Run by School of Educational Sciences
30.000 Credits or 15.000 ECTS Credits
Semester 1 & 2
Organiser: Dr Sarah Zylinski
Overall aims and purpose
This module forms part of the PGCertHE, which delivers practical training in how to teach in Higher Education (HE) alongside professional development in the scholarship of pedagogy. The aims of this course are to develop effective and innovative HE teachers through an academic programme, induct academic staff into the HE teaching systems at Bangor University, and provide opportunities for HE teachers to gain professional recognition. There is an emphasis on developing academics as reflective practitioners.
The award is supported by the Bangor University Centre for the Enhancement of Learning and Teaching (CELT) and the final qualification is awarded by the School of Education.
The learning outcomes of the PGCertHE are aligned with the UKPSF, which ensures that the programme provides the opportunity for professional recognition. Successful graduates will receive Higher Education Academy Fellowship (Stage 1 confers Associate Fellowship and Stage 2 confers Fellowship).
The programme also meets the requirements for Nursing and Midwifery Council accreditation so successful graduates within nursing will receive Registered Nurse Teacher status. This programme is also informed by the Bangor University Strategic Plan, Teaching Strategy and accredited CPD Framework. Stage 1 and 2 are compulsory for staff appointed on academic teaching contracts at Bangor with fewer than 3 years continuous teaching experience in higher education who are not already Fellows of the HEA. The programme supports the initial and continuing professional development of staff engaged in teaching and supporting learning. The programme supports the initial and continuing professional development of staff engaged in teaching and supporting learning.
There are two stages to the PGCert HE:
Stage 1 (module XVE4008) will focus on the practical aspects of teaching to help you to be more efficient and effective in teaching in Higher Education. This stage will include regular workshops to support your development and the assessment will be a final portfolio evidencing your teaching experience.
Stage 2 (module XVE4009) will focus on pedagogical research to explore new innovations and further develop your teaching practice. This stage will involve independent scholarship and the assessment will be an academic paper.
All components of the assessment are graded pass, with no elements graded as "borderline" or "fail".
All learning outcomes have been met ("pass" grade), but more than one component of the assessment was graded "borderline", where the following criteria just meet the threshold for a pass: o Complete submission with minimum evidence included for all required components o Adequate understanding and application in all core areas of teaching activity o Some core knowledge of teaching, learning, and pedagogy o Demonstration of basic professional values
All learning outcomes have been met (graded "pass"), but one component of the assessment was graded "borderline".
Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship, and the evaluation of professional practices (UKPSF A5).
Demonstrate good knowledge and understanding of the subject material in your own discipline (UKPSF K1).
Design and plan learning activities and/or programmes of study (UKPSF A1).
Demonstrate appropriate methods for teaching, learning and assessing in your own discipline (UKPSF K2).
Use and value appropriate learning technologies (UKPSF K4).
Develop effective learning environments and approaches to student support and guidance (UKPSF A4).
Understand how students learn, both generally and within your discipline (UKPSF K3).
Respect individual learners and diverse learning communities (UKPSF V1).
Promote participation in higher education and equality of opportunity for learners (UKPSF V2).
Assess and give feedback to learners (UKPSF A3).
Teach and/or support learning (UKPSF A2).
|Stage 1 Portfolio Workbook||100.00|
Teaching and Learning Strategy
- Literacy - Proficiency in reading and writing through a variety of media
- Numeracy - Proficiency in using numbers at appropriate levels of accuracy
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
- Mentoring - Able to support, help, guide, inspire and/or coach others
- Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
- Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
- Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in
Pre- and Co-requisite Modules
Courses including this module
Compulsory in courses:
- X9AA: PGCert Teaching in Higher Education (tHE) year 1 (CERT/THE)