Table 1: Contact Information Job Title / Name Room number (optional) Telephone number and University of Suffolk email address Course Leader / Module Leader Dr Christine Smith, SFHEA Quality Enhancement 5th Floor Waterfront Building (WFB) 01473 338684 Twitter/social media: @chrissmith544 Dr Mark Lyne, FHEA Quality Assurance and Enhancement 5th Floor WFB 01473 338682 Professor David Gill, SFHEA Suffolk Business School 3rd Floor WFB 01473 338847 Course Administrator Academic and Student Services TBC Course Administration Team 01473 338450 Infozone WFB 01473 338833 External Examiner Bridget Middlemas, PFHEA, University of Roehampton Head of Quality Enhancement Dr Mark Lyne 5th Floor Waterfront Building 01473 338682 Chair of Assessment Board Dr Ruth Strudwick, SFHEA, School of Health Sciences 2nd Floor Waterfront Building 01473 338635 3.1 Roles of PGCAP Course Team Members Some members of the course team take on particular roles and responsibilities within the PGCAP’s operation. Descriptions of how course leaders, personal tutors, module leaders and other lecturers and tutors support your studies and learning are explained in the University of Suffolk , as is the role of the External Examiner. 3.2 PGCAP Mentors Your mentor for the PGCAP will normally be a colleague located within your School, College or professional area, and is someone who has already gained HEA Fellowship/Senior Fellowship /Principal Fellowship of the HEA. The person acting as your PGCAP mentor is determined between you, your Line Manager and/or the Dean of School, or the lead in your professional area and the PGCAP Lead. The Quality team maintain a register of approved PGCAP mentors, all of whom hold Fellowships of the HEA and who have engaged annually in the associated mentoring development activities. Mentor support is an integral part of the PGCAP course and your PGCAP mentor is likely to: Provide practical information and guidance in relation to the institution and your academic role
Critically evaluate theoretical perspectives on, and approaches to, student learning and motivation within different educational contexts Demonstrate a systematic understanding of curriculum content and design appropriate for the subject and the level of study Evaluate student learning needs and formulate relevant and inclusive learning support and guidance strategies Demonstrate a critical understanding of the complex and changing HE environment and the implications for professional academic practice Critically evaluate the principles, and alternative models, of curriculum design and development Critically evaluate the key features of quality assurance, enhancement and evaluation within a Higher Education context Evaluate scholarly activity, educational research and/or work-based learning to enhance academic practice Act autonomously in the role and responsibilities of an HE professional practitioner within the wider social context Demonstrate a range of effective teaching, learning and assessment practices Critically apply digital learning technologies within relevant educational contexts based on an informed pedagogic rationale Design inclusive learning environments for a diverse student population Demonstrate a scholarly and ongoing professional approach to enhancing academic practice both within and beyond the institutional context Module KU1 KU2 KU3 KU4 KU5 KU6 KU7 KU8 SSC1 SSC2 SSC4 Level 7 LTHE CDAF SSRI Course Title: Postgraduate Certificate in Academic Practice (PGCAP)
Practical/Key Skills Employ effective management communication, or facilitation skills in a variety of learning situations Apply problem-solving skills in complex and unpredictable Higher Education practice settings Develop group working and project management skills Engage in systematic critical reflection of their own and others’ academic practice with a view to its continuing enhancement Demonstrate strategies and actions for change and improvement with regard to their future professional development Actively seek feedback and constructive appraisal from peers and provide supportive feedback to colleagues within and beyond their discipline area Advance innovative and creative approaches to teaching, support of learning and assessment practice, including in the potential uses of resources & TEL, pertinent to the learning context Develop strategies for improvement of professional practice and for implementing and disseminating enhancement Module PTS1 PTS2 PTS3 PTS4 PTS5 PTS6 PTS7 PTS8 Level 7 LTHE CDAF SSRI
Self-Audit of my learning against the UK PSF Dimensions of Practice. This assignment demonstrates my engagement, understanding and achievement of the following aspects of the Dimensions of the UK Professional Standards Framework (). PLEASE COMPLETE AS APPROPRIATE, AND FOR EVERY ASSIGNMENT COMPONENT, ON ALL PGCAP MODULES. Use ‘X’ to indicate where met, adding briefly any relevant information to justify. A1 Design and plan learning activities and/or programmes of study A2 Teach and/or support of learning A3 Assess and give feedback to learners A4 Develop effective learning environments and approaches to student support and guidance A5 Engage in CPD in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices Core Knowledge K1 The subject material K2 Appropriate methods for teaching, learning and assessing in the subject area and at the level of the academic programme K3 How students learn, both generally and within the subject/disciplinary area(s) K4 The use and value of appropriate learning technologies K5 Methods for evaluating the effectiveness of teaching K6 The implications of QA and QE for academic and professional practice with a particular focus on teaching Professional Values V1 Respect individual learners and diverse learning communities V2 Promote participation in HE and equality of opportunity for learners V3 Use approaches and the outcomes of research, scholarship CPD V4 Acknowledge the wider context in which HE operates recognising the implications for professional practice
SSRI Assessment Criteria Work of a distinctive standard (70%/+) Work at a meritable standard (60-69%) Work of a passing standard (50-59%) Work not of a passing standard (below 50%) Evidence of integration of concepts and theoretical perspectives of research and reflective academic practice in design and implementation of the project, aligned to the UKPSF (A5, V3) Explicit and extensive evidence is shown of critically evaluating the relevant concepts and theoretical perspectives of research and reflective practice for the project with clarity in alignment to the UKPSF Good evidence is shown of critically evaluating the relevant concepts and theoretical perspectives of research and reflective practice for the project, with alignment to the UKPSF Some evidence is shown of critically evaluating the relevant concepts and theoretical perspectives of research and reflective practice for the project, and/or with limited alignment to the UKPSF Evidence of critically evaluating the concepts and theoretical perspectives of research and reflective practice is highly limited or lacking. Limited or lacking alignment to the UKPSF Evidence of recent, current and ongoing engagement in critically reflective practice through design, development and engagement in academic practice and in evaluation of outcomes achieved (all aspects of Descriptor 2) The participant has cogently and critically reviewed their an aspect of their current academic practice and evaluated the outcomes achieved The participant has critically and evaluated the outcomes achieved in relation to their current /ongoing academic practice The participant has undertaken the review and evaluation of outcomes achieved in relation to their current /ongoing academic practice, but in a more limited manner The participant has shown little or no evidence of critical review and evaluation of the outcomes achieved in relation to their current/ongoing academic practice Evidence of ability to work on problems of professional practice including in gaining ethical approval as appropriate (A5, K6, V3) The participant is able to demonstrate advanced skills in reflective practice, connected to implementing solutions to problems in practice The participant is able to demonstrate good skills in reflective practice, connected to implementing solutions to problems in practice The participant is able to demonstrate some skill in reflective practice, connected to implementing solutions to problems in practice The participant shows limited demonstration of, or neglect to demonstrate skills in reflective practice, connected to implementing solutions to problems in practice