SD902-7-FY-CO:
Developing practice in Higher Education
2024/25
Organisational Development
Colchester Campus
Full Year
Postgraduate: Level 7
Current
Thursday 03 October 2024
Friday 27 June 2025
30
31 March 2021
Requisites for this module
(none)
(none)
(none)
(none)
(none)
CER X14212 Higher Education Practice,
CER X14224 Higher Education Practice
This module is designed to allow participants to further develop their knowledge and skills in academia, as well as to share ideas and experiences with peers to develop and contribute to our learning community.
The PGCHEP Module 2 has been designed to include a degree of choice and flexibility that allows participants to relate the programme to their specific roles and responsibilities.
PG CHEP Module 2 aims to:
• provide a flexible, work-based learning environment within which staff are able to develop a thorough and highly critical awareness of a wide range of education and research concepts supported by the pedagogic literature;
• stretch and enhance participants’ practical education and research skills to support them in being effective members of their departments, of the institution and of wider communities of practice where appropriate;
• encourage participants to establish a consistent and sustained scholarly and reflective approach to their professional practice and continuing development as HE practitioners;
• encourage and promote ever-deeper co-operative professional development and the sharing of good practice;
• meet institutional commitments to supporting the continuing professional development of staff and the pursuit of excellence in education at all career stages;
• contribute to the fostering of innovative research-led teaching and a thorough understanding of what makes for effective learning;
• demonstrate continued active engagement with the Higher Education Academy’s UK Professional Standards Framework for teaching and learning in HE (UKPSF)
On completion of Module 2 of PG CHEP, participants will have:
1. Evidenced sustained participation in and consistent commitment to their own professional development by recording, reflecting on and evaluating their engagement in development events and activities over the course of a full learning cycle;
2. Documented substantive engagement in and thoroughly integrated approach to academic practise by reviewing and reflecting on their professional ethos and activities in education, and research (as appropriate) as sustained over at least two learning cycles;
3. Planned, researched, written and evaluated a substantial piece of work-based scholarship which connected a wide range of theoretical knowledge and the depth and breadth of the pedagogic literature with professional practice in creative ways;
4. Analysed, evaluated and critiqued their own practice through engaging in sustained self-reflection, and (where appropriate) peer review activity and learner feedback in order to solve identified challenges, enhance their professional practice and (if relevant) that of others.
This module is aimed at newly appointed, early-career academic and senior academic support staff, following on from either the completion of Module 1 of PG CHEP (SD-901) or the old SD951 module until it is withdrawn. This module is also available to those who achieved Fellowship of the Higher Education Aacdemy and submitted a successful fast track application (SD-950) to join this module.
The main aim of PG CHEP Module 2 is to provide a flexible and stimulating learning environment in which participants can increase their knowledge and understanding of Higher Education practice (with a particular focus on the UK sector), develop their skills as practitioners and establish an integrated approach to academic practise informed by scholarship, reflection and engagement in local communities of practice.
The majority of the programme will consist of practice-based activities within departments relevant to the participant's role and job description. These activities will also provide learning opportunities as well as opportunities for reflection and identification of additional developmental needs. The key activities in this module will include:
* Selection of a Departmental mentor to meet with for monthly mentoring discussions throughout the module.
* An overview of the module, teaching and learning strategy, support materials, guidance and exemplars, expectations and formative and summative assessments, as part of a half-day Welcome activity.
* The successful completion of an action research project in an area of educational practice chosen by the participant. This will include a review of the relevant literature, the development of a sutable a methodology and implementation of the research project to produce results and conclusions. This is submitted in the form of a project proposal (formative) and a final project conference poster, summarising the research and its findings.
* Engagement with the Peer Exchange Network (PEN) to share good practice and learn from experienced peers. These activities will feed into Continuing Professional Development (CPD) Log entries.
* Participation in a Virtual Zoom action learning set with a number of peers, where there will be an opportunity to share challenges and identify solutions to common issues faced by early-career academics. This learning can also feed into the CPD Log entries.
* Submission of a completed Continuing Professional Development Log. This Log will consist of a minimum of ten entries chosen on the basis of the initial goal planning discussion, engagement with the PEN, the virtual action learning set and discussions with mentors and practice-based reflection.
* Participation in two PG CHEP support days where further guidance on formative and summative assessments will be provided.
* Attending the Education Development conference.
* The creation and maintenance of an updated Review of Professional Activity that records examples of professional activities in line with the dimensions of the UKPSF (and RDF where relevant to their role), building and further reflecting on the entries submitted for module 1 (SD-901). This will include a number of select examples of their practice that detail professional engagement (e.g. What they do, how they do it and why they do it that way, including the rationale as to how each activity is intended to help learners and/or research).
Throughout the whole module, participants will be supported with guidance, exemplars and further materials through the PGCHEP Moodle pages. The PGCHEP team will also provide one-to-one support through fortnightly academic support hours offered via Zoom.
The teaching and learning methods include self-directed learning, reflection and engagement with professional development activities. These will be supported by a variety of materials, including transcripts and reading materials all designed to be accessible. Participants will have a choice in the type and number of developmental activities that they engage with, and also choice in the topic for the action research project to ensure that content is aligned with their individual personal developmental needs. Further approaches include peer discussion, mentoring and engagement with pedagogic and discipline-specific literature, along with guidance on how to maximise benefits from these activities.
Formative opportunities in action research planning and submission of a draft entry for the Updated Review of Professional activity will also allow the provision of feedback before summative submissions.
Assessment items, weightings and deadlines
| Coursework / exam |
Description |
Deadline |
Coursework weighting |
Exam format definitions
- Remote, open book: Your exam will take place remotely via an online learning platform. You may refer to any physical or electronic materials during the exam.
- In-person, open book: Your exam will take place on campus under invigilation. You may refer to any physical materials such as paper study notes or a textbook during the exam. Electronic devices may not be used in the exam.
- In-person, open book (restricted): The exam will take place on campus under invigilation. You may refer only to specific physical materials such as a named textbook during the exam. Permitted materials will be specified by your department. Electronic devices may not be used in the exam.
- In-person, closed book: The exam will take place on campus under invigilation. You may not refer to any physical materials or electronic devices during the exam. There may be times when a paper dictionary,
for example, may be permitted in an otherwise closed book exam. Any exceptions will be specified by your department.
Your department will provide further guidance before your exams.
Overall assessment
Module is assessed by pass/fail only.
Reassessment
Module is assessed by pass/fail only.
Module supervisor and teaching staff
No
No
No
Available via Moodle
No lecture recording information available for this module.
* Please note: due to differing publication schedules, items marked with an asterisk (*) base their information upon the previous academic year.
Disclaimer: The University makes every effort to ensure that this information on its Module Directory is accurate and up-to-date. Exceptionally it can
be necessary to make changes, for example to programmes, modules, facilities or fees. Examples of such reasons might include a change of law or regulatory requirements,
industrial action, lack of demand, departure of key personnel, change in government policy, or withdrawal/reduction of funding. Changes to modules may for example consist
of variations to the content and method of delivery or assessment of modules and other services, to discontinue modules and other services and to merge or combine modules.
The University will endeavour to keep such changes to a minimum, and will also keep students informed appropriately by updating our programme specifications and module directory.
The full Procedures, Rules and Regulations of the University governing how it operates are set out in the Charter, Statutes and Ordinances and in the University Regulations, Policy and Procedures.