Learning and Teaching in Higher Education (PGCLTHE)

Teaching

The course assumes that learning is best when it is active, when it incorporates experience and when it can be shared and supported through collaboration. The workshops and discussions will be based around the experiential learning cycle.

Critical reflection plays a key role throughout the course and participants are encouraged to become a reflective practitioner, where they will explore the scholarship of learning and teaching in HE; synthesise, explain, make sense of and ultimately develop meaning from teaching experiences.

Throughout the course a range of participant transferable skills will be developed including but not limited to critical reflection, development of argument and scholarship. 

Contact time

Details of the breakdown of contact and guided study hours are provided in each module specification.

• For LTHE4141 and LTHE4142 of the notional 150 hours for a 15 credit module approximately 77% will be guided study.
• For LTHE4143 of the notional 300 hours for a 30 credit module approximately 88% will be guided study due to the style and content of the module

Participants will have a minimum of three teaching observations, including two by a member of the course team, and one by peers on the course. Observation of teaching here is seen as a formative and quality enhancement process to support participants in their development and reflections on practice. 

Independent self-study

Outlined above

Independent learning is supported by a range of excellent learning facilities, including the Hive and library resources, the virtual learning environment, and extensive electronic learning resources.

Teaching staff

You will be taught by a teaching team whose expertise and knowledge are closely matched to the content of the modules on the course. The team includes Dr Ellie Hill, Sharon Lesley Smith,  Dr Seán Bracken and Dr Karen Blackmore from the School of Education, alongside tutors from across the University.

Teaching is informed by the research and consultancy, and 100 per cent of course lecturers have a higher education teaching qualification or are Fellows of the Higher Education Academy. You can learn more about the full list of education staff by visiting our staff profiles.

Assessment

Assessment is based on 100% coursework.

This approach is in keeping with the idea of reflective practitioner where the assessment forms the basis for critical reflection as well as evidence for accreditation.

The PGCLTHE uses a range of flexible assessments, such as:

• Reflective portfolio
• Authentic assessment
• Group work

A research project. There is a close and meaningful relationship between the formative and summative assessment throughout the course, where the formative tasks form the basis for the final summative tasks for each of the modules. There is also a strong element of peer feedback throughout to reinforce the collaborative nature of learning within the course. 

Feedback

You will receive feedback on formative assessments and on formal summative assessments undertaken by coursework. Feedback is intended to support learning and you are encouraged to discuss it with module tutors as appropriate.

We aim to provide you with feedback on formal course work assessments within 20 working days of hand-in.

Programme specification

For comprehensive details on the aims and intended learning outcomes of the course, and the means by which these are achieved through learning, teaching and assessment, please download the latest programme specification document.