will be sent to Schools.

Disability Coordinators will also be sent a list of disabled students taking courses in their Schools for whom exam support is recommended. This list will normally accompany the final version of the timetable for each diet of examinations.

Temporary Disabilities

24.5 In cases of temporary disability the Clerk of Senate should be notified by the Head of School if examination arrangements are required. All arrangements for students with temporary disabilities must be approved by the Clerk of Senate. The remit of the Disability Service does not extend to students with a temporary disability. Temporary disabilities include students with broken limbs or fractures which cause difficulty with handwriting in examinations.

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In any case, the accommodation at Southpark House is fully accessible for wheelchair users, although not level access. Where we teach outside of Southpark House (all of our larger courses are located elsewhere on campus) we do strive to ensure accessibility for each of our taught courses. Much of our accommodation is managed centrally by the University, and often we are not in control of the rooms we are allocated. However, if you wish to discuss our teaching accommodation then please contact either Amanda Sykes or the PGCAP Coordinator; both of whom would be more than happy to attempt to address any issues.

4.7 Staff-Student Liaison Committee

We believe Staff-Student Liaison Committees are essential for communication between staff and participants and we urge you to consider acting as a representative. There will normally be two formal meetings of the committee each academic year. As a Course representative you would be responsible for communicating the comments from all participants in your cohort. You should also not hesitate to bring problems to the attention of individual teaching staff or the Programme coordinator. If you would like to be a representative please contact the Convenor of the staff-student liaison committee/Quality Officer (Dr Vicki Dale; vicki.dale@glasgow.ac.uk).

5. Programme Support

Our programme provides support for your learning and development in a number of ways. This support is often built in to our teaching materials (online and in the classroom) but also extends to the way we resource our programme.

5.1 Programme Team

The programme is primarily delivered by the Academic and Digital Development team within the Learning Enhancement and Academic Development Service (LEADS) at the University of Glasgow. The programme team is led by the programme coordinator and Head of Subject:

PGCAP Coordinator/Head of Subject:Dr Michael McEwan michael.mcewan@glasgow.ac.uk

The Programme is also supported by an administrative team who can be contacted with regard to any administrative matters.

PGCAP Admin Team leads-pgcap@glasgow.ac.uk

Each course on the programme is led by a Course Convenor in conjunction with their Course Support (who deputises in the absence of a convenor). Course teams will be outlined in Course Handbooks. The PGCAP Team is listed here for info.

Name Programme ResponsibilitiesDr Michael McEwanMichael.mcewan@glasgow.ac.uk

Head of Subject, Programme Coordinator, Convenor: 1a, 2d

Dr Janis DavidsonJanis.davidson@glasgow.ac.uk

Convenor: 2a, 2f

Dr Vicki DaleVicki.dale@glasgow.ac.uk

Quality Officer, BOLD Advisor, Convenor: 2c, Masters Project (TBC)

Dr Amanda SykesAmanda.sykes@glasgow.ac.uk

Disabilities Coordinator, Convenor: 2a, 3a

Dr Nathalie Sheridan Convenor: 2b, 3b, Masters Project (TBC)

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Nathalie.sheridan@glasgow.ac.ukDr El SpaethEl.spaeth@glasgow.ac.uk

Convenor: 3c

Nicole KiparNicole.kipar@glasgow.ac.uk

Deputy Director of LEADS, Convenor: 2e

Dr Amanda PateAmanda.pate@glasgow.ac.uk

Convenor: 1c

Dr Matthew WilliamsonMatthew.williamson@glasgow.ac.uk

Director of LEADS

5.2 Participant Support

Support is provided in a range of ways:

Course Teams: each course has a Course Convenor and Course Support who run the course and teach on the course. Some larger courses also have ‘guest’ lecturers. The Course Convenor should generally be considered as a first-line point of enquiry for ‘course-specific’ matters.

Personal Tutor: at the start of the programme you will be assigned a Personal Tutor from the programme team who will also act as your ‘Peer Group Tutor’ in Course 1a. Your personal tutor will act as an advisor of studies, but will also provide feedback at various points in your studies and act as a pastoral support. Your tutor will further facilitate teaching observations and should generally be considered a first line point of enquiry during your studies on the programme, alongside any relevant Course Convenor.

Virtual Learning Environment: the University’s VLE, Moodle, is used to support your learning through blending traditional classroom based activities with online learning. Moodle will be used to provide resources for the programme, host asynchronous and synchronous online activities and will enable the electronic submission of ALL assessments.

5.3 Equality and Diversity

The University of Glasgow is committed to promoting equality in all its activities. In the Learning Enhancement and Academic Development Service we share this aim as well as having a particular interest in striving to enhance teaching, learning and assessment to be inclusive of the diversity of our students and staff. Within our courses and curricula we aim to be inclusive in our practices, and also to support staff to enhance inclusive approaches within their teaching practice. There will be opportunities for discussion of equality and diversity in learning and teaching at various stages of the programme.

There are many useful resources about inclusive curricula and about diversity in terms of disability, race, gender, age, sexual orientation and belief. A selection of these resources is available on the LEADS website. Other resources including university policies can be found at the University’s Equality & Diversity website at http://www.gla.ac.uk/services/equalitydiversity/

5.4 Library resources

We have endeavoured to select key resources that are easily available electronically from the Library. Many of these form the basis of pre-session activities. We also provide a reading and resources list for the programme that includes information about searching for learning

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and teaching articles using appropriate databases. This reading and resources list can be found in Moodle.

6 Programme Administration

6.1 Registration

You must register at the beginning of each year of your programme of study in order to generate your student identity; this will mean that you can then progress through the programme. You will not be able to access your results if you have not registered. The Programme Administrator will send you information and instructions. Please respond to these in a timely manner.

6.2 Tuition Fees

This programme has a zero fee for members of University of Glasgow academic/teaching staff. Any fee for external applicants is reviewed annually.

6.3 Student ID Cards

Once your registration is completed, you can collect your student ID card from Student Services. More details can be found here: http://www.gla.ac.uk/myglasgow/registry/registration/

You can continue to use MyCampus to check and update your record all year round. Assessment results are also available in MyCampus once they are published.

6.4 Student/Staff: who am I?

It is vitally important to recognise the difference between your student identity and your staff identity whilst on our programme. In the context of PGCAP/MEd you are a student. You have a student GUID, a student record and have to take on the same responsibilities you would expect of your own students. Similarly, your conduct and your programme of study are governed by regulations that also apply to all PGT students.

Simultaneously, you are members of staff and colleagues of the teaching team and we recognise this dual identity. You are welcome to contact the team either in the context of a student or in the context of a member of staff seeking support from LEADS. However, you will, from time to time, be contacted to complete necessary administrative tasks as students (e.g. registration, enrolment, etc.). We (LEADS) will normally communicate with you via your staff GUID; however the University (e.g. registry, MyCampus team, etc.) will likely communicate with you via your student GUID. We suggest that you continue to check your student GUID emails regularly whilst on our programme.

6.5 Recognition of Prior Learning

The University, and LEADS, acknowledges and values the fact that staff have a range of academic experience and qualifications prior to undertaking professional development on our programme. Successful completion of the PGCAP is normally a required element of the Early Career Development Programme (ECDP) at the University of Glasgow for any new academic employee on grades 7 or 8. In some instances, a new employee or their line manager may

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feel that prior experience or qualification should be acknowledged formally and contribute towards their participation in PGCAP.

Accordingly, we consider claims for recognition of prior learning through three distinct routes:

1. Full exemption from the requirement to complete PGCAP on the basis of previous qualification or professional recognition;

2. Accreditation of prior certificated learning; or3. Accreditation of prior experiential learning.

Should a member of staff feel that prior learning could be recognised then they can submit an Accreditation of Prior Learning (APL) claim by consulting these pages, the associated guidance and completing the ‘PGCAP/MEd APL Form’.

Considerable information and examples can be found on our website: https://www.gla.ac.uk/myglasgow/leads/staff/taughtcourses/pgcap/apl/

Appendix A: Mapping of PGCAP against the UKPSF

Course 1a: Learning and Teaching in Higher Education

Course 1b: Supervision: Research and Teaching Links

Course 1c: Course Design in your Discipline

Courses 2a – 2f

A1 Design and plan learning activities and/or programmes of study

ILODesign a constructively aligned course within the context of a programme in your subject area

AssessmentComplete a course design pro-forma that includes the following elements:

A rationale for your proposed course

Aims Intended

learning outcomes

Assessments Sample

learning activities

Your response to formative feedback

A2 Teach and/or support learning ILO

critically relate your practice to appropriate dimensions of the UKPSF

Analyse approaches to supervision relevant to your context

Assessmentreflective account of

Essay: account of

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practice (1500 words) linked to appropriate dimensions of the UKPSF; andobservation portfolio.

supervision practice

A3 Assess and give feedback to learners

ILOcritically relate your practice to appropriate dimensions of the UKPSF

Design a constructively aligned course within the context of a programme in your subject area

Assessment reflective account of practice (1500 words) linked to appropriate dimensions of the UKPSF; andobservation portfolio.

Complete a course design pro-forma that includes the following elements:

A rationale for your proposed course

Aims Intended

learning outcomes

Assessments Sample

learning activities

Your response to formative feedback

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

ILOapply evidence-informed approaches to your teaching;critically reflect on student learning in the context of your teaching

Analyse approaches to supervision relevant to your context

Assessmentobservation portfolio

Essay: account of supervision practice

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

ILOInitial Professional DevelopmentCritically relate your practice to appropriate dimensions of the UKPSF

Courses 2a – 2e represent continuing professional development

Assessmentreflective account of practice (1500 words) linked to appropriate dimensions of the UKPSF

Various

K1 The subject material ILO

Critically reflect on student learning in the context of your teaching

Design a constructively aligned course within the context of a programme in your subject area

Assessmentreflective account of practice (1500 words) linked to appropriate dimensions of the UKPSF; andobservation portfolio.

Complete a course design pro-forma that includes the following elements:

A rationale for your proposed course

Aims Intended

learning outcomes

Assessments Sample

learning activities

Your response to formative feedback

K2 Appropriate methods for teaching and learning in the subject area and at the level of the

ILOapply evidence-informed approaches to your teaching

Analyse approaches to supervision relevant to your context

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academic programme Assessment

a reflective account of practice (1500 words) linked to appropriate dimensions of the UKPSF; and observation portfolio.

Essay: account of supervision practice

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

ILOcritically reflect on student learning in the context of your teaching

Assessmentreflective account of practice (1500 words) linked to appropriate dimensions of the UKPSF

K4 The use and value of appropriate learning technologies

ILOcritically relate your practice to appropriate dimensions of the UKPSF

Assessmentreflective account of practice (1500 words) linked to appropriate dimensions of the UKPSF

K5 Methods for evaluating the effectiveness of teaching

ILOapply evidence-informed approaches to your teaching;critically reflect on student learning in the context of your teaching;investigate the relationship between your teaching

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practice and the institutional environment

Assessmentobservation portfolio

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

ILOJustify your course design in relation to relevant frameworks

AssessmentComplete a course design pro-forma that includes the following elements:

A rationale for your proposed course

Aims Intended

learning outcomes

Assessments Sample

learning activities

Your response to formative feedback

V1 Respect individual learners and diverse learning communities

ILOcritically relate your practice to appropriate dimensions of the UKPSF;investigate the relationship between your teaching practice and institutional the environment

Assessmentreflective account of practice (1500 words) linked to appropriate dimensions of the UKPSF; and observation portfolio.

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

ILOcritically relate your practice to appropriate dimensions of the

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UKPSF;investigate the relationship between your teaching practice and the institutional environment

Assessmentreflective account of practice (1500 words) linked to appropriate dimensions of the UKPSF

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

ILOCourses 2a – 2e address the evidence informed approaches, outcomes from CPD, research and scholarship.

Assessment Various

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

ILOinvestigate the relationship between your teaching practice and the institutional environment

Justify your course design in relation to relevant frameworks

Assessmentreflective account of practice (1500 words) linked to appropriate dimensions of the UKPSF

Complete a course design pro-forma that includes the following elements:

A rationale for your proposed course

Aims Intended

learning outcomes

Assessments Sample

learning activities

Your response to formative feedback

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NB only Courses 1a – 1c and 2a – 2e are aligned directly against the UKPSF. Course 2f is also aligned against the UKPSF Descriptor 3 to some extent, but successful completion of Course 2f will not result in recognition at D3. Rather Course 2f is designed to support students beyond Descriptor 2, as opposed to evidence them meeting Descriptor 3.

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