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Documentos de Profesional
Documentos de Cultura
The Learning and Development Centre (LDC) team is keen to encourage you and other participants to contribute to the evaluation and further development of the professional development the University provides to academic staff (of which PCAPP is a part) and I would urge you to take the opportunity to be involved. I very much hope you will enjoy and benefit from your participation in the programme over the next few years: I look forward to congratulating you on your successful completion.
Contents
Contents................................................................................................ 5
The programme.......................................................................................... 8 What is PCAPP?........................................................................................... 8 The Programme Aims.................................................................................. 9 Learning Outcomes..................................................................................... 9 Whats involved?....................................................................................... 10
Course components..................................................................................................10 Ten Workshops........................................................................................................10 Five Teaching observations ....................................................................................10 Professional Group meetings: .................................................................................10 Two pieces of assessed written academic work .....................................................11 Immediate essentials for undertaking the programme.............................................13 Timescales...............................................................................................................14
Enrolment................................................................................................. 15
Institute for Advanced Teaching and Learning.......................................................18 The Higher Education Academy (HEA).................................................................18
Departmental Mentor observations ........................................................................24 Reciprocal Peer Observations..................................................................................24 Learning & Development Adviser Observation......................................................24
Professional Group Meetings.....................................................................26 Teaching Baseline and Reflection.............................................................26 Assessed written academic work..............................................................27 Pedagogic Review (usually undertaken in Year 1)....................................27
Route 1 assignment brief ........................................................................................27 Route 2 assignment brief .................................................................................................................................28 Route 3 assignment brief Presentation at Teaching and Learning Showcases .................................................................................................................................28 Project Proposal Approval.......................................................................................29 Negotiated Project examples of areas that could be explored.................................29 A Research Review.................................................................................................30
Assessment and submission of your work................................................31 Submission deadlines for portfolio evidence.............................................31 How to submit your work..........................................................................32
Assessment criteria................................................................................... 34
Recommended Reading and Resources..................................................37 Appendix 1: Mentoring..........................................................................43
Programme Overview
Is designed to enable you to plan a route of study through the programme in accordance with your disciplinary interests and professional development needs Allows you to utilise some of your research-related activity as part of your programme Helps to fulfil the Universitys national obligations to meet higher education teaching standards in accordance with the UK Professional Standards Framework for Teaching and Supporting Learning in Higher Education Encourages a collaborative approach to the delivery of professional development for academic staff by engaging the expertise of individuals from across, and beyond the University
Learning Outcomes
By the end of the course, participants should be able to: 1. Practice effectively within their own professional context 2. Describe, analyse and justify their own academic practice 3. Take responsibility for their own professional learning 4. Identify, reflect on and evaluate significant features in their own academic, professional and educational development 5. Employ a problem-solving approach in their academic and professional activity 6. Display the ability to reach well-reasoned conclusions in the context of up-to-date research and developments in specific fields of study 7. Display flexibility of approach through being able to address a range of concepts, methodologies and higher order skills 8. Discuss educational issues, both orally and in writing, with clarity and confidence 9. Demonstrate both collaborative and individual work-based skills 10. Demonstrate an informed awareness of national, institutional and other contexts that affect their practice.
Whats involved?
The PCAPP programme has been structured to enable you to identify your own route through the course activities and to focus assessed work around your professional disciplinary interests and departmental responsibilities. Assessment is via a portfolio which comprises evidence of your professional development over the course of the programme (usually 2 years) through undertaking and completing the course components.
Attendance and participation in workshops allows you to easily build evidence for your portfolio through completion of a Workshop Log and a review proforma for each event attended. The workshop programme is available at:
www2.warwick.ac.uk/services/ldc/develo pment/pcapp/participants/workshops
Five Teaching observations
One observation of your teaching by a member of the LDC Team Two observations of your teaching by your Departmental Mentor One observation of your teaching by a fellow PCAPP course member from a different department One observation of your fellow PCAPP course members teaching
Each observation involves a pre and post observation briefing/discussion with the observer to establish key areas to address. This allows you to get valuable feedback on your teaching practice and get a range of different perspectives. By completing the five observation forms you will have provided evidence of your developing teaching skills for your portfolio.
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Information about submission dates and how to submit your work can be found in the Assessment and Submission of your Work section of this handbook.
PCAPP components
Typically undertaken over a 2 year period Workshops (Equivalent of 10) Teaching Observations (5) Professional Group meetings (2) and complete personal Teaching Baseline (500 - 1000 words) Pedagogical review (4500-5000 word academic assignment) Negotiated project (4500-5000 word academic assignment)
Assessment is via a portfolio which comprises the written assignments and evidence of completing the other course components through the completion of the proformas associated with each. Find out more about each component in the Course Components: Further Details section of this handbook.
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www2.warwick.ac.uk/services/ldc/develo pment/pcapp/participants/extensions
Immediate essentials for undertaking the programme
To successfully undertake the programme you need the following essentials: 1. To complete the online enrolment at:
www2.warwick.ac.uk/services/ldc/develo pment/pcapp/participants/enrolment
2. A Departmental Mentor (your mentor cannot be currently registered on PCAPP) 3. To identify a PCAPP peer from another department to undertake reciprocal peer observations. 4. Sufficient teaching hours to successfully undertake the programme. Typically a minimum average of 30 hours per academic year. 5. Dedicated time to undertake and complete the programme. If completing PCAPP is a condition of your probation, you will usually have a reduced departmental workload. If you have any questions or issues concerning these essentials, (e.g. insufficient hours, atypical teaching pattern) you can contact us for advice at:
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Timescales
We suggest adopting the following pattern of activity to manage the spread of work across the two years.
Year 1
Attend the PCAPP Welcome and find out about the essentials Consult the online workshop programme and book your workshops. We suggest undertaking the three core mandatory workshops plus one or two others. Attend Professional Group meetings as required and complete the personal Action Plan after the first meeting Undertake two or three observations and submit copies of your completed observation forms to the Course Secretary (place the originals in your portfolio) Complete Workshop Log and Workshop Review Sheets for the PCAPP workshops attended Complete and submit the Pedagogic Review (by the end of year 1)
Year 2
Attend remaining PCAPP workshops (total of 10 over 2 years) Undertake remaining observations and submit copies of your completed observation forms to the Course Secretary (place the originals in your portfolio) Complete and submit the Negotiated Project (by the end of year 2). Most participants submit this with their portfolio. You can submit it in advance if you prefer. Submit your portfolio containing: o o o o o Workshop log and review sheets Completed Teaching Observation reports (total 5) Teaching Baseline and reflection Pedagogic Review Negotiated Project
There are three opportunities per year to submit the two pieces of assessed written academic work (and ultimately your portfolio) for marking. These are typically the first day of each academic term. Dates available at: www2.warwick.ac.uk/services/ldc/development/pcapp/
participants/
deadlines
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Enrolment
As a participant on the PCAPP programme you are required by the University to enrol as a student. For the time that you are on the programme you will therefore have a dual status: staff and student. At the start of the course you will be given a student number and asked to complete the online enrolment. Then at the start of each subsequent academic year the Academic Office will contact you to ask you to re-enrol. You will need to be fully enrolled for each year in order for your certificate to be issued at the end of the course. The procedure for enrolment and re-enrolment can be found on the website at:
www2.warwick.ac.uk/services/ldc/develo pment/pcapp/participants/enrolment
Any questions, please contact the Enrolment Team on PCAPP@warwick.ac.uk who will be happy to help.
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www2.warwick.ac.uk/services/ldc/staff
We also draw on the expertise of colleagues across the University and beyond to contribute to the workshop programme.
Requesting support
When you have questions, need advice, or wish to make a request for a teaching observation or a consultation about the assessed written coursework components, send your request to:
pcapp@warwick.ac.uk
Participant Progress reports
To help you monitor your progress throughout your registration, you will be sent a personalised Progress Report twice each academic year (after each exam board) which details which components of the course you have completed and which are outstanding. A copy of the report is also sent to your Head of Department.
Your Head of Department is responsible for ensuring you are provided with a Departmental Mentor, who is able to support your completion of PCAPP. Please note that your mentor must not be currently registered on PCAPP. Please inform the PCAPP Course Secretary of your mentors name within one month of joining the programme by emailing ensure your student record is accurate.
pcapp@warwick.ac.uk
to
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A list of useful journals, databases, websites and recommended readings to support your PCAPP activities (and wider professional development) are provided in the Recommended Reading and Resources section of this handbook.
For further advice about mentoring see Appendix 1
Other support
Support from the Library
Staff Development Collection
A dedicated collection of books to support participants on the PCAPP course is held in the Teaching Grid. Items within this collection can be borrowed for standard loan periods by all PCAPP participants. Further material about learning, teaching and higher education can be found within the general education collection on Floor 4; with books about educational psychology and cognition being found on Floor 2.
Further help
Chris Bradford is the Education Librarian with responsibility for providing library resources for the Institute of Education, the Centre for Lifelong Learning and LDC. She is happy to assist with any aspect of library provision and can provide guidance on locating material about teaching methods and learning styles within higher education. If you need any assistance then do book an appointment with her.
www.warwick.ac.uk/go/teachinggrid
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We welcome your feedback and suggestions at any time. Email us at: pcapp@warwick.ac.uk
The PLG meets on a regular basis, normally once a term. Terms of Reference for the PLG can be found with the current years meeting dates and minutes from previous meetings at:
www2.warwick.ac.uk/services/ldc/develo pment/pcapp/participants/plg
A list of current reps is available from the website. If you have any items that you wish to raise at one of the PLG meetings, please contact your nominated rep at least 2 weeks before the scheduled PLG meeting, so that the item(s) can be added to the agenda. Feedback about PCAPP workshops Participants are invited to complete feedback forms at the conclusion of each PCAPP workshop. This is used to inform and shape future events.
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Course Components
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The Workshops
Selecting your workshops
Participants need to undertake 10 PCAPP eligible workshops to complete this course component
There are three types of PCAPP workshops. Those delivered through the LDC are 3 hours in duration. Workshops must be selected according to the following configuration: A list core workshops Attend all three Compulsory for all participants These focus on the core knowledge and skills associated with academic and professional practice and are compulsory for all. B/C list restricted choice workshops Attend up to seven at least one must be research based NOTE: You can substitute three C list workshops with relevant alternative internal or external events. Effective Large Group Teaching and Lecturing Enhancing Learning Using Small Group Teaching Techniques Assessment Practice and Strategies
These cover a broad range of areas so that participants can make selections according to their professional development needs and interests.
These are practical 1-1.5 hour workshops aimed at providing a more practical hands on approach to elements of teaching and learning
The Workshop Programme is available on the PCAPP website . Dates are advertised as soon as arrangements have been confirmed, typically 1 term in advance. However, for operational reasons, this is not always possible. All bookings must be made through the online booking system. We recommend you book early as places fill up quickly and are allocated on a first come, first served basis. We also operate a waiting list system so we can gauge demand and provide additional workshops where possible. The workshop programme is available at: www2.warwick.ac.uk/services/ldc/development/pcapp/participants/workshops
We recommend you:
Undertake at least five in your first year of the programme to include the three core mandatory workshops where feasible and one other Book your place early, especially for the core A list workshops as places fill up quickly Visit the website regularly, as new workshops are often added throughout the academic year
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Professional development events provided by an HEA Subject Centre See: www.heacademy.ac.uk/ourwork/networks/subjectcentres Workshops from the Universitys wider professional development provision managed through the LDC see:
www2.warwick.ac.uk/services/ldc/dev elopment
Any other event which you can demonstrate has relevance to the development of your academic practice and responsibilities URSS or Masters level supervision
www2.warwick.ac.uk/services/ldc/development/pcapp/participants/formsanddocs
2. Submit your application to We will respond to your application as soon as possible. 3. In addition to completing the standard Workshop Review Sheet and Workshop log entry for your portfolio, you should also include evidence of attending the event (e.g. a booking confirmation letter, an event programme, etc.) 4. In the case of the URSS or Masters supervision, you will be required to submit a reflection on your practice Please note that we will not normally accept retrospective applications for a substitution.
pcapp@warwick.ac.uk
Consult the HEA Subject Centre website for your discipline to see the range of activities available to support teaching and learning in your field. Visit: www.heacademy.ac.uk/ourwork/networks/subjectcentres
www2.warwick.ac.uk/services/ldc/develo pment/pcapp/participants/formsanddocs
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Teaching Observations
Observer Perspectives
There are five teaching observations which incorporate three different Teaching Observation perspectives: Learning & Development Adviser Departmental Mentor A PCAPP Peer (a fellow course member from a different department) To gain maximum benefit from the observation process, it is recommended where possible that you spread your Teaching Observations over your study period (typically 2 years)
An example of how you might manage your observations over the course of your study is presented below. If you are unable to follow this schedule (eg. due to an atypical teaching pattern) please contact us to discuss alternatives. Obs. 1 Observer Learning & Development Adviser Timeframe Year 1 (autumn or spring term) Year 1 (spring or summer term) Year 1 (spring or summer term) Year 2 (autumn or spring term) Year 2 (spring or summer term)
Departmental Mentor
Departmental Mentor
Observer roles
Departmental Mentor observations
Departmental Mentors undertake two observations and are expected to provide guidance and advice as appropriate throughout the course and as part of normal departmental support structures. NOTE: An existing PCAPP course member cannot be a Departmental Mentor.
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When requesting a teaching observation by an adviser, please give as much notice as possible of the date and time you would like the teaching observation to take place. A minimum of two weeks notice is recommended, although this still may not guarantee that an observer is available at the time requested.
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Details of the Professional Group meetings for your cohort will be available on the website:
www2.warwick.ac.uk/services/ldc/developm ent/pcapp/participants/advice/profgroups
Teaching Baseline and Reflection
After the first meeting, participants undertake a personal Teaching Baseline Exercise in which they take stock of their skills and experience, consider development goals and how these might be achieved over the course of the programme and beyond. Participants are encouraged to select a method of creating and capturing their current teaching Baseline and reflection in a way that is meaningful to them, their discipline and their practice. Approaches might include; An action plan Mind Map To do List Audio/video diary/reflection This will provide participants with a starting point for their teaching development whilst on the course and beyond. Participants will be asked to reflect on this in their Professional Groups and at the end of the course as means of calibrating their development. This evidences your professional development planning for your portfolio. The baseline can also be presented using the proforma or as written text (500-1000 words). More information will be given at the first Professional Group Meeting The proforma for the Baseline Exercise will be available from the website prior to your first meeting at:
www2.warwick.ac.uk/services/ldc/develop ment/pcapp/participants/formsanddocs
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Information about submission dates and how to submit your work can be found in the Assessment and Submission of Your Work section of this handbook.
Analysis
Excellent answer to question. Locates suitable concepts and makes comprehensive assessment of issues involved. Understands the relevant theories and applies them to answering the question.
Critique
Original perspective on the problems in the question. Ability to set sources and view-points in context and evaluate contributions. Methodological awareness and theoretical appreciation.
Presentation
Well structured and planned. Clear, articulate style (with good spelling, grammar and syntax). Proper referencing and bibliography. Confident presentation and appropriate length.
Comprehension
Few relevant sources used. Poor understanding.
Analysis
Critique
Presentation
Lack of analytical Irrelevant comments. Lack Unstructured presentation, approach. Purely of any critical or lack of coherence, page descriptive account. Often appreciative framework.. referencing etc. the question has been ignored or badly misunderstood.
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of your teaching, your review should be supported by reference to academic and educational development literature and, where appropriate, you should make recommendations in relation to, for example, the modules future development, its curriculum, assessment, evaluation and/or delivery strategies. (2500-3000 words).
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Complete the Negotiated Project Proposal form; you may wish to discuss your plans with a member of the LDC team prior to this. Proformas are available at: www2.warwick.ac.uk/services/ldc/development/pcapp/participants/formsanddocs Submit it for approval via pcapp@warwick.ac.uk Once you have received approval, you can begin your project. You should keep a copy of your approved proposal to submit with your project
Identifying possible strategies for addressing specific issues within your department/faculty e.g.:
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A Research Review
(4500-5000 words) This may include: A critique of the concept of research-led teaching and the way in which you interpret it within your own disciplinary context, A review of your professional development whilst undertaking research plus an evaluation of the way in which you envisage your future research activity/priorities developing.
Whilst the nature of research skills and their enhancement varies across disciplines (as well as in accordance with prior experience), evidence of professional development might include: Skills development/ acquiring specific new research skills (e.g. IT based, communication, collaboration, organisational skills) Developing collaborative research either within or beyond Warwick and how this has influenced your development as an academic practitioner Preparation of funding applications Reviewing research papers Organising research symposia Undertaking research supervisions; research project co-ordination etc.
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Assessed written academic coursework Pedagogic Review Negotiated Project Undertake in Year 1 Completed Pedagogic Review Completed Negotiated Project Prior to beginning Year 2. Also to be submitted in your portfolio Submit with your portfolio at the end of your period of study (or before if you prefer)
Begin early in Year 2 and complete by the end of your period of study. NOTE: Approval of your proposal is required prior to beginning the work
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www2.warwick.ac.uk/services/ldc/development/p capp/participants/deadlines/
1. All work must be submitted in hardcopy to the Course Secretary by 17.00 hr on or before the relevant deadline submission date. 2. Use the relevant cover sheets and checklist provided at:
www2.warwick.ac.uk/services/ldc/development/pc app/participants/formsanddocs/
3. You are also advised to retain a full copy of all the work you have submitted. A confirmation receipt will be sent by email for all work you submit. 4. Two hard copies of each piece of assessed academic writing, (Pedagogic Review and Negotiated Project) must be submitted. This to enable simultaneous distribution to markers and the external examiner when necessary. 5. Work which is submitted after the deadline date will be held over until the next submission deadline and will, therefore, not be marked until the next marking round.
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Plagiarism
Plagiarism is covered by Regulation 11, Regulations Governing the Procedure to be Adopted in the Event of Suspected Cheating in a University Test. For further information see:
www2.warwick.ac.uk/services/gov/calendar/secti on2/regulations/cheating/
Referencing in assessments
Scholarly referencing is a necessary element within only two particular assessment elements in your Portfolio: The Pedagogic Review The Negotiated Project In-text citation referencing (eg the APA system) is commonly used in the social sciences and is therefore the approach you are most likely to encounter in books and periodicals relating to most aspects of academic practice and professional development in higher education. We appreciate that participants who are not accustomed to working in the social sciences may prefer to use a referencing system from their own discipline. If you wish to do this, please ensure that a consistent referencing style is followed and a full list of bibliographical references is given at the end of each piece of work.
External Examination
1. The PCAPP programme is subject to the normal arrangements and procedures for external examination of postgraduate awards in the Faculty of Social Studies. 2. Please note that candidates for the PCAPP award can be required to meet with the External Examiner prior to the relevant Examination Board. You will be notified in advance that you may be needed but it will not be possible until nearer to the specific date to confirm that your presence is required.
Appeal
1. In the event that a course member should disagree with an assessment decision, the following procedure will be adopted: a. The participant will be required to submit a written statement of the grounds for complaint to the PCAPP Course Leader at the Learning and Development Centre. b. The statement, the submitted work, the assessors decision and comments, assessment guidelines and any other relevant information will be considered by the Course Leader in consultation with the two internal markers. c. In exceptional cases, where the matter cannot be resolved internally, the assignment and supporting material outlined in b. will be sent to the External Examiner, who will adjudicate.
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2. Complaints concerning the quality of teaching, or of pastoral care on the course are a different category of grievance, and should be brought to the attention of the Course Leader.
Assessment criteria
1. Assessment within the PCAPP programme operates in accordance with the University of Warwicks Faculty of Social Studies Postgraduate Marking Criteria. 2. Participants are required, within their final Portfolio, to demonstrate that they have addressed the learning outcomes for the programme (presented in the Programme Overview section of this handbook). It is not necessary to address all the learning outcomes within each of the elements in the Portfolio. 3. The following guidance is offered to participants in relation to the marking of work:
Pass
Work meriting a pass will normally demonstrate many of the following: a. b. c. d. e. f. g. h. Clear evidence that appropriate and identified learning outcomes have been met Clear evidence of relevance to the candidate's own academic practice and development The competent and scholarly organisation of material A logical conclusion set within an appropriate context for the task Clear evidence of background reading The use (e.g. critique) of relevant underpinning theory The coherent and logical progression of ideas An awareness of broader departmental, disciplinary, institutional, national and international contexts where appropriate i. Competence in handling primary sources where used j. Well reasoned conclusions which are indicative of a recognition that there are likely to be inherent tensions both in relation to practice/practical situations and within the supporting literature. k. Effective referencing of sources and authorities l. In the case of the Portfolio, demonstrate that all the specified components have been satisfactorily completed m. A high standard of English grammar and punctuation n. An appropriate bibliography. o. A short abstract. NB. A 'pass' with minor corrections expected may be awarded in certain occasional instances.
Refer
Where a submission is referred, there is likely to be evidence of a number but not necessarily the majority of the following elements: a. b. c. d. e. f. Limited evidence of ability to demonstrate relevance of appropriate learning outcome(s) Limited or even poor organisation of material Limited relevance to candidate's academic work Restricted understanding of the subject of the submission; Little or no evidence of secondary reading Limited awareness of broader departmental, disciplinary, institutional, national and international contexts when clearly relevant g. Little or no evidence of critique and comment h. Limited coherence and limited evidence of logical argument i. Failure to recognise sufficiently the inherent tensions in both practice and literature j. In the case of the Portfolio, evidence that some specified components are incomplete k. Insufficiently high standard of English grammar and punctuation NB. A referral indicates that the candidate should, in the view of markers, be able to achieve a pass with some re-working of the material.
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Fail
A submission which fails is likely to display many of the following: a. b. c. d. e. f. g. l. Failure to demonstrate achievement of appropriate learning outcome(s) Very poor or incompetent organisation of the material No obvious relevance to candidate's academic work Little or no evidence that the candidate understands the subject of the submission Very poor or non-existent evidence of use of a range of secondary reading Substantial errors of fact No clear evidence of ability to review, critique or comment on relevant literature No evidence of awareness or relevance of broader departmental, disciplinary, institutional, national and international contexts m. Poor overall coherence and limited logical argument h. Lack of any reference to or acknowledgement of any tensions inherent in the material. i. In the case of the Portfolio, evidence that certain specified components are unsatisfactorily completed and/or are missing j. Poor standard of English grammar/punctuation which makes the text difficult to fully comprehend. k. Lack of Bibliography or overt evidence of reading l. Lack of relevant supporting documentation when required.
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Indicative reading
The following list offers only a sample of the growing body of literature available electronically, or in the University of Warwick Library, focused around academic and professional practice in education generally, and in higher education in particular. Further specific readings and references will be supplied at the various PCAPP workshops and participants are also recommended to use the internet for support, e.g. by referring to their relevant disciplinary/subject support network. For further information on the HEA Subject Centres see their website www.heacademy.ac.uk. (In due course, further information about links to potentially useful websites will also be made available on the PCAPP website). Angelo, T.A. and Cross, K.P. (1993) Classroom Assessment Techniques. San Francisco: Barnett, R., (1992) Improving Higher Education. Buckingham: SRHE/OUP. Barnett, R., (1999) Realizing the University in an Age of Supercomplexity. Buckingham: SRHE/OUP. Biggs (2003) Teaching for quality learning at university: what the student does. Maidenhead: Open University Press. Biggs, J. and Tang, C. (2007). Teaching for quality learning at university: what the student does. Maidenhead: Open University Press. Boud, D. and Falchikov, N. (eds) (2007) Rethinking Assessment in Higher Education. London: Routledge. Boud, D.J. et al. (1993) Using Experience for Learning. Milton Keynes, OUP. Brockbank, A. and McGill, I. (1998) Facilitating Reflective Learning in Higher Education. Brookfield, S. (2nd ed. 2005). Discussion as a way of teaching: tools and techniques for university teachers. Buckingham: Open University Press. Brown, A. and Glasner, S. (eds) (1999) Assessment matters in Higher Education: choosing and using diverse approaches. Buckingham, SRHE and OUP Buckingham, SRHE and Open University Press. Butcher, C., Davies, C. and Highton, M. (2006). Designing learning: from module outline to effective teaching. New York, NY: Routledge. Cousin, G. (2009) Researching Learning in Higher Education, London: Routledge. Cowan, J. (1998) On Becoming an Innovative University Teacher. Buckingham, SRHE and Open University Press.
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Exley, K. & Dennick, R. (2004) Small Group Teaching: Tutorials, seminars and beyond. London: Routledge Farmer Exley, K. (2004). Giving a Lecture: from presenting to teaching. London: Routledge Farmer Falchikov, N. (2004) Improving Assessment through Student Involvement. London: Routledge Farmer Fry, H., Kettridge, S., Marshall, S. (2003). A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice. (2nd edition) London: Routledge Farmer Gibbs, G. (1988). Learning by Doing: a guide to teaching and learning methods Haines, C. (2004) Assessing Students Written Work: marking essays and reports. London: Routledge Jackson, N. and Lund, H.S. (2000) Benchmarking for Higher Education Buckingham: SRHE and OUP Knight, P. (2002) Being a Teacher in Higher Education. Buckingham: SRHE/OUP. Knight, P. and Yorke, M. (2003) Learning, Curriculum and Employability in Higher Education. London: Routledge Falmer. Knowles, M. S. (1984) Andragogy in action San Francisco: Jossey Bass Kolb, D.A. (1984) Experiential Learning: Experience as the Source of Learning and Development. New Jersey: Prentice Hall. Laurillard, D. (2006) E-Learning in Higher Education. In Changing Higher Education, Edited by Paul Ashwin London: RoutledgeFalmer McGill, I and Brockbank, A. (2003) The Action Learning Handbook London: Routledge Falmer McGill, I. and Beaty, L. (2002) Action Learning (2nd edition) London: Routledge Moon, J. (1999) Learning Journals London: Kogan Page Moon, J. (2004) A Handbook of Reflective and Experiential Learning: theory and practice. London: Routledge Farmer Prosser, M. and Trigwell, K. (1999) Understanding Learning and Teaching. Buckingham: SRHE/OUP Race, P. (1999) 500 Computing Tips for Teachers and Lecturers. London: Kogan Page Ramsden, P. (2003) Learning to Teach in Higher Education. (2nd edition) London: Routledge Falmer. Rowland, S. (2000) The Enquiring University Teacher. Buckingham: SHRE /OUP. Rust, C. and Gibbs, G. (1997) Improving Student Learning Through Course Design Oxford: OCSD Salmon, G. (2004) E-Moderating: The Key to Online Teaching and Learning. London: Taylor & Francis Salmon, G. (2005) E-tivites: The Key to Online Learning. London: Taylor & Francis Savin-Baden, M. (2003) Facilitating Problem Based Learning. Buckingham: SRHE and OUP. Schon, D.A. (1983) The Reflective Practitioner: How Professionals Think in Action New York: Basic Books Tight, M. (2004) The Routledge Falmer Reader in Higher Education. London: Routledge Falmer
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Review of higher education [electronic resource]. Studies in the education of adults [electronic resource] Studies in higher education [electronic resource]. Teaching in higher education [electronic resource]. Tertiary education and management [electronic resource]. Times higher education supplement [electronic resource]. Virtual university journal [electronic resource].
http://brs.leeds.ac.uk/~beiwww/beirc.ht m
Provides access to useful internet resources in education Copyright Licensing Agency www.cla.co.uk/ Intute www.intute.ac.uk/ Provides access to good internet resources for Education and research Higher Education Academy
www.heacademy.ac.uk/
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Appendix 1: Mentoring
Some suggestions for Good Practice
Whilst the approach to Departmental Mentoring is bound to differ between mentors and across departments and disciplines, there are a number of generally accepted good practice points and principles which may be of help to Mentors undertaking the role, particularly for the first time. The following points may also be helpful to Mentees who are new into post and have not had any experience of being 'mentored previously. A Mentors role is potentially very important in achieving a successful probationary outcome for a new and often relatively inexperienced lecturer. Meeting the individual needs of Mentees demands a number of important and potentially sensitive skills from the practical and organisational to the personal and emotional. The following general points are offered as an aide memoire to good practice. They should be considered in the light of the specific mentoring circumstances on the ground.
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