Postgraduate Certificate in Teaching and Learning in Higher Education (Level 7)

Program Overview

The Postgraduate Certificate in Teaching and Learning in Higher Education (Level 7) at London South Bank University equips early-career professionals with skills and knowledge for teaching in the UK higher education sector. Through modules in reflection, feedback evaluation, and research inquiry, the program fosters critical thinking, theory synthesis, and evidence-based practice to meet apprenticeship standards.

Program Outline

Degree Overview:

The Postgraduate Certificate in Teaching and Learning in Higher Education (Level 7) is a program designed for early-career professionals with less than three years of full-time teaching experience. It is also suitable for those lacking formal teaching qualifications or a Descriptor 2 fellowship. The program aims to equip participants with contemporary knowledge, skills, and practices relevant to the UK's higher education sector.

Key Objectives:

• To foster critical reflection on inclusive and effective professional practices in assessment and feedback, quality assurance, and curriculum development.
• To effectively and authoritatively synthesize links between theory and practice.
• To articulate learning clearly and logically in all formative and summative assessments, adhering to academic writing conventions.
• To demonstrate evidence towards all dimensions of the Professional Standards Framework (PSF) (2023) through all summative assessments.

Program Description:

The program emphasizes student-centered and inclusive teaching, learning, and assessment strategies, drawing on current educational and pedagogic research. It is structured to provide the foundational engagement required to meet apprenticeship standards. The program includes observation, reflective writing assignments, and active involvement in curriculum design, pedagogical efficacy, and inclusivity in professional practice.

Outline:

Structure:

• The program is modular, allowing participants to complete it over a timeframe that suits their personal and professional commitments.
• It consists of three core modules:
• Becoming a Reflective Pedagogue (20 credits)
• Evaluating the Feedback and Assessment Process (20 credits)
• Developing Practitioners’ Enquiry (20 credits)
• Modules 1 and 2 are taken one per semester, while Module 3 is taught over a 12-month period.

Course Schedule:

• All course participants must be able to attend sessions and complete course-relevant tasks on Tuesdays.
• A specific allocation of hours is recognized in the participants' workload to ensure availability.

Individual Modules:

• Becoming a Reflective Pedagogue (20 credits): This module focuses on developing reflective practices in teaching and learning.
• Evaluating the Feedback and Assessment Process (20 credits): This module explores the principles and practices of effective feedback and assessment in higher education.
• Developing Practitioners’ Enquiry (20 credits): This module introduces participants to research methodologies and encourages them to engage in their own research projects.

Assessment:

Methods:

• Observation (Module 1)
• BRP (Baseline Reflective Portfolio)
• Reflective writing assignments
• Active involvement in curriculum design, pedagogical efficacy, and inclusivity in professional practice

Criteria:

• The assessment components and professional development pathways are detailed in the mapping assessment diagram found in section 4 of the program handbook.
• Participants must complete three core modules to achieve the PGCert course award.

Teaching:

Methods:

• The program includes introductory and ongoing workshops.
• The scholarly, critically reflective practitioner model is at the core of the course.

Faculty:

Other:

• Participants are expected to attend all sessions and engage in key tasks as instructed by the course leader and module leader.
• Continuing students must re-enrol prior to the semester commencement dates to have full access to systems like mylsbu and moodle.
• The program is designed to establish the foundational engagement required to meet apprenticeship standards.