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POSTGRADUATE CERTIFICATE IN TEACHING IN HIGHER EDUCATION HANDBOOK

POSTGRADUATE CERTIFICATE IN TEACHING IN HIGHER EDUCATION

PGCert THE

PROGRAMME HANDBOOK

ACADEMIC YEAR 2019-2020

© Fay Short & Rosanna Robinson CELT Bangor University of 35


Contents

How to Use this Handbook .............................................................................................................. 4

This handbook is huge! Do I have to read it all?.........................................................................4

Am I a ‘student’ or a ‘teacher’ in this handbook?.......................................................................4

Why are there so many acronyms and what do they all mean?...................................................4

Postgraduate Certificate in Teaching in Higher Education ............................................................. 5

Introduction to the PGCert THE..................................................................................................5What is the PGCert THE at Bangor University?.....................................................................5Why is it important to complete the PGCert THE?.................................................................5

PGCert THE Staff........................................................................................................................6Who are the Course Directors?................................................................................................6Who is my Teaching Advisor?................................................................................................7

Professional Recognition.............................................................................................................7What does it mean to be a Higher Education Academy (HEA) Fellow?................................7What does it mean to be a Registered Nurse Teacher with the Nursing and Midwifery Council (NMC)?....................................................................................................................10

Benefits of the PGCert THE......................................................................................................10I am on a Research and Teaching (R&T) contract – how will the PGCert THE help me?...10I am on a Teaching and Scholarship contract – how will the PGCert THE help me?..........11

PGCert THE Course Requirements...........................................................................................11What do I have to do on this course?.....................................................................................11How long does the course take?............................................................................................12What are the aims of the program (Stages 1 and 2 combined)?............................................12What are the learning outcomes of the program (Stages 1 and 2 combined)?......................12Why is the course not specifically focused on teaching in my discipline?...........................14Can I study through the medium of Welsh?..........................................................................14How do I access support for my additional learning needs?.................................................14How can I find time to complete this course?.......................................................................14

PGCert THE Assessments.........................................................................................................15What are the assessment criteria?..........................................................................................15How do the workbooks help me with my assessments?........................................................15How do I submit my assessments?........................................................................................15What happens if I cannot complete my assessments before the deadline?...........................16How will my work be graded?..............................................................................................16What happens if I fail?...........................................................................................................17

Partial Completion of the PGCert THE.....................................................................................17Can I just complete Stage 1?.................................................................................................17Can I go directly into Stage 2?..............................................................................................18

PGCert THE Appeals and Complaints......................................................................................18How do I appeal the outcome decision for my PGCert THE assessments?..........................18What should I do if I have a complaint, concern, or question about PGCert THE?.............19How is my data protected?....................................................................................................20



Stage 1 of the PGCert THE ........................................................................................................... 21

Stage 1 Course Requirements....................................................................................................21What do I need to do?............................................................................................................21What are the aims for Stage 1?..............................................................................................21What are the learning outcomes for Stage 1?........................................................................21

Stage 1 Induction, Workshops, and Deadlines..........................................................................21What happens if I miss the induction?...................................................................................21What happens if I miss a workshop?.....................................................................................22

Stage 1 Assessment....................................................................................................................22What should be included in my Teaching Portfolio?............................................................22How can I be sure that my portfolio will pass?.....................................................................23How do I format my portfolio?..............................................................................................23What is the word count for my portfolio?.............................................................................23What do I need for the Teaching Philosophy section?..........................................................23What do I need for the Teaching Experience section?..........................................................24What do I need for the Teaching Observations section?.......................................................25What do I need for the Engagement with Teaching section?................................................26What do I need for the Professional Development section?..................................................27

Stage 2 of the PGCert THE ........................................................................................................... 29

Stage 2 Course Requirements....................................................................................................29What do I need to do?............................................................................................................29What are the aims for Stage 2?..............................................................................................29What are the learning outcomes for Stage 2?........................................................................29

Stage 2 Induction, Workshops, and Deadlines..........................................................................29What happens if I miss the induction?...................................................................................29Can I submit my paper earlier in the year and complete the PGCert THE sooner?..............30

Stage 2 Assessment....................................................................................................................30What should be included in my paper submission?..............................................................30How can I be sure that my paper will pass?..........................................................................31How do I format my paper?...................................................................................................31What is the word count for my paper?..................................................................................31

What type of paper is required?.................................................................................................31Why should I write for a pedagogical journal in my discipline?...........................................31How do I find a pedagogical journal in my discipline?.........................................................32Can I submit my paper through the medium of Welsh?........................................................33Does my paper have to be submitted and accepted for publication?.....................................33Can I collaborate with colleagues for my paper?..................................................................33Who should be the listed authors if I decide to submit my paper?........................................33How can I make my work available to colleagues if I do not publish my paper?.................34Can I submit an alternative form of research/scholarship to a paper?...................................34How do I complete the UK Professional Standards Framework Form?...............................34What References and Recommendations should I include?..................................................34



How to Use this Handbook

This handbook is huge! Do I have to read it all?

We want to make sure that you have all of the information you need to complete the entire PGCert THE in one convenient location, and we think that all of the information in this book is helpful for your journey through this programme. However, we do recognise that it might be a bit overwhelming to read the whole thing cover-to-cover. Therefore, we have formatted the book as a series of Frequently Asked Questions.

Am I a ‘student’ or a ‘teacher’ in this handbook?

You are both! That is what is so wonderful about the PGCert THE: you get to experience being a student in order to learn how to be a better teacher. However, for the purposes of clarity in this handbook, we will use the term ‘participant’ to refer to those studying on the PGCert THE, so that we can use the terms ‘student’ and ‘teacher’ in the context of the activities discussed. We will then refer to the academic staff supporting you in your journey in accordance with their role: Course Director, Personal Tutor, Teaching Advisor, Grader, External Examiner, etc.

Why are there so many acronyms and what do they all mean?

Like many professional organisations, there are lots of long titles and labels that are shortened into acronyms for ease of use. However, we completely understand your confusion and frustration when you are struggling to understand their meaning! In this handbook, we will try to give you the full name and remind you of the acronym at the start of new sections, but we will need to use the shorthand versions on occasion (otherwise your handbook would be even longer!). Use the following guide to help you to understand these terms:

HE = Higher Education CELT = Bangor University Centre for the Enhancement of Learning and Teaching PGCert THE = Postgraduate Certificate in Teaching in Higher Education XVE4008 = Teaching and Learning in HE module is Stage 1 of PGCert THE XVE4009 = Enhancing Academic Practice module is Stage 2 of PGCert THE NMC = Nursing and Midwifery Council HEA = Higher Education Academy Advance HEA = Agency consisting of the HEA, Equality Challenge Unit, and

Leadership Foundation (merged 2018) HEA = Higher Education Academy is the title associated with Fellowship Descriptor 1 = Criteria to be awarded Associate Fellow of the HEA Descriptor 2 = Criteria to be awarded Fellow of the HEA A1, A2, A3, A4, A5 = Five areas of activity listed in the UKPSF K1, K2, K3, K4, K5, K6 = Six dimensions of core knowledge listed in the UKPSF V1, V2, V3, V4 = Four professional values listed in the UKPSF



Postgraduate Certificate in Teaching in Higher Education

Introduction to the PGCert THE

What is the PGCert THE at Bangor University?

The PGCert THE is a Level 7 qualification designed to meet the aims of supporting academics in developing practical skills and theoretical knowledge in order to become an effective teacher in Higher Education. There is an emphasis on promoting innovative approaches to teaching and learning and 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 programme is mapped to the UK Professional Standards Framework (UKPSF) so the successful graduate will receive Higher Education Academy (HEA) Fellowship (Stage 1 confers Associate Fellowship and Stage 2 confers Fellowship). The programme also meets the requirements for Nursing and Midwifery Council (NMC) accreditation so successful graduates within healthcare will receive Registered Nurse Teacher status. This programme is also informed by the Bangor University Strategic Plan and the Bangor Learning and Teaching Strategy. Stage 1 and 2 are compulsory for staff appointed on academic teaching contracts at Bangor with fewer than three years continuous teaching experience in Higher Education who are not already HEA Fellows. The programme follows an action-research based learning model to support the initial and continuing professional development of staff engaged in teaching and supporting learning.

Why is it important to complete the PGCert THE?

Bangor University is committed to ensuring that all academic staff who teach and support students are trained and qualified to teach in HE. This means that any staff member with teaching or supporting learning duties should hold a relevant qualification in HE teaching or nationally recognised teaching fellowship. This provides our students with reassurance that we are committed to teaching excellence and, more importantly, provides our teaching staff with professional development opportunities to enhance their practice.

If you do not currently have either of these, then you should begin working towards becoming ‘qualified to teach’ through one of the following routes:

If you have at least three years of continuous teaching (or you believe that you already have substantial teaching experience) as a teacher in HE, then you may be eligible to apply for a HEA Fellowship through the CPD Recognition Scheme (i.e. the individual route).

If you have less than three years teaching experience in HE, then you should complete the PGCert THE. This will be a compulsory part of your probation if you have been appointed on an academic contract that involves teaching duties. Completion of the PGCert THE will give you both a formal qualification in teaching and HEA Fellowship.

In addition to the above points, if you are a lecturer in the School of Healthcare Sciences, then you must have registered nurse status with the NMC in order for you to be eligible to teach pre-registration nursing. This course meets the requirements for registered nurse status with the NMC so it is essential that all staff teaching in this area complete the course in full.



See below for flow diagram illustrating the pathways through the Bangor University CPD Framework:

You will find a full size version of this diagram on Blackboard.

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PGCert THE Staff

Who are the Course Directors?

Dr Rosanna Robinson is the Course Director for the PGCert THE. Rosanna is a Senior Lecturer in the School of Biological Sciences and a Higher Education Academy Fellow. Her office is located in the Memorial Building in Bangor and her email address is [email protected].

Dr Lowri Ann Rees is the Deputy Course Director for the PGCert THE, and also Director of the Welsh Medium Programme. Lowri is a Lecturer in Modern History and a Higher Education Academy Fellow. Her email is [email protected].

Both the Course Director and Deputy Course Director are available to support you through the programme, and they will be available during workshops to answer questions and provide guidance on academic and pastoral matters.

Please be aware that they only work part-time for CELT, and we ask that you be patient when awaiting a response by email.



Who is my Teaching Advisor?

You should seek to identify a Teaching Advisor who is willing to guide you through the process of completing the PGCert THE. Your Advisor must be an employee of Bangor University, an experienced teacher in your own discipline (at least 3yrs), and (at least) a HEA Fellow. Once you have identified a suitable person and they have agreed to act as your Advisor, then you should inform the Course Administrator, Nic Kirby ([email protected]).

Your Advisor will support you throughout the course, including providing opportunities for you to observe their teaching and completing observations of your teaching. You will not be expected to meet with your Advisor on a scheduled basis, but they will be available to meet with you if you would like to discuss your general teaching capabilities. Your Advisor must also provide you with reference letters to authenticate your practice and confirm how you have met the learning outcomes of the course.

Your Teaching Advisor will be invited to a workshop to introduce them to the PGCert THE and give them all of the information that they need to advise you through the course. Attendance at the workshop is optional and they will be given guest access to the Blackboard site, where they will find all relevant course information. Your Teaching Advisor will also be paired with an academic in the Centre for the Enhancement of Learning and Teaching (CELT), and this pairing will provide them with ongoing support throughout the process. To further support their continuing professional development, Advisors are also invited to become reviewers for the CPD Recognition Scheme (subject to completing the required training) and provided with updates about any CELT workshops for experienced practitioners.

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Professional Recognition

What does it mean to be a Higher Education Academy (HEA) Fellow?

Advance HE is the national body responsible for championing teaching quality in UK universities. This organisation merges three bodies with responsibilities across different aspects of the sector: Equality Challenge Unit (including ATHENA SWAN), Leadership Foundation, and the Higher Education Academy. They offer a range of professional services, from funding pedagogical research to informing governmental policy. They also provide various recognition and accreditation services which enables staff to develop professionally. One strand of accreditation proviees an opportunity for those who work in teaching and/or learning support to be recognised, depending on their role and experience, as an HEA Associate Fellow, Fellow, Senior Fellow or Principal Fellow. This recognition may be by individuals making direct application to Advance HE, by completion of a course of study that has been accredited by Advance HE, or by applying through the university’s own accredited ‘CPD Framework’. Applications through taught courses of study or accredited CPD frameworks within the institute allow the University to award Fellowships locally, removing the need for individuals to apply directly to Advance HE. There are currently more than 100,000 accredited Fellows across the UK.


mailto:[email protected]


The UK Professional Standards Framework (UKPSF) for teaching and supporting learning in higher education was originally proposed in the White Paper The Future of Higher Education (2003), and was developed in consultation with UUK, SCOP, and the UK HE funding bodies. It underwent review in 2011. The quality of teaching is an important indicator of student success and the framework encourages staff to engage in a scholarly approach to their teaching and teaching-related activities. The UKPSF is used as the framework for assessing HEA Fellowships with Advance HE.

The PGCert THE at Bangor University is specifically aligned with the Areas of Activity, Core Knowledge, and Professional Values of the UKPSF:

By the end of Stage 2 of the PGCert THE, participants will have met the criteria for Descriptor 2 (Fellow) by showing evidence for:

I. Successful engagement across all five Areas of Activity;II. Appropriate knowledge and understanding across all aspects of Core Knowledge;


Areas of ActivityA1 Design and plan learning activities and/or programmes of study A2 Teach and/or support learning A3 Assess and give feedback to learners A4 Develop effective learning environments and approaches to student support and guidance A5 Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices

Professional ValuesV1 Respect individual learners and diverse learning communities V2 Promote participation in Higher Education and equality of opportunity for learners V3 Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development V4 Acknowledge the wider context in which Higher Education operates recognising the implications for professional practice

Core KnowledgeK1 The subject material K2 Appropriate methods for teaching, learning and assessing in the subject area and at the level of the academic programme K3 How students learn, both generally and within their subject/ disciplinary area(s) K4 The use and value of appropriate learning technologies K5 Methods for evaluating the effectiveness of teaching K6 The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching


III. Commitment to all of the Professional Values;IV. Successful engagement in appropriate teaching practices related to the Areas of Activity;V. Successful incorporation of subject and pedagogic research and/ or scholarship within the

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

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

In stage 1, evidence will be needed for A1-A5; K1-K4 and K6; V1,2, and V4.In the Stage 2,evidence will be needed for K5 and V3.

The award of Fellow will only be conferred if all of the above criteria have been met and evidenced within the assessments for Stage 1 and Stage 2 combined.

For further information about the UKPSF, please review the documents available on the Blackboard page for the PGCert THE. You will find a full copy of the UKPSF and an explanatory document explaining the context of the UKPSF. The Dimensions of the Framework document provides guidance on how to demonstrate your engagement with the Areas of Activity, show your understanding of the appropriate Core Knowledge, and demonstrate your commitment to the Professional Values. Finally, you must review the Fellowship Code of Practice because you will be expected to adhere to these standards after achieving your award.

The two academics who assess your final assessments on the PGCert THE will be accredited HEA Fellows and will have completed the University training for HEA Fellowship reviewers in the last three years. All graded work will then be scrutinized by an examiner who is external to Bangor University. This external examiner will also be an accredited HEA Fellow. These academics will assess your work in accordance with the learning outcomes for the modules to determine whether you have met the appropriate UKPSF Descriptor criteria to receive the associated HEA fellowship award.

What does it mean to be a Registered Nurse Teacher with the Nursing and Midwifery Council (NMC)?

The NMC is the national body responsible for regulating nursing and midwifery in England, Wales, Scotland, and Northern Ireland. The NMC provides guidance and conduct codes for practice, in addition to setting standards for education and training.

The PGCert THE at Bangor University is specifically aligned with the requirements of the NMC. Full completion of both Stage 1 and Stage 2 will meet these requirements and successful graduates will receive Registered Nurse Teacher status with the NMC. This will make them eligible to teach pre-registration nursing.

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Benefits of the PGCert THE



I am on a Research and Teaching (R&T) contract – how will the PGCert THE help me?

We recognise the importance of publishing research and obtaining grants in the early career of an academic. However, teaching is still an important part of your contract and the PGCert THE is designed to help you succeed in this area.

Firstly, teaching qualifications are an increasingly important addition to the CV of an academic. Academic posts frequently require the applicant to hold a qualification or commit to gaining a qualification during their probation. In addition, this qualification will be expected as an important element of future promotion applications for R&T contracts.

Secondly, the PGCert THE is designed to help you to teach more efficiently and effectively. It will serve as an induction to the practical aspects of teaching at Bangor University. This means that the course should help you in your day-to-day teaching tasks, so that the time spent on the course is repaid in time saved on real-world teaching duties. For example, every module convener/organiser must complete a Quality Assurance (QA) form at the end of each course – instead of trying to work out how to complete this form on your own, our workshop will guide you through the process to ensure that you have the skills to complete it quickly and appropriately now and in the future. You could then include this QA form in your portfolio as an example of Engagement with Teaching.

Thirdly, in the same way that research serves to advance your own academic discipline, scholarship in teaching serves to improve our ability to teach students more effectively. The second stage of the PGCert THE provides an opportunity to learn about and contribute to this scholarship. As you read the pedagogical journals in your field, you will discover more about the interesting teaching advances that are being made by colleagues in your own discipline. Assessment for the second stage will be a piece of pedagogical scholarship and this could serve a secondary purpose of gaining a publication, should you choose to submit your work to a journal. This could further raise your research profile, or support future promotion applications as it provides evidence of teaching excellence alongside your research excellence.

I am on a Teaching and Scholarship contract – how will the PGCert THE help me?

Teaching is an essential part of your contract and the PGCert THE is designed to provide you with opportunities to excel.

Firstly, teaching qualifications are absolutely essential for those on a T&S contract. There has been a steady increase in posts advertised for teaching-focused academics in recent years, but competition for these posts is fast becoming as high as for research posts and a teaching qualification is now expected as standard. This qualification will also be expected as an essential element of future promotion applications for T&S contracts.

Secondly, the PGCert THE is designed to help you to teach more effectively and serve as an induction to the practical aspects of teaching at Bangor University. This means that the course will provide you with a foundation in teaching, so that you can focus your time on further developing your skills. For example, every module convener/organiser must complete a Quality Assurance (QA) form at the end of each course – instead of using your time trying to work out how to complete this form on your own, our workshop will guide you through the process so that



you can then use your time reflecting on how to improve your teaching on the course in the future. You could then include this reflection in your QA form and add it to your portfolio as an example of Engagement with Teaching.

Thirdly, the second stage of the PGCert THE provides an opportunity to learn about and contribute to pedagogical scholarship. Teaching is an enormous part of your role on a T&S contract, but scholarship also forms part of this contract. Assessment for the second stage will be a piece of pedagogical scholarship and we would expect that those on a T&S contract will seek to submit their work to a journal. This will raise your scholarship profile and support future promotion applications as evidence of excellence in teaching scholarship.

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PGCert THE Course Requirements

What do I have to do on this course?

There are two stages to the PGCert THE:

1. Stage 1 (module XVE4008 Teaching and Learning in Higher Education) 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 these workshops will be mapped onto academic activities across the year. The assessment for this stage will be a final portfolio evidencing your teaching experience, and this must include at least 100hrs of Higher Education teaching or supporting learning (including 25hrs in contact with students) on modules in Higher Education, which are subject to Bangor University’s Quality Assurance procedures.

2. Stage 2 (module XVE4009 Enhancing Academic Practice) 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.

How long does the course take?

Stage 1 of the PGCert THE is scheduled to run over one academic year. Progression to Stage 2 cannot take place until the Stage 1 has been successfully completed in full.

Stage 2 of the PGCert THE should be completed within one year. However, the work can be submitted sooner if the participant is keen to complete the qualification. Conversely, the submission deadline can be extended to a maximum of two years if necessary.

What are the aims of the program (Stages 1 and 2 combined)?

The PGCert THE delivers practical training in how to teach in Higher Education 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.

The learning outcomes of the PGCert THE are aligned with the UKPSF. You can find which dimensions and descriptor criteria are aligned with each learning outcome by looking at the FAQs for the Learning Outcomes. This alignment ensures that the PGCert THE meets the aim of providing opportunities for professional recognition.

However, please be aware that some of the learning outcomes and assessment criteria exceed the requirements of the UKPSF. This is because completion of this programme also results in the award of an academic certificate at Postgraduate level. This means that students completing this programme must have engaged with the appropriate number of hours at the appropriate academic level for the award of a 60 credit Level 7 qualification. These additional requirements ensure that the PGCert THE meets the aim of developing effective and innovative teachers through an academic programme. Furthermore, the structure of the programme and the supported learning throughout the course ensures that the PGCert THE meets the aim of inducting staff who are new to the career of teaching in Higher Education.

What are the learning outcomes of the program (Stages 1 and 2 combined)?

On completion of the PGCert THE, you should be able to:

1. Successfully engage in appropriate teaching and practices related to designing and planning learning activities and/or programmes of study

o UKPSF: Dimension A1; Descriptor 1 I & II; Descriptor 2 I & IV

2. Successfully engage in appropriate teaching and practices related to teaching and supporting learning


3. Successfully engage in appropriate teaching and practices related to assessing and giving feedback to learners


4. Successfully engage in appropriate teaching and practices related to developing effective learning environments and approaches to student support and guidance

o UKPSF: Dimension A4; Descriptor 2 I & IV

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

o UKPSF: Dimension A5; Descriptor 1 V & VI; Descriptor 2 I, IV, V, & VI

6. Demonstrate appropriate core knowledge and understanding of the subject material in your own discipline

o UKPSF: Dimension K1; Descriptor 1 III; Descriptor 2 II



7. Demonstrate core knowledge and understanding of appropriate methods for teaching, learning and assessing in your own discipline

o UKPSF: Dimension K2; Descriptor 1 III; Descriptor 2 II

8. Demonstrate appropriate core knowledge and understanding of how students learn, both generally and within your discipline

o UKPSF: Dimension K3; Descriptor 2 II

9. Demonstrate core knowledge and understanding of the use and value of appropriate learning technologies


10. Demonstrate core knowledge and understanding of methods for evaluating the effectiveness of teaching


11. Demonstrate core knowledge and understanding of the implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching


12. Facilitate learning through a commitment to respecting individual learners and diverse learning communities

o UKPSF: Dimension V1; Descriptor 1 IV; Descriptor 2 III

13. Facilitate learning through a commitment to promoting participation in Higher Education and equality of opportunity for learners

o UKPSF: Dimension V2; Descriptor 1 IV; Descriptor 2 III

14. Use evidence-informed approaches and outcomes from research, scholarship and continuing professional development as part of an integrated approach to academic practice

o UKPSF: Dimension V3; Descriptor 2 III, V, & VI

15. Acknowledge the wider context in which Higher Education operates recognizing the implications for professional practice

o UKPSF: Dimension V4; Descriptor 2 III

Why is the course not specifically focused on teaching in my discipline?

Our cohort of people completing the PGCert THE is rather broad and this means that we cannot tailor the course entirely to your individual discipline. This can be frustrating at times, especially if you feel that some elements of the content are not relevant to your current teaching practice. However, please remember that situations change over time and you may find the skills that you learn become valuable if your teaching practice changes in the future.

We have tried to make the course and assessments as flexible as possible to ensure that they can be tailored to the needs of all academics. In the second stage, you will engage in scholarship in



the specific style of your own discipline. This flexibility means that you can take control over your training on this course to ensure that it helps you in your work as a lecturer, rather than adding to your workload.

Can I study through the medium of Welsh?

There is a clear route for Welsh-medium study. All primary resources (course handbook, workbooks, etc) will be available in Welsh and the Director of the Welsh Medium Programme will be attending sessions to facilitate Welsh-Medium discussion groups, hold additional discussion groups, and support and guide you throughout the year. All assessments may be submitted in Welsh. There will be Welsh language graders available to assess submissions and the External Examiner must be able to review work through the medium of Welsh. You may also select a Welsh language Teaching Advisor to support you through the course.

Please contact the Course Director to inform them that you would like to study through the medium of Welsh.

How do I access support for my additional learning needs?

You will be officially registered as a student of this course, so you will be entitled to access all support services available at Bangor University. Please contact the Student Services Centre to learn more about the range of support available, including the disability service and dyslexia team. If you require additional learning support to complete your assessment, please contact your Personal Tutor to discuss options relating to extensions, scribes, readers, etc.

How can I find time to complete this course?

Bangor University is committed to ensuring that our academic staff are ‘qualified to teach’ by holding either a PGCert THE or HEA Fellowship. This means that we value the time that you spend completing this course and/or we recognise that it is an important part of your professional development. This should be acknowledged within your own academic School, and approval to complete the course by your Head of School should ensure that the course is then incorporated into your workload. If you have any concerns about finding the time to complete this course, please contact the Course Director.

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PGCert THE Assessments

What are the assessment criteria?

Assessment will be based on the following criteria:

Passo Complete submission with full evidence included for all criteria of the Descriptor



o Solid understanding and application in all core areas of teaching activityo Strong core knowledge of teaching, learning, and pedagogyo Clear demonstration of good professional values

Borderline Passo The submission meets the minimum standards required, but some areas would

benefit from strengthening in future. Fail

o Incomplete submission with missing evidence for some criteria of the Descriptoro Inadequate understanding and application in some core areas of teaching activityo Major omissions in core knowledge of teaching, learning, and pedagogyo No demonstration of basic professional values

How do the workbooks help me with my assessments?

You will find a workbook for Stage 1 Portfolio and Stage 2 Paper on the Blackboard site for the PGCert THE. We recommend that you use these workbooks to structure and format your submissions. Download the workbook, fill in the sections as advised by the text sections highlighted in yellow, insert the work in the relevant places, and submit the final workbook as a single piece of assessment. Your final submission should have all sections completed in full and should not include any yellow highlighted text. These workbooks ensure that you have included all of the required content, simplify the structure of your work, and free up your focus for content rather than formatting issues.

How do I submit my assessments?

Your portfolio in Stage 1 and paper in Stage 2 should be submitted electronically only. This means that you will need to ensure that your assessment is in a single document. Electronic submission should be made through Blackboard through the Turnitin submission portal. This submission portal will not be available until you have signed to indicate your agreement with the Assessment Declaration:

I certify that this is my own work, completed in accordance with University and School regulations on plagiarism and fair practice. I confirm that I have read and understood the section in my student handbook on academic dishonesty. All data contained within this work is accurate and complete to the best of my knowledge Any submission held in the submission portal for this assessment at the time of the assessment deadline is my final submission and should be graded accordingly.

You will notice that a similar declaration is also made on the first page of your workbook and you must also sign there to indicate your agreement. Once you have clicked on the declaration link to indicate your agreement, the submission portal will appear so that you can submit your portfolio. The submission portal will remain open after the deadline in order to accept late submissions, but these submissions will be marked as late and may not be processed in time for the next Exam Board. Once you have submitted your work, please ensure that you receive and save your receipt from Turnitin – this is your evidence of submission in the event of a processing failure.



Please be aware that your portfolio will be subject to plagiarism checks through the Turnitin system. You must consult the University guidelines on academic misconduct to ensure that your work does not include plagiarised content. Your understanding of these regulations will also help you in setting and grading assessments with your students. However, we do need to draw your attention to the fact that the rules of self-plagiarism only apply to work that has received academic credit. It is absolutely fine to include your teaching resources or other work that has been published. In contrast, it would be against the rules to cut-and-paste large sections of your Stage 1 portfolio to submit as your Stage 2 paper.

What happens if I cannot complete my assessments before the deadline?

If you are unable to submit your assessment by the deadline, then you may submit a Report of Special Circumstances (ROSC) for consideration. If your request for an extension is granted, it still may not be necessary for your work to be processed in time for the next Exam Board, though informal notification of your result will be given as soon as it is available.

How will my work be graded?

Stage 1 of the PGCert THE will be assessed though a portfolio. This portfolio will be worth 100% of this module and the contents must cover all of the learning outcomes for the first stage. This assessment is designed to support the teaching work that you are already completing. You can only progress to Stage 2 after successfully passing Stage 1. For further information, refer to the Stage 1 section of this handbook.

Stage 2 of the PGCert THE will be assessed through a piece of scholarship. This scholarship must focus on teaching within your own subject and must cover all of the learning outcomes for the second stage. You will be required to produce one paper in the style of other articles of pedagogical scholarship in your own discipline. For further information, refer to the Stage 2 section of this handbook.

Both of your assessment graders will be qualified Bangor University academics and experienced teachers in Higher Education. They will also be an accredited HEA Fellow and will have completed the University training for HEA Fellowship reviewers in the last three years. Your graders will review the work and complete the rubric to indicate whether you have passed or failed each learning outcome. This rubric contains the marking criteria aligned with the learning outcomes and relevant descriptor criteria of the UKPSF. Your graders will also give feedback in the comment section to indicate areas of excellence and areas for improvement. All graded work will then be submitted to an examiner who is external to Bangor University for external moderation. This External Examiner will be (at least) an accredited HEA Senior Fellow. The External Examiner will scrutinise the grading and feedback to determine whether it is assessing the learning outcomes and the relevant descriptor of the UKPSF. You will be provided with a provisional grade and feedback by email at this stage. Your final grade will then be confirmed at the external Exam Board.

All components and learning outcomes must be awarded either Pass or Borderline Pass to be awarded a pass on that module. Please refer to the marking criteria rubric to see exactly what will



be considered in assessing your work.

What happens if I fail?

All components and learning outcomes must be awarded either Pass or Borderline to pass the assessments. If any component or learning outcome is awarded a fail, then you will fail the assessment and you will not pass the module.

You will be allowed to resubmit the revised work for re-grading after making the essential changes outlined in the feedback. Please read all comments relating to a failed component carefully to make appropriate changes and resubmit successfully. Once your revised work has achieved a pass, then you will be able to progress or graduate as normal., but please be aware that resubmitted work may not be graded until the following academic year.

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Partial Completion of the PGCert THE

Can I just complete Stage 1?

If you are an academic staff member, then you should complete both stages of the PGCert THE to obtain full HEA Fellowship.

If you are a PhD student, then you can choose to complete only the first stage of the PGCert THE and receive the appropriate number of academic credits. However, you will not be awarded the PGCert THE and you will gain Associate Fellowship status.

Can I go directly into Stage 2?

It may be possible to gain accreditation for prior learning (APEL/APL) and enter directly into the second stage of the PGCert THE if you have already completed training that meets the learning outcomes of Stage 1 and the benchmark statements for Associate Fellowship. This will usually be the case if you have completed one of the accredited teacher training programmes at Bangor University. If you have completed a programme to gain Associate Fellowship elsewhere, applied for Associate Fellowship directly with Advance HE / HEA, or completed an equivalent programme without gaining Associate Fellowship, then you may be asked to complete a mapping process to demonstrate that you have met the learning outcomes of the Stage 1 course at Bangor University AND provide a referee statement commenting on how your practice meets the UKPSF for Associate Fellowship. Please contact the Course Director for more information.

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PGCert THE Appeals and Complaints



How do I appeal the outcome decision for my PGCert THE assessments?

Concerns about your grade should usually be discussed in the first instance with the Course Director or Deputy. Please submit your concerns in writing (via letter or email) to the Course Director. The Course Director will investigate the situation to correct any error, address any misunderstandings, or implement any mitigation as appropriate.

If you do not wish to discuss your concerns with the Course Director or the above course of action does not lead to a satisfactory outcome, then you should submit a formal appeal through the University. Please refer to the Bangor University Code of Practice for Complaints and Appeals and the Confirmation and Appeals Procedure. These documents provide guidance on how to confirm what information was available to and considered by the exam board and how to appeal against the decision made at the exam board. Even if you do not wish to appeal your grade, we strongly recommend that you familiarise yourself with this information as it will be useful knowledge for teaching with your own students.

The first stage of the procedure is to confirm whether there were any arithmetical or other errors of fact, mitigating circumstances not already considered by the examiners, or defects/irregularities in the conduct, instructions, or advice for the assessments. Please be aware that appeals are only permitted on the basis of one or more of these issues. This procedure does not allow students to question the academic judgement of examiners. For example, students cannot question a mark given for coursework simply on the basis that they believe that the mark was too low. Appeals are considered by the Pro Vice-Chancellor (Teaching & Learning) or nominee to decide whether to reject the appeal, refer it back to the exam board for reconsideration, or refer it to the Senate Appeals Panel. You will be informed in writing of the final outcome of this procedure and the decision of any reconvened or new exam board.

If you remain dissatisfied after this procedure has been completed, then you may submit a complaint to the Office of the Independent Adjudicator. You may also submit your concerns to Advance HE if they relate to their standards, policy requirements, or deviation from the accredited process as outlined in this handbook.

What should I do if I have a complaint, concern, or question about PGCert THE?

Complaints, concerns, or questions should usually be discussed in the first instance with the Course Director. Request a meeting by emailing the Course Director with your availability. Alternatively, submit your issue in writing (via letter or email) to the Course Director. All contact will receive confirmation of receipt within two working days, although it may take longer to investigate and resolve the issue. The Course Director will investigate the situation to correct any error, address any misunderstandings, or implement any mitigation as appropriate. Alternatively, if you do not wish to discuss your issue with the Course Director, you may contact the Reward and Recognition for Teaching Manager or the Head of the School of Education to submit your complaint, concerns, or questions.

If you do not wish to discuss your issues within the School or the above course of action does not lead to a satisfactory outcome, then you should submit a formal complaint through the University:



If your issue relates to this academic programme or any other service offered by the University, then please refer to the Bangor University Code of Practice for Complaints and Appeals and the Student Complaints Procedure.

If your issue is an appeal against the results of an assessment, then please refer to the Bangor University Code of Practice for Complaints and Appeals and the Confirmation and Appeals Procedure.

If your issue is a complaint about the conduct of a staff member, then please consult with the Academic Registry to discuss submitting a complaint to Human Resources.

If your issue is a complaint about the conduct of another student, then please consult with the Academic Registry under the Bangor University Student Disciplinary Procedures.

Even if you do not wish to complain, we strongly recommend that you familiarise yourself with all of this information as it will be useful knowledge for teaching your own students.

Formal complaints are considered by the Pro Vice-Chancellor (Teaching & Learning) or nominee to decide whether no action should be taken, possible solutions should be offered, or the complaint should be referred to the Committee of Enquiry. The Committee of Enquiry will be chaired by a Pro Vice Chancellor and will consist of two members of Senate, President of the Student Union, and a Secretary from the Academic Registry. You will be invited to submit your complaint and witnesses from the course may be invited to respond to the complaint. The Committee aims to submit recommendations to address the complaint as soon as possible. You will be informed in writing of the final outcome of this procedure. If you remain dissatisfied, then you can appeal this outcome and your complaint will be considered by the Vice-Chancellor. The Vice-Chancellor can investigate the complaint and the Vice-Chancellor’s decision will be final. If you remain dissatisfied after this procedure has been completed, then you may submit a complaint to the Office of the Independent Adjudicator. You may also submit your concerns to Advance HE if they relate to their standards, policy requirements, or deviation from the accredited process as outlined in this handbook.

How is my data protected?

Please carefully read the Privacy Statement below for detailed information about our use of your data.

Privacy Statement

All data is held in the first instance by the Course Team in the School of Education and the Reward and Recognition for Teaching (RRT) team in the Centre for the Enhancement of Learning and Teaching (CELT) at Bangor University. This data is managed in accordance with the Data Protection Act 2018.

Submitted WorkWork is submitted and reviewed electronically through the Turnitin programme embedded within the Blackboard virtual learning environment. Students will be able to view outcomes and feedback added to this submission after the outcome release date. Please be aware that submissions will be held by Turnitin on behalf of the University, and this data will be used to run future plagiarism checks. Ownership of any data held by Turnitin remains with the



University/student and Turnitin complies with the data security standards of the US, EU and Switzerland. Students can opt to submit work anonymously and can request that the work is deleted from Turnitin after the Exam Boards (contact the PGCert THE Course Director for more information). Your work may be printed for consideration at the Exam Boards and by the institutional Reward and Recognition for Teaching Group. Your work may be shared within the institute for the purpose of quality control and in the event of appeal. Your work may be emailed to external reviewers and/or examiners as required to award the fellowship and ensure the quality of the scheme. Your work may also be shared with Advance HE as part of their quality assurance procedures. Those who have submitted exemplary work may be contacted to request the use of their anonymized work in training or samples for future students.

Personal dataPersonal data in this context refers to your name, title, email address, department, category of fellowship, date of fellowship, and associated qualifications (e.g. PGCert THE, TPHE). Personal data will be held by the School of Education and the RRT team following your registration on the programme. This data will be held for the duration of your employment and/or studies at Bangor University. This personal data will also be shared within Bangor University for the purpose of updating your Human Resources record and informing your department and/or line manager about your qualifications to teach. This information may also be used by the RRT team to invite you to participate in further CPD, grading, or reviewing activities (with no obligation). After you have successfully completed the programme, your personal data will be submitted to Advance HE in order for them to award your fellowship. Your data will then be held on their online database accessible only to relevant HE Advance staff and the institutional contact at your place of employment.

Anonymised dataYour data will contribute towards statistics for the number of fellowships/qualifications held at a departmental and institutional level. This data may be used external to the institute, but it will be anonymised and will not be individually identifiable in any way.

You have the right to request access to your personal data, to rectify or erase your data, or restrict the use of your data. However, please be aware that erasing data may have a contractual impact, as the institute will have no evidence of your qualifications to teach. Please email the Course Director and the RRT Manager to submit requests relating to your data.



Stage 1 of the PGCert THE

Stage 1 Course Requirements

What do I need to do?

To complete Stage 1 of the PGCert THE, you will be expected to attend an induction event, engage in at least ten out of fifteen workshops across the academic year, and produce a portfolio evidencing your teaching experiences.

What are the aims for Stage 1?

Stage 1 of the PGCert THE delivers practical training in how to teach in Higher Education.

One of the aims of this module are to provide you with an opportunity to gain professional recognition with Advance HE by becoming a HEA Associate Fellow. The learning outcomes for Sage 1 cover all of the UK Professional Standards Framework (UKPSF) for Descriptor 1, so passing this stage confers the award of Associate Fellow.

However, the learning outcomes and assessment criteria do exceed the requirements of the UKPSF for Descriptor 1. This is in order to meet the additional module aims of developing effective HE teachers through an academic programme and inducting staff into the HE teaching systems at Bangor University. Completion of this module results in the award of 30 Level 7 credits, so the programme must involve the appropriate number of study hours at the appropriate academic level.

What are the Learning Outcomes for Stage 1? In stage 1, evidence will be needed for A1-A5; K1-K4 and K6; V1,2, and V4.

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Stage 1 Induction, Workshops and deadlines

What happens if I miss the induction?

We strongly recommend that you attend the induction, as this will be the fastest and easiest way for you to complete all essential paperwork, receive all of the information about the course, and gain a clear understanding about exactly what you need to do to complete the PGCert THE. However, we do appreciate that some absences are unavoidable or that some staff members may arrive at Bangor later in the academic year. In this event, please contact the Course Director as soon as possible. If possible, they will meet with you to catch you up with the missed content and get you started on the course straight away. If it is not feasible to arrange a meeting, they will register you on the Blackboard site so that you can access all information, liaise with you to complete all registration paperwork, and ensure that all of your questions are answered via email.



What happens if I miss a workshop?

We recommend that you attend all of the workshops, as they will support you in teaching through the entire academic year. However, we do appreciate that your time is valuable and you may have other obligations at certain times across the year. With this in mind, you only need to attend ten out of the fifteen available workshops across the year in order to pass the course. This means that you could miss a few workshops without penalty due to prior commitments or if you feel that the content of a workshop is not relevant to your work.

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Stage 1 Assessment

What should be included in my Teaching Portfolio?

Your Stage 1 submission should be a single portfolio including all of the following:

Teaching Philosophy Reflective statement focusing on your personal experiences and supported by current

pedagogical research in relation to teaching and learning in your own discipline.

Teaching Experience Teaching Experience Form listing all teaching experience gained during the completion

of this stage of the course. Reflective statement focusing on designing, planning, teaching, supporting, and assessing

learning during the completion of this stage of the course.

Teaching Observations One observation forms completed by an experienced practitioner observing your

teaching. One observation form completed by you observing an experienced practitioner. One observation form completed by you observing a peer on the PGCert THE. One observation form completed by a peer on the PGCert THE observing your teaching.

Engagement with Teaching At least 5 pieces of evidence are required to demonstrate of engagement with teaching.

Examples might include: o Innovative lecture materials and podcast of that lecture or workshop resources and

recorded class activities; o Original assessment, including question/instructions, guidelines, marking criteria,

and support structures; o Novel evaluation methods designed to assess the effectiveness of teaching

methods, improve time-detail balance of feedback, or encourage the student voice;

o Quality assurance or validation documents at programme or module level for an innovative new course.



Professional Development Evidence of Continuous Professional Development (workshop attendance) Form. Action plan for future Continuous Professional Development. UK Professional Standards Framework for Teaching in Higher Education. References and Recommendations (including letter of reference from your Teaching

Advisor).

How can I be sure that my portfolio will pass?

Your portfolio must include all of the components listed in the workbook and these components must cover all of the learning outcomes for Stage 1. This will ensure that you have evidenced all of the UKPSF for Descriptor 1 Associate Fellowship. You should look at the learning outcomes and the UKPSF Form at the end of the portfolio workbook. Think carefully about what you will focus on in your teaching philosophy section and what examples you will include for your engagement with teaching section.

How do I format my portfolio?

You will find a workbook on the PGCert THE Blackboard site. You can fill in the blank sections and insert content where directed then submit this workbook as your portfolio. This will simplify the process of creating your portfolio and allow you to focus on the actual content rather than formatting.

What is the word count for my portfolio?

There is not a single word count for your portfolio, but different sections contain approximate word counts to help guide your submission. However, we recognise the importance of flexibility so these counts should be viewed as a guide rather than a limit.

What do I need for the Teaching Philosophy section?

You will need to include a teaching philosophy in your portfolio. This teaching philosophy will consist of a reflective statement focusing on your personal experiences, beliefs, and knowledge in relation to teaching and learning (approx. 500 words). Your statement should provide a personal insight into how you approach your teaching roles and offer evidence to indicate your effectiveness as a teacher. As a reflective statement, it is expected that you will write in the first person and it is acceptable to refer to your own thoughts and feelings, though yo will also need to refer to the literature. Your teaching philosophy should demonstrate your engagement with pedagogical scholarship.

Your teaching philosophy is a written statement reflecting on your approach to teaching. It will usually include your individual thoughts on effective teaching and learning, supported by concrete examples from your experience and empirical research in the field of pedagogy. Teaching philosophy statements are frequently required in academic job applications. Research



revealed that 57% of adverts for vacancies across six academic disciplines specifically requested statements of teaching philosophy (Meizlish & Kaplan, 2008). Furthermore, several those that did not request a teaching philosophy indicated that their reason was because they expected the applicant to include such a statement as standard.

Your statement should be supported by evidence in the form of personal experiences. This could include descriptions of your teaching activities with evidence in the form of student quotes, evaluation scores, etc. For greater impact, you could refer to awards or commendations for teaching. Research suggests that some academics view solely reflective teaching statements with scepticism and they prefer statements that include concrete examples of teaching excellence (Kaplan, Meizlish, O’Neal, & Wright, 2007). Your statement should be supported by empirical evidence to demonstrate your engagement with current pedagogy. We would advise against the creation of a literature review, but brief acknowledgement of relevant literature can demonstrate that you adopt evidence-based teaching practice. This approach will highlight the fact that you are actively engaged in adopting the most innovative practice. If you do include citations within your teaching philosophy, please include these in your reference list at the end of the portfolio (not included in word count).

Try to ensure that your statement presents you in a positive light. It is absolutely fine to highlight ways that you have encountered and addressed teaching problems, but it is not a good idea to demonise your teaching, education, or other lecturers in your teaching statement. Consider teaching in a holistic manner in your statement. Do not focus only on the classroom: think also about independent learning, extra-curricular activities, student experience, pastoral care, etc. Try to demonstrate your ability to think beyond the traditional and embrace innovation in your approach to teaching. Consider the following questions in your statement:

What are your main objectives as a teacher? What are the key challenges in the teaching and learning process? What methods are most effective to achieve successful student learning? Why are these methods effective and how is their effectiveness measured? Why is teaching important in Higher Education?

For guidance on how to write a teaching philosophy and some online examples of teaching philosophies, please refer to these websites: http://www1.umn.edu/ohr/teachlearn/tutorials/philosophy/start/index.htmlhttp://chronicle.com/article/How-to-Write-a-Statement-of/45133/http://www.apa.org/gradpsych/2005/11/teach.aspxHowever, remember that this is a personal statement so it should be unique to you and it should avoid the typical clichés common to online templates.

See the Blackboard site for more guidance on this section of your portfolio, including tips and samples.

What do I need for the Teaching Experience section?

You will need to include evidence for the required number of teaching hours and reflection on your teaching experience in your portfolio.


http://www.apa.org/gradpsych/2005/11/teach.aspx

http://chronicle.com/article/How-to-Write-a-Statement-of/45133/

http://www1.umn.edu/ohr/teachlearn/tutorials/philosophy/start/index.html


Your Teaching Experience Evidence Form is a table of your teaching activities (approx. 500 words). This table must account for 100 hours of practice and at least 25 of these hours must be in contact with students. Contact hours can include lecturing, small groups, workshops, seminar, tutorials, etc. They can also include other forms of contact with students, such as project supervision, personal tutor meetings, etc. Your remaining 75 hours can include teaching work that does not involve direct student contact, such as writing classes, designing assessments, grading work, etc – this type of teaching is especially relevant if it demonstrates your innovation (e.g. creating a new online resource to support learning). All of these hours must be completed while registered on this stage of the course (you cannot count hours completed in previous academic years). You can include non-credit bearing teaching, such as running training events, but it must involve learners at the Higher Education level and the course must be subject to the Bangor University quality assurance procedures. Please be aware that the Course Director reserves the right to contact the department cited in your evidence form in order to confirm your practice. Random checks will be carried out and should not be taken as evidence that there have been any concerns raised about the legitimacy of the work. Your teaching experience form should evidence your areas of teaching activity by meeting Learning Outcomes 1, 2, and 3 (UKPSF: Dimension A1, A2, A3; Descriptor 1 I & II).

Your Teaching Experience section must also include a teaching Reflection focusing on the experiences outlined in your evidence form (approx. 500wds). Research into the scholarship of teaching in Higher Education will enhance the quality of this piece of work. Your teaching experience reflection should evidence your engagement with scholarship to meet Learning Outcome 4 and your understanding of teaching your subject in your own subject to meet Learning Outcomes 5 and 6 (UKPSF: Dimension A5, K1, K2; Descriptor 1 III, V, & VI).

See the Blackboard site for more guidance on this section of your portfolio.

What do I need for the Teaching Observations section?

Peer observation is a critical part of the continuing professional development of all teaching academics in Higher Education institutes across the UK. Research suggests that an effective peer observation scheme is associated with increased teacher confidence, improved staff-student interactions, greater staff collegiality, and increased dissemination of best practice (Marshall, 2004; Bell & Mladenovic, 2008). On the basis of research findings such as these, the QAA (2005) have strongly encouraged the development of peer observation schemes across Higher Education as a form of quality enhancement.

You will need to include evidence of engagement with the process of peer observation in your portfolio. This evidence should include the following:

One observation of your practice completed by an experienced teaching practitioner One observation of an experienced teaching practitioner completed by you One observation of a participant on the PGCert THE course (peer) completed by you One observation of your practice completed by a participant on the PGCert THE course

(peer)

Please note that these observation sessions must involve genuine teaching or supporting learners in HE, and cannot involve a simulated session with mock learners. However, the observation is not limited to a lecture context: it is possible to be observed delivering a workshop, seminar, one-



to-one learning support, project supervision, video recording of an online session, etc.

Your observation by and of an experienced practitioner should be your Teaching Advisor. This person is ideally placed to observe your practice because they have already been approved as your Advisor and they have already been provided with guidance on completing observations for the PGCert THE. However, if your Teaching Advisor is unavailable or you feel that you would benefit from an alternative observation, please contact the Course Director to confirm that your choice of observer is appropriate (experienced practitioner, knowledge of the observation process, understanding of the HEA Fellowship criteria, etc).

All of these teaching observations should be evidenced through the appropriate forms in your portfolio. The teaching observation forms include a post-session reflection (approx. 300wds). This is an opportunity to reflect on how the observation experience will improve teaching practice in the future. This section should always be completed by you. If you are being observed, then you should consider how the feedback from your observer would influence your teaching in the future. If you are observing someone else, then you should consider whether you have learnt anything from this observation that could influence your teaching in the future. For peer observations, then the reflection should be completed by both of you (perhaps a paragraph or two each). Your teaching observations and reflection should demonstrate some of learning outcomes for this module and you are encouraged to consider how the observation evidences the criteria of Descriptor 1 in the UKPSF.


What do I need for the Engagement with Teaching section?

You will need to include some evidence of engagement with teaching and learning in your portfolio. There is no word count associated with this part of the portfolio. Instead, it is expected that you will include no fewer than five pieces of evidence. There is no upper limit for evidence.

This is the most flexible component of your portfolio: it requires you to carefully consider what elements illustrate your capabilities as a teacher in Higher Education while also meeting some of the learning outcomes for the course and evidencing some of the criteria of Descriptor 1 in the UKPSF. This is also an opportunity to build a portfolio of evidence of your teaching excellence that can be used in the future to illustrate your accomplishments to potential employers or support applications for academic promotion.

Here are some examples of things that you could include in your portfolio: Lecture slides and associated notes, with a panopto recording of the lecture that you

delivered followed by a reflective account of how you would improve the class in the future.

Classroom resources including handouts and exercises designed by you for use in a small group or workshop, presented alongside student feedback commenting on the value of the exercise and a reflective account of how you would improve the class in the future.

Innovative assessment that you have created and marking criteria, presented alongside the tested learning outcomes and the anonymised results of the student cohort with a reflective account of how you could further develop or apply the assessment in the future.



Student evaluations of the course that you supported and a nomination for Teaching Assistant of the Year at the Student-Led Teaching Awards, alongside a summary of your teaching approach that led to this nomination.

Completed Quality Assurance form for one of your modules, including comprehensive reflection on how the course will be developed in the future.

Completed validation form for a new module that you would intend to run in the future, and sample module contents such as assessments or lecture.

However, please remember that the above list is not comprehensive. You can be creative with your evidence, and the main criteria for inclusion is as follows:

1. Does it showcase your abilities as an effective teacher in Higher Education?2. Does it illustrate how you have met one or more of the learning outcomes of Stage 1?3. Does it fully evidence one or more of the criteria for Descriptor 1 in the UKPSF?

If you can answer positively to all of the above questions, then it could be appropriate as an example for this section of the portfolio. If you have any questions about whether a particular example is appropriate for your portfolio, please contact the Course Director.


What do I need for the Professional Development section?

You will need to evidence your engagement with continuous professional development in your own subject/discipline and pedagogy, incorporating research, scholarship, and the evaluation of professional practices. This evidence should demonstrate how you have engaged in continuing professional development in relation to teaching, learning, and assessment to meet Learning Outcome 4 (UKPSF: Dimension A5; Descriptor 1 V & VI).

Your Evidence of Continuous Professional Development form requires you to indicate that you have attended and reflected on at least ten training events focusing on teaching in Higher Education (approx. 1000wds). These will usually include at least ten of the fifteen PGCert THE workshops, but additional training events could also be included, such as teaching conferences, CPD events, etc.

Your Action Plan for future Continuous Professional Development must include a reflective statement outlining your plans for gaining training and experience in HE teaching after the completion of this course (approx. 500wds). Continuous development is essential to ensure that your teaching practice evolves with the changing context of HE and remains up-to-date with new technology, innovation, and evidence. Although citations are not compulsory in this reflective piece, evidence of active research into the topic of teaching in Higher Education will enhance the quality of your work. Your plan could explore the following issues:

Do you intend to complete any future teacher training courses (e.g. Stage 2 of the PGCert THE)?

Do you intend to attend any seminars/workshops/events focusing on teaching development (e.g. the CPD Series or the Annual CELT Conference)?

How else could you develop as a teacher (e.g. setting up teaching development groups in your department)?



You must also complete a UKPSF form (approx. 500wds). This form requires you to map your experiences on this course against the requirements of Descriptor 1 of the UKPSF for Associate Fellowship. Successful completion of the module should ensure that all criteria of Descriptor 1 of the framework have been met, so we recommend that you make yourself familiar with this form at the start of the course so that you choose teaching examples that cover all of the relevant areas.

You MUST include a letter of reference from your teaching advisor. This is an extremely important part of your portfolio because it provides authentication of your practice. You must present the contents of your portfolio to your teaching advisor when you request this reference letter. Their letter must explicitly verify that your portfolio presents a fair and honest reflection of your practice meeting the requirements of Descriptor 1 of the UKPSF. This letter must be clearly unique to you (not a standard template copy) so it must refer to examples of your individual practice. You may also include other letters of recommendation and recognition in this section, such as emails from colleagues and students, quotes from students on module evaluations, nominations, awards, etc.




Stage 2 of the PGCert THE

Stage 2 Course Requirements

What do I need to do?

To complete Stage 2 of the PGCert THE, you will be expected to attend an induction event, research and select a pedagogical journal in your own discipline, and produce a paper in the style and format of a submission to this journal.

What are the aims for Stage 2?

Stage 2 of the PGCert THE provides you with an opportunity for professional development in the scholarship of pedagogy.

One of the aims of this module are to provide you with an opportunity to gain professional recognition with Advance HE by becoming a HEA Fellow. The learning outcomes for Stage 2 (combined with the learning outcomes that you have already met in Stage 1) cover all of the UK Professional Standards Framework (UKPSF) for Descriptor 2, so passing this stage confers the award of Fellow.

What are the learning outcomes for Stage 2?

On completion of the second stage of the PGCert THE, you should have provided evidence for A1-A5; K1-K6; V1-V4. Note that in Stage 2, explicit evidence will be needed for K5 and V3, but reference must be made to where and how evidence for the other dimensions of the UKPSF was provided in stage 1.

The award of Fellow will only be conferred if all of the above criteria have been met and evidenced within the assessments for Stage 1 and Stage 2 combined.

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Stage 2 Induction, Workshops, and Deadlines

What happens if I miss the induction?

We strongly recommend that you attend the induction, as this will be the fastest and easiest way for you to complete all essential paperwork, receive all of the information about the course, and gain a clear understanding about exactly what you need to do to complete the PGCert THE. However, we do appreciate that some absences are unavoidable. In this event, please contact the



Course Director as soon as possible. If possible, they will meet with you to catch you up with the missed content and get you started on the course straight away. If it is not feasible to arrange a meeting due to schedule conflicts, they will register you on the Blackboard site so that you can access all information, liaise with you to complete all registration paperwork, and ensure that all of your questions are answered via email.

Can I submit my paper earlier in the year and complete the PGCert THE sooner?

The PGCert THE is designed to run over two years, but you can complete it in less time if you wish. You must complete the first stage over one year because you will need to attend workshops spaced across the entire year. The second stage is also designed to run over one year. However, you can choose to submit your paper earlier in the year. If you do want to complete the course over a shorter time period, then you might want to start work on your paper during the first stage or over the summer to ensure that it is ready to submit as early as possible in the second stage.

You can only register for the second stage after the successful completion of the first stage of the PGCert THE. After you have submitted your Stage 1 portfolio in Week 4, we will need four weeks to grade your work. You will be registered on Stage 2 of the PGCert THE immediately after your portfolio has been graded with a pass, so you should be registered by Week 8 of the first semester. Therefore, Week 9 of Semester 1 is the earliest time when you can submit your paper. If you submit your paper in Week 9 of Semester 1, then we may be able to grade the work and process it through the November exam board in the same year. This will allow you to receive your PGCert THE certificate and HEA Fellowship earlier.

If you submit your paper after Week 9 of Semester 1, then we will not be able to process your submission through the November exam board in the same year. The work will be graded and your results returned within the standard four weeks, but the grades will not be finalised until the November exam board in the following year. This means that you will receive your PGCert THE certificate and HEA Fellowship at the same time as others in your cohort who submitted in the standard annual deadline.

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Stage 2 Assessment

What should be included in my paper submission?

Your Stage 2 submission should be a single piece of work including all of the following:

Pedagogical Journal Identification of your chosen journal Guidelines for authors

Pedagogical Paper (4000-6000 words) Academic paper reflecting the style, content, and format of work published in your

chosen journal (including abstract and reference list)



Professional Standards Framework Form Form mapping Stage 1 and Stage 2 evidence to the UKPSF

References and Recommendations Letter of reference from your Teaching Advisor Additional references and recommendations

How can I be sure that my paper will pass?

Your paper must be appropriate in terms of style, content, and format for the journal that you have selected, though the word count should be between 4000-6000. You must also ensure that your paper covers all of the learning outcomes for the second stage of the PGCert THE. This will ensure that you have evidenced the remaining elements of the UKPSF for Descriptor 2 Fellowship (specifically K5 and V3). You should look at the learning outcomes and the UK Professional Standards Framework Form at the end of the paper workbook. Think carefully about what you will focus on in your paper to ensure that the content covers all of the learning outcomes for Stage 2.

How do I format my paper?

You must identify a pedagogical journal in your own discipline and use the formatting style of this journal for your paper. This paper should then be inserted into the workbook that you will find on the PGCert THE Blackboard site. You can fill in the blank sections and insert content where directed. This will simplify the process of creating your submission and allow you to focus on the actual content rather than formatting.

What is the word count for my paper?

Your paper should be between 4000-6000 words in length, excluding references. As such, this aspect may not reflect the requirements of your selected pedagogical journal.

What type of paper is required?

Your pedagogical paper should reflect the style, format, and content of your chosen pedagogical journal. This means that the exact type of paper required for the assessment is flexible: you could submit an empirical research study, reflective account, debate point, literature review, etc. Provided that it would be appropriate for submission to that journal, then it should be suitable for this assessment. If you have any concerns about your choice of journal, topic, content, style, etc then please contact the Course Director.

Why should I write for a pedagogical journal in my discipline?

Almost every academic discipline that is taught in Higher Education has an associated



publication focusing on teaching within that discipline. These journals include contributions from your own colleagues and peers, so they are likely to be written in a style that is consistent with other research work in your own field. For example, if your academic discipline has a tradition of research using quantitative data analysis then it is likely that the pedagogical papers adopt a similar approach. In contrast, if your academic discipline has a tradition of reflective reviews without statistical analysis then it is likely that the pedagogical papers are similarly presented. This means that you do not have to learn an entirely new approach to research – simply apply your current approach to the question of how to teach your own subject. And a bonus benefit of writing for a pedagogical journal in your own field is that you will learn some new methods for teaching your subject while you are reading your chosen pedagogical journal.

How do I find a pedagogical journal in my discipline?

See below for a list of pedagogical journals for many of the subjects taught at Bangor University. If your subject is included in the list, please read over some papers from this journal online to learn about the style and content of submissions. Note that regardless of the journal’s requirements, your manuscript for the assessment should be between 4000-6000 words in length (excluding refrences).

British Journal of Music Education (5000 words) Chemistry Education Research and Practice (7000 words) Computer Science Education (7000 words) International Journal of Electrical Engineering Education (3000 words) Journal of Biological Education (5000 words) Journal of Creative Writing Studies (10,000 words) Journal of Education for Business (4000 words) Journal of Geography in Higher Education (5000 to 8000 words) Journal of Social Science Education (10,000 words) Medical Science Educator (5000 words) The Modern Language Journal (8000 to 10,000 words) Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and

Culture (10,000 words) Psychology Learning and Teaching (5000 words) Research in the Teaching of English (10,000 words) Teaching and Teacher Education (5000 to 9000 words) Teaching in Higher Education (7000 words) Teaching in Lifelong Learning (4000 words) Teaching Philosophy (8000 words) The History Teacher (7000 words) The Law Teacher (6000 words) Wales Journal of Learning and Teaching in Higher Education (1000 to 10,000 words)

There are too many pedagogical journals for us to list all of them so you may find that your subject is not on the list or you may be aware of a journal that is more specific to your field. Alternatively, you may not like the style of the listed journals so you may wish to look for an alternative option. You can usually find a journal in your own discipline by doing a Google Scholar search for a keyword from your subject and the word ‘pedagogy’ or ‘teaching’. In the unusual event that you cannot find a pedagogical journal in your discipline (or if you do not want to write for your discipline-specific journal), then you can choose to write a paper that is



appropriate in style and content for a general pedagogical journal. There are some general options included in the above list.

Can I submit my paper through the medium of Welsh?

You can submit any piece of work through the medium of Welsh, and this includes your paper. The Wales Journal of Learning and Teaching in Higher Education accepts submissions in either English or Welsh, and you can focus on your own discipline within an article for this general journal. Alternatively, you can select an English language journal in your own subject and submit an article reflecting that style and content, but written in the Welsh language. If you wanted to publish your work, you could still submit the work to the journal and accompany it with a letter to the editor encouraging them to consider publishing in a language native to another part of Britain.

Does my paper have to be submitted and accepted for publication?

We strongly encourage you to submit your pedagogical paper to your chosen journal. This will ensure that your work receives appropriate recognition by giving you an additional publication for your CV. If you are on a T&S contract, this publication shows engagement with the scholarship of pedagogy and this will be essential for future promotion applications. If you are on an R&T contract, this will be beneficial even if the publication is not REF returnable because it can support future promotion applications by showing greater engagement with the teaching aspect of your contract.

However, there is no requirement for your paper to be submitted to and/or accepted by the journal in order to pass the course. Provided that your paper is at an appropriate standard to be eligible for submission then it should still receive a pass grade for the PGCert THE.

Can I collaborate with colleagues for my paper?

You should consult with your Teaching Advisor on your paper and you may wish to work with other experienced practitioners. This is entirely acceptable provided that you remain the lead investigator and primary author of the paper. It may also be possible for peers on the PGCert THE to collaborate on a single project. It would be expected that this research project would be a much larger initiative than one would expect for a single investigator. This is absolutely fine if you each intend to write independent papers taking unique interpretations of the results of the research. If, however, you intend to collaborate on the research paper itself, then please discuss your ideas with the Course Director for approval before you begin work to ensure that the final submission provides sufficient evidence for each of you to pass the course.

Who should be the listed authors if I decide to submit my paper?

You should be the first author for any pedagogical paper that you submit for publication. If you



have consulted with your Teaching Advisor or the Course Director in any way, then we would recommend that these people are also listed as authors in an order appropriate to their contribution. You may also want to list your grader if they gave valuable feedback on your assessment leading to substantial changes to your paper before submission for publication. Similarly, we encourage you to list any other academics who have contributed towards your pedagogical research or the creation of your paper, such as students, research assistants, peers, colleagues, etc.

How can I make my work available to colleagues if I do not publish my paper?

We intend to create an online repository of PGCert THE pedagogical research on the Bangor University website. If you choose to submit your paper for publication, then we will withhold the release of your work on this website until after we have received official permission from the publisher. However, if you choose not to submit your work for publication, then we strongly encourage you to give permission for your paper to be released on the website instead. This will ensure that your research and scholarship is available to colleagues and encourage the dissemination of good practice and ideas.

Can I submit an alternative form of research/scholarship to a paper?

It may be possible to deliver a conference presentation in place of a paper for this assessment. However, this conference presentation will need to be accompanied by written evidence in the form of slide, handouts, recording, feedback from audience, reflection on the event, etc. This will ensure that the submission can be assessed by two graders and reviewed by the external examiner. Please discuss your intentions to complete this form of assessment with the Course Director as soon as possible to ensure that you will still be able to meet all of the learning outcomes for the course.

How do I complete the UK Professional Standards Framework Form?

You must also complete a UKPSF form. This form requires you to map your experiences on this course against the requirements of Descriptor 2 of the UKPSF for Fellowship. Successful completion of the module should ensure that all criteria of Descriptor 2 of the framework have been met. We strongly recommend that you make yourself familiar with this form at the start of the course so that you choose a topic for your paper that covers all of the remaining areas.

What References and Recommendations should I include?

You MUST include a letter of recommendation from your teaching advisor. This is an extremely important part of your submission because it provides authentication of your practice. You must present your Stage 1 portfolio and your Stage 2 paper to your teaching advisor when you request this reference letter. Their letter must explicitly verify that your assessments present a fair and honest reflection of your practice meeting the requirements of Descriptor 2 of the UKPSF. This letter must be clearly unique to you (not a standard template copy) so it must refer to examples of your individual practice.



You may also include other letters of recommendation and recognition in this section, such as emails from colleagues and students, quotes from students on module evaluations, nominations, awards, etc.


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