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Academic Practice Programme 2016-17 Student Handbook

King’s Learning Institute: Academic Practice Programme 2016-17: Student Handbook

KLI Faculty Level Handbook - www.kcl.ac.uk/klihandbook

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Contents

Contents ........................................................................................................................................................................................................................ 2 Welcome to the postgraduate programme in Academic Practice ................................................................................................................ 3 Communication and key contacts .......................................................................................................................................................................... 4 About the Academic Practice programme........................................................................................................................................................... 5 Programme structure ......................................................................................................................................................................... 5

Postgraduate Certificate in Academic Practice in Higher Education ............................................................................................... 5

Postgraduate Diploma in Academic Practice in Higher Education .................................................................................................. 6

Masters in Academic Practice in Higher Education .......................................................................................................................... 6

Module Information .............................................................................................................................................................................. 6

The Higher Education Academy .......................................................................................................................................................... 7

Assessment boards .................................................................................................................................................................................................... 8 Membership of programme Assessment Sub-Boards..................................................................................................................... 8

External (visiting) examiners ............................................................................................................................................................... 8

Assessment .................................................................................................................................................................................................................. 9 Assessment criteria............................................................................................................................................................................. 9

http://www.kcl.ac.uk/klihandbook

http://www.kcl.ac.uk/aboutkings/quality/academic/myhandbook/index.aspx




Welcome to the postgraduate programme in Academic Practice

On behalf of King’s Learning Institute (KLI) and the Academic Practice team I would like to welcome you to the programme. You have joined one of the largest and most highly-rated programmes of its kind in the UK, and we are glad that you have decided to work with us as a community of educators.

This handbook provides you with key information relating to the programme including details of the programme structure, assessment and the Higher Education Academy. If you have any questions please get in touch with us.

The programme is designed around the needs of the educator and reflecting on your practice. We aim to develop a community of practice and a collegial environment where you can develop in your profession as well as engage with your teaching in new and different ways.

We look forward to working with you on the programme.

Dr Frederico Matos Programme Director, Academic Practice Programme [email protected]



mailto:[email protected]




Communication and key contacts

Programme office Matthias Gilles (Programme Administrator) King’s Learning Institute 4.22 Waterloo Bridge Wing Franklin-Wilkins Building Waterloo Road London, SE1 9NH Tel: 020 7848 3878

Programme key contacts

Name Job title Email HEA recognition level

Teaching staff

Dr Kelly Coate Institute Director [email protected] PFHEA

Dr Frederico Matos Programme Director [email protected] FHEA

Dr Deesha Chadha Module Leader [email protected] FHEA

Professor Paul Blackmore Module Leader [email protected] FHEA

Dr Michael Flavin Module Tutor [email protected] FHEA

Dr David Hay Module Leader [email protected] SFHEA

Dr Stylianos Hatzipanagos Module Leader [email protected] FHEA

Dr Camille Kandiko-Howson Module Leader [email protected] FHEA

Sharon Markless Module Leader [email protected] FHEA

Dr Nicola Savvides Module Leader [email protected] FHEA

Dr Thushari Welikala Module Leader [email protected] FHEA

Dr Ursula Wingate Module Leader [email protected]

Programme office staff

Ms Lauren Cracknell Institute Manager [email protected]

Mr Matthias Gilles Programme Administrator [email protected]

Dr Gabriel Reedy Director of Academic Programmes

[email protected]





















About the Academic Practice programme

www.kcl.ac.uk/pgcaphe

Programme structure

Credits Duration Structure

Postgraduate Certificate 60 credits 1-2 Years 1 x Core module (30 Credits) 1 x Core Module (15 Credits) 1 x Optional module

Diploma 120 Credits 2-4 Years As above plus; 2 x Core module 2 x Optional modules OR 3 x Core modules 1 x Optional modules if progressing to MA

Masters 180 Credits 4-6 Years As above plus; Dissertation (60 Credits)

Postgraduate Certificate in Academic Practice in Higher Education

The Postgraduate Certificate in Academic Practice in Higher Education (PGCAPHE) is a first qualification in academic practice for academic staff. It is increasingly recognised that individuals responsible for the student learning experience in universities in the UK should have access to a teaching qualification and/or Fellowship of the Higher Education Academy (HEA). The PGCAPHE provides a route to both a qualification in higher education academic practice and recognition as a Fellow of the HEA. The programme is flexible, inquiry-led and based on participants’ ongoing experience and wider academic role.

The PGCAPHE aims to:

• introduce theories and methods of learning, teaching, and assessment and the evaluation of their application in the context of your discipline, the institution and the wider aims of higher education;

• enable you to contextualise educational processes in relation to your discipline and your own professional values;

• support you to develop collaborative, inquiry-led critical reflection to enable you to evaluate your teaching practice and plan

The modules of the PGCAPHE have been mapped to the UKPSF to illustrate how, as you progress through the programme, you will engage with the dimensions of practice. Successful completion of the module assessments, teaching observations and evidence mapping will demonstrate your eligibility for Fellow (D2).

Requirements of the PGCAPHE include:

• Enhancing Academic Practice (EAP) (Core Module – 30 credits)

• Either Assessment & Feedback (15 credits) or Curriculum Design & Development (15 credits)

• One optional module ( a full list of modules can be found at www.kcl.ac.uk/klimodules)



http://www.kcl.ac.uk/pgcaphe.aspx




All participants are allocated an academic tutor who is a member of staff within KLI. Depending upon the seminar dates you have selected (you are given a choice of 5) you are placed in seminar groups (approx. 15-20 participants). The academic tutors work very closely with you and are responsible for guiding you through the programme material, support seminar discussions, conduct teaching observations, read draft work and mark assignments providing formative, developmental feedback. The EAP module requires you to update and discuss practice-orientated evidence maps in relation to the UKPSF. The academic tutor who leads the seminar will regularly discuss your evidence maps with you throughout the duration of the EAP module. Academic tutors meet regularly with their tutees outside of the classroom should you require further help and support.

Each participant is expected to take part in teaching observations. These observations consist of a tutor-led observation (carried out by your academic tutor from KLI to take place in your place of work), a microteaching session (orchestrated by your academic tutor from KLI) and a peer observation (carried out by a more experienced colleague or a fellow programme participant).

All academic tutors are Fellows or Senior Fellows of the HEA. Through prior experience, working on accredited programmes and provisions and a close interaction with the HEA, each allocated academic tutor has developed a comprehensive understanding of the UKPSF (formation and application). This expertise is further developed through on-line management and mentoring processes, maintaining a close relationship with the HEA, and tutors, moderation and external examiners meetings in which the applicability of the work we do in relation to the UKPSF is explored in depth and actions raised going forward.

Postgraduate Diploma in Academic Practice in Higher Education

Participants can continue their study into the Diploma level by pursuing two further core module and two optional modules from a range of interdisciplinary and discipline specific options. The two core modules of the Diploma are Advancing Academic Practice and Using Research in Higher Education. These modules offers participants an insight and understanding into the methodologies and methods used to conduct enquiry in academic practice, and are an opportunity to develop their ability to systematically analyse the existing research in order to understand more about pedagogical issues in day-to-day practice. The next module at this level, Research in Higher Education, is required to continue onto the Masters level but is otherwise optional at the Diploma level. This module takes this a step further by encouraging participants to develop their own plan for designing and conducting an appropriate enquiry in their own settings. Colleagues with an existing Postgraduate Certificate in Academic Practice in Higher Education, or a similar award, from another institution, may apply for admission at this level by requesting an Accreditation of Prior Learning (APL). Candidates who wish to apply must consult Sharon Markless ([email protected]) regarding their eligibility for this course.

Masters in Academic Practice in Higher Education

Once participants have advanced through the Postgraduate Certificate and Diploma stages of the Programme, they can register on the Dissertation Module to complete the Masters in Academic Practice in Higher Education. The dissertation, which consists of an extended piece of written work of between 10,000 and 15,000 words, enables participants to demonstrate their ability to plan, carry out and evaluate a piece of research into an aspect of their academic practice. It will be an original piece of work, although original in this context does not mean ground-breaking or something not previously considered. The dissertation might, for example, present new evidence on a familiar aspect of teaching and learning; apply established leadership models/theories to a new context; or present an independent critique of an existing body of theory. Candidates who wish to apply must consult Sharon Markless ([email protected]) on their eligibility for this course.

Module Information

For all information relating to modules offered on the Academic Practice programme, please follow the bellow link.

www.kcl.ac.uk/klimodules.aspx





http://www.kcl.ac.uk/klimodules.aspx




The Higher Education Academy

The PGCAPHE is accredited by the Higher Education Academy. The Higher Education Academy (HEA) is the national body which champions teaching quality. It provides value to the HE sector by focusing on the contribution of teaching as part of the wider student learning experience.

All of the PGCAPHE modules’ learning outcomes are aligned with the UKPSF which are a set of standards for teaching and learning that are nationally and internationally recognised. These are set at a level that equates to the descriptors for Fellowship status called descriptor 2 or D2 (Figure 1). You can find out more about these descriptors by visiting UKPSF webpage.

On successful completion of the certificate you will be added to the HEA Database as a Fellow of the Higher Education Academy which means that you are an accredited educator and will be entitled to the post-nominal letters FHEA. Many of the professional bodies recognise this as an indicator of teaching scholarship. There are a number of benefits to gaining recognition.

• It demonstrates that you are practicing as an educator within nationally and internationally recognised standards and this can provide evidence of a commitment to professionalism in teaching and learning.

• It provides an indicator of a professional identity within an extensive community of educators.

King’s Learning Institute covers the fee for this process on your behalf once you have successfully been awarded the Postgraduate Certificate in Clinical Education.

Figure 1: UK PSF Domains and D2 Criteria

Domains Criteria for Descriptor 2 (Fellow)

Demonstrates a broad understanding of effective approaches to teaching and learning support as key contributions to high quality student learning. Individuals should be able to provide evidence of: 1. Successful engagement across all five areas of activity. 2. Appropriate knowledge and understanding across all aspects

of Core Knowledge. 3. A commitment to all the Professional Values. 4. Successful engagement in appropriate teaching practices

related to the Areas of Activity. 5. Successful incorporation of subject and pedagogic research

and/or scholarship within the above activities, as part of an integrated approach to academic practice.

6. VI. Successful engagement in continuing professional development in relation to teaching, learning, assessment and, where appropriate, related professional practices.



https://www.heacademy.ac.uk/professional-recognition/uk-professional-standards-framework-ukpsf

https://www.heacademy.ac.uk/

https://www.heacademy.ac.uk/




Assessment boards

Membership of programme Assessment Sub-Boards

Chair Sharon Markless

Deputy Chair Dr Gabriel Reedy

Internal examiners Professor Paul Blackmore Dr Deesha Chadha Dr Michael Flavin Dr Stylianos Hatzipanagos Dr David Hay Dr Camille Kandiko-Howson Dr Frederico Matos Dr Nicola Savvides

Assessors Dr Ursula Wingate

External (Visiting) examiner Professor Sue Bloxham (University of Cumbria) Dr Colleen McKenna (London School of Economics)

Terms of reference 1. To ensure that assessment procedures are fair and consistent and that the award conferred is both appropriate to

both programme and student performance.

2. To ensure that marked components are clear and unambiguous and comprise a fair and appropriate reflection of the programme itself.

3. To ensure comparability of standards with similar postgraduate programmes.

4. To recommend final degree classification to the Faculty Assessment Board.

5. To report recommendations of the External Examiners to the Programme Committee.

External (visiting) examiners

The main functions of External Examiners are to ensure that the programmes offered at the College and the Institute, and the grades of degrees awarded, are of a standard comparable with those at other universities in the UK, and that the examination system is fair and equitably run. They also act as adjudicators in individual cases. External Examiners are therefore experts in particular fields of study and are drawn from other higher education institutions in the UK. Essentially, their duties are to:

• Comment on and approve draft examination papers and advise upon other modes of assessment appropriate to the subject;

• Sample examination answer scripts and other assessed material including coursework to ensure an appropriate standard of marking, and to act as adjudicators on borderline pass/fail cases;

• Interview students as permitted by College and programme regulations;

• Approve pass lists;

• Report formally on the degree programme and its method of assessment so that the Programme Assessment Sub-Boards and the Faculty Assessment Board can modify their procedures if necessary.

Please note: students are not to make direct contact with external examiners, in particular regarding their individual performance in assessments. Other mechanisms are available, such as an appeal or a complaint. Please refer to relevant sections later on in this handbook.






Assessment

Assessment criteria

From October 2014, all forms of assessment for the Academic Practice Programme are marked under a PASS/FAIL structure. The College marking criteria for Level 7 degrees set out above should be read in conjunction with programme-specific criteria as appropriate and should be viewed as a starting point. The College marking criteria provide guidance on the overall standards expected at different grade bands but programme-specific criteria may be needed in order to ensure that marking decisions are consistent, fair and transparent to both staff and students. Marking criteria below:

A Level 7 Assignment will:

Understanding Depth of Knowledge Structure General

Publishable: An exceptional answer that reflects an outstanding integration of scholarship, research and professional development with learning and teaching support

Provide an authoritative, original and evidenced analysis of effective educational processes within complex teaching and research environments for the purpose of enhancing the student experience

Show evidence of insight through the independent and critical evaluation of subject and pedagogic research and/or scholarship as part of an integrated approach to professional practice

Demonstrate the ability to develop coherent and compelling arguments using evidence drawn from a range of sources that identify implications for academic practice and continuing professional development

Demonstrate a critical understanding of the problematic nature of learning, teaching and assessment in the context of the discipline, institution and wider context in which higher education operates and an critically reflect on the professional values of higher education educators

Pass: A coherent and logical answer which shows understanding of key concepts of learning and teaching

Provide an evaluation of effective educational processes in relation to the student experience using evidence

Show evidence of a satisfactory understanding of subject and pedagogic research in relation to professional practice

Demonstrate the ability to develop arguments using evidence drawn from a range of sources

Demonstrate the ability to reflect upon the problematic nature of learning, teaching and assessment in the context of the discipline and institution and demonstrate an understanding of the professional values of higher education educators

Fail: A superficial answer with little or no evidence of knowledge of key concepts of learning and teaching and little or no critical reflection on professional practice

Provide superficial knowledge of effective educational processes with little or no acknowledgement of the student experience and no reference to evidence

Fail to show evidence of knowledge or understanding of subject or pedagogic research

Fail to demonstrate the ability to develop arguments with little or no use of evidence

Demonstrate superficial understanding of the problematic nature of learning, teaching and assessment in the context of the discipline and institution



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