Academic Development and Quality Enhancement

PGCertHE workshops

Enhancing Teaching and Learning in Higher Education workshops

The Teaching and Learning in Higher Education module is delivered through a series of optional worshops facilitated by relevant experts both internal and external to the University. Through discussion with their mentor, PGCertHE participants will agree which workshops to attend dependent on individual needs as part of their individualised learning plans. PGCertHE participants are required to attend a minimum of 5 workshop sessions. 

Approaches to teaching: Understanding learning to inform our teaching

In this workshop, we unpack what we really mean when we talk about ‘student-centred’ and ‘student-led’ teaching and the notion of ‘active learning’. We begin by looking at the insights pedagogical research offers us into how students learn in different university contexts, dispelling some myths about student approaches to learning and uncovering some surprising findings about the ways students engage with sessions. We then consider the ways in which understanding students’ learning and expectations can inform our teaching.

Curriculum design

This workshop includes an introduction to the Framework for Higher Education Qualifications and provides guidance on how to design modules and courses from concept to completion of documents for course approval. It includes focus on designing Learning outcomes appropriate to level of study, and aligning these with teaching and learning methods and assessment.

Developing online learning

This topic focuses on the development of online and blended learning that is an increasingly expected element of higher education teaching. This includes considering the challenges and opportunities that moving from traditional to online or blended delivery can entail for teaching, and how these have been approached across different roles and disciplines. You are invited to reflect on the processes of both moving existing face-to-face provision online, and developing online content from scratch. This includes issues such as those around student access, engagement and inequalities. There are further implications to consider around teacher resources including the demand for hybrid approaches and ability to move rapidly between face-to-face and online models.

Postgraduate teaching, supervision and assessment

Many universities worldwide are increasing the number of taught postgraduate programmes they offer, and both UK and International students are keen to gain such postgraduate awards for both employability and personal fulfilment.  However, it is not always clear looking at curriculum descriptors for postgraduate programmes how the levels of learning differ from those required at undergraduate level, although those who teach on them are clear about the differences.

This workshop will provide opportunities to:
  * Discuss the differences in learning outcomes between PGT and UG programmes
  * Consider the potential differences in teaching approaches and expectations of students between the levels
  * Discuss fit-for-purpose approaches to Postgraduate level assessment

Assessment and feedback

This workshop considers principles of marking, assessment and feedback, including the relevant theories underpinning these. It supports participants in the setting and application of modes of assessment and marking criteria, considering the relevance of course level and desired objectives.

Technology in teaching, learning and assessment

Developments in digital technology are reshaping practice in higher education.   Whilst these changes might be characterised by their disruptive nature, they also present an opportunity to rethink our pedagogy, to deploy innovative teaching and assessment strategies, enrich learning and further new avenues for scholarship. 

Support for the development of digital literacy - defined by Jisc (2015) as 'the capabilities which fit someone for living, learning and working in a digital society' - is now a core activity of universities.

Teaching international students

This workshop is designed for tutors who have international students in their seminars/lectures. Through the use of critical incidents, the session discusses possible explanations for different kinds of behaviour that often arise in teaching contexts. The session then goes on to discuss strategies to help meet the needs of an increasingly diverse student body.

Supporting students with academic skills and career development

This workshop focuses on the role of academic staff in supporting students’ HE outcomes beyond direct imparting of academic content, by embedding wider skills development in learning activities including curriculum and assessment. This includes guidance on working with relevant professional services to support students’ library and study skills, personal development and employability. The session includes developing understanding of the need for students to develop their information literacy skills, including digital literacy and academic integrity.

Key to understanding and harnessing the utility of these technologies is identifying ehat is (and what isn't) going to be of use in your specific subject area. The workshop will explore how to assess potential utility, and how to design and implement a digital 'strategy' in your teaching- without spending hours coding or programming presentations.

Inclusive teaching: Supporting engagement of diverse students in HE

This session explores what is involved in creating an inclusive learning environment, and the rationale behind the need for this. It considers the need to assume that there will be diverse and different students in our sessions –in terms of aspects of identity, ways of learning, and support needs. We will consider the importance of acknowledging and valuing diversity including in terms of disability, ethnicity, gender, religion and cultural diversity, and sexualities and trans* students. The workshop encompasses addressing the need for consideration of issues including selection of appropriate teaching materials and provision of these, physical accommodation of teaching and learning sessions, and pace of provision and break scheduling.