Course Leader

Higher Education - UH-000537

For the PG Cert Higher Education:
All entrants must be teaching, supporting and assessing within HE (National Qualifications Framework and The Qualifications and Credit Framework level 4 and above) and have an average of at least 6 hours teaching (this could include team-teaching) per week.
University Staff Attendance
The majority of staff attending the PG Cert Higher Education Programme are attending as part of their contract and any issues relating to attendance must be directed to their Head of Department and Dean of School. Applicants may enter the stand-alone PgCert Higher Education with an advanced standing of 30 credits (they can APLA/APEL one module, either DMT1130 or DMT2230).

University awards are regulated by the Regulations for Awards on the University website as follows:
<a href="https://www.hud.ac.uk/policies/registry/awards-taught/">https://www.hud.ac.uk/policies/registry/awards-taught/</a>
and the Regulations for Taught Students, procedures and forms can be accessed on the University website as follows:
<a href="https://www.hud.ac.uk/registry/current-students/taughtstudents/">https://www.hud.ac.uk/registry/current-students/taughtstudents/</a>

UH-000537 - Higher Education

Masters Core

Masters Level

Structure

Critically analyse a range of current issues in higher education with regard to broader political, economic, and social contexts.

Employ a range of study skills enabling independent learning and critical mastery of learning materials.

Apply the skills and knowledge acquired on the course to improve your professional practice.

Evaluate their own continuous professional development by setting and monitoring identified targets.

Plan and execute projects that demonstrate the ability to negotiate and collaborate with peers, mentors and managers.

Critically investigate information and data from a variety of sources.

Elaborate on the complex interactions between educational theory and your academic discipline.

Apply critical, reflective practice to your teaching in higher education.

Appraise a range of theories relating to inclusive teaching practice in higher education and how these apply to your own teaching practice. 

Collaborate with others to improve teaching practice. 

Critically analyse the effects of different policies and processes on learning in higher education and how they impact upon professional practice.

Evaluate and apply critical reflective practice to your own learning activities. 

Outline an appropriate leadership strategy for the delivery of a range of courses within the higher education context. 

Mechanisms for review and evaluation:
<ul>
<li>Module evaluation by students</li>
<li>Course evaluation by students</li>
<li>Annual course evaluation prepared by the Course Leaders, considered by the Course Committee, and then by the Annual Evaluation Committee</li>
<li>School Board</li>
<li>Annual staff appraisals</li>
<li>Peer observation of teaching</li>
<li>External Examiners’ reports</li>
<li>External Examiners’ report and responses from the course team are reported in the Course Annual Evaluation Report.</li>
<li>School Teaching and Learning Committee.</li>
<li>School Accreditation and Validation Panel approves amendments to the course, structure and module specifications</li>
<li>Subject Review/Revalidation</li>
</ul>
Feedback is obtained from students through course evaluation at the end of each academic year and through module evaluations.  Student Panels provide another opportunity for student feedback. They are held twice during the academic year, and report to the Course Committee.

UH-000537

The programme is validated by the University, during a process which includes external representation from both an academic advisor and an industry professional.
The University possesses the Investors in People Quality Kite mark.
The School is a Centre for Excellence in Teacher Training.

The course begins with an induction which provides an overview of the course; an introduction to study skills, and an introduction to academic writing skills and expectations regarding academic conduct; 
At the beginning of the programme, students will be allocated a Personal Academic Tutor (PAT) who will offer pastoral support, academic counselling and guidance, maintain an overview of academic progress, maintain an overview of problems which may lead to a claim for extenuating circumstances, coordinate the preparation of references, and refer the student to other university support mechanisms as appropriate.
Students will be provided with a Student Handbook, which contains information on university facilities, course organisation, assessment regulations, and advice on the presentation of assignments.
Throughout the programme students will have access to email and tutorial support from both module tutors and PAT.
Throughout the programme students will be able to access advice from module tutors on correct forms of referencing.  A PDP process has been designed to provide students with the opportunity to reflect on their individual learning experience and develop academic and transferable skills throughout the course. It enables students to identify skills and knowledge gained during their time at on the PG Cert HE, and to encourage a personal reflection and development process that embodies an ethos of empowerment and autonomous learning. Students will be encouraged to discuss their learning experiences with PATs and seek further development from learning support tutors where necessary. The course recognises that many students are already experienced professionals and so the PDP process reflects this.
The PDP for the PG Cert HE, focusses on the identification of “critical incidents” in the student’s teaching practice and identifying solutions, actions, and timescales in which knowledge and skills can be developed to take practice forward. The PDP process also incorporates a planning process for future learning development, that the student will use as a template to continue their professional development throughout their career.
The PDP, for the PG Cert HE, maps the learning outcomes of the two core modules against AdvanceHE's Professional Standards Framework. The primary purpose of the PDP is to evidence engagement with the standards.  To be awarded FHEA (Fellowship of the HEA); participants have to evidence explicit engagement with the UKPSF.  The PDP is used to this end.
The course teams are committed to recognising and responding to diversity among those who study on the course and to adopting practices which reflect an equality of approach.  Where students have particular requirements, such as for example, in terms of religious observance, every effort will be made to respond in such a way that the student is not disadvantaged