The Postgraduate Certificate of Special Study in Supporting Learning is a one-semester 20-credit module at level 7 (Masters level). It is designed for colleagues in the University of Westminster (or teaching on University of Westminster programmes in partner colleges) who have a role in teaching/supporting the learning of students at the University of Westminster, but who do not have the full role of an academic member of staff. You might be interested in the module if you are for example: -A research student or research fellow who tutors or demonstrates to students or who runs a seminar group -A visiting lecturer with only a small teaching load -A librarian or careers advisor who does face-to-face sessions with groups of students -A member of the technical staff who supports students in the studio, laboratory or computer suite
It is normally necessary for you to have at least 15 hours of supporting student learning during the semester in which you would take the course.
The course is delivered by educational development specialists in the Department of Leadership and Professional Development (Westminster Business School), and led by Jennifer Bright. The educational development team supports the University in a range of teaching and learning developments, including the Postgraduate Certificate in Higher Education (PGCHE), which is a course for new and established academic staff.
The module aims to help you enhance your students’ learning by helping you to gain an understanding of effective learning design, planning and student engagement, and further aims to encourage a culture of quality enhancement in teaching and supporting learning.
You will be encouraged to consider current thinking in pedagogic practices in relation to designing, delivering and supporting student learning in HE through a reflective process using multiple feedback sources. The module activities will include evaluating the nature of the student learning experience in your own context, an observation of your own teaching/supporting learning activities (and that of others) and an investigation of relevant literature/theory.
The following modules are indicative of what you will study on this course.
Module topics and themes supporting this process include: -The scholarship of learning and teaching and linking teaching and research -Reflective practices and using student feedback for evaluation and development -Threshold concepts, graduate attributes and signature pedagogies -Session design and peer observation of teaching -Learning design, sustainability and ethics -Managing the learning environment -Using technology to enhance student learning -Student-centred and activity-based learning -Facilitating student learning in different subject contexts and in face to face and online environments -Facilitating one to one, small group and whole group learning -Inclusive practices and using student diversity as a resource -Personal and professional development planning
Teaching and learning methods used
-Work-based learning including teaching/supporting learning practice (15 hours minimum) -Observation of your practice as well as your observation of the practice of an experienced peer -On-line learning of approximately four hours per week -Self-directed study and recording of on-going reflections on practice for reflective narrative-building and assessment, together with teaching observations and professional practice conversations with your subject mentor or educational development tutor, will comprise the remaining hours of this 20-credit module
The sessions will all take place on-line; however, when your teaching/supporting learning session is observed, your tutor will go to the location in which you work. (If you are teaching outside the University of Westminster, you will need to arrange for a tutor from your own institution to observe you.) There will also be a face-to-face Induction session which you will be invited to attend.
Assessment is wholly coursework based; there are no examinations. -The assessment will include formative piece of work that is compulsory but ungraded and which is submitted for feedback -The final assessment is a reflexive narrative that integrates theory and practice supported by practice-based feedback from different sources. These will include two teaching practice observations by an experienced peer in your workplace (one of which may be a WEx tutor) plus your observation of an experienced peer.
The narrative will provide a place for you to evidence your continuing professional development in teaching and supporting learning.