HA7011 - Enhancing Academic Practice through Pedagogic Research

What will I learn on this module?

The UKPSF is fully aligned to the Academic Professional Higher Apprenticeship Standard and as such, the related Knowledge, Skills and Behaviours (KSBs) that will be explored in this module are set out in appendix 2 of the Module Handbooks. This module therefore will facilitate meeting Advance HE’s UK Professional Standards Framework (UKPSF) Fellowship (Descriptor 2).

You will explore research in the context of a range of different paradigms and methods of inquiry to develop your understanding of practitioner or pedagogic research in a rigorous and ethical manner. In order to achieve this, you will be provided with opportunities to engage with a range of different approaches to research through the media of discussions, seminars, practical research activities and more independent analysis of contemporary research outputs which are pertinent to your area of professional practice. In reflecting on the success of your own enquiry-based research project for module 2, you will have the chance to explore improvement techniques and quality assurance procedures in the wider context of pedagogical research in Higher Education. You will also reflect on your position as an academic in through engagement with an existing research community of experienced colleagues who will facilitate sessions covering research impact, grant applications, getting published and disseminating research, ethical protocols and other strategic factors. Also, the role of supervisor will be explored and developed.

How will I learn on this module?

The use of a reflexive approach to research is encouraged. Through this, the module will provide you with the opportunity to engage with a range of ethical questions, problems and debates. In addition, the use of reflexive approaches within the formative and summative tasks will enable you to drive forward your own learning and assessment, giving you opportunities to gain feedback from Module Leaders, module contributors, mentors and peers that will enhance your personal research practice as well as your development as a teacher.

Feedback will be given throughout the formative tasks, group tutorials and meetings with your Academic Guidance Mentor (AGM) to help you establish areas for development and consolidation prior to embarking on your summative tasks.

How will I be supported academically on this module?

Successful academic achievement requires a system of robust support and guidance to help you focus on your learning needs. This model shows you who is included in supporting you on your modules:
In addition to the pastoral support you will receive, the module leader involved in delivering this module will provide guidance and academic counselling to ensure that you are able to confidently engage with the academic rigour of this module. This dialogue will be face to face in lectures, seminars, workshops and group / individual tutorials and is an essential aspect of the programme assessment for learning strategy. Extensive support is also accessible online as part of the University’s commitment to technology enhanced learning. This employs the use of Blackboard, EMA, OneDrive, Digital Reading lists, digital communication, social networking and collaborative tools.

A central feature of the academic support available to you is the service provided by the University Library. This 24/7 service caters for all your learning needs, has extensive access to electronic texts and tutorials that will directly support the development of academic skills aimed at improving your critical thinking.
Your Personal Tutor is the person you must contact first if there are problems affecting your academic work at Northumbria.
You can find out who your personal tutor is by going to My Records on MyNorthumbria.

Your AGM will be your current module leader who will guide you on professional and academic matters to ensure your progression.
They will attend all of the meetings with your L&TM and discuss your Professional Practice Observation of Teaching with you. As well as your progress against the Areas of Activity from the UKPSF and support the continuous development of the Professional Development Portfolio.

Your LTM will be allocated to you by your Line Manager from your workplace setting

Your LTM will hold bimonthly meetings with you and together you will engage in one Professional Practice Peer Observation per semester/module. You will record these interactions on provided proforma that becomes evidence to upload to your Professional Development Portfolio.

What will I be expected to read on this module?

All modules at Northumbria include a range of reading materials that students are expected to engage with. The reading list for this module can be found at: http://readinglists.northumbria.ac.uk
(Reading List service online guide for academic staff this containing contact details for the Reading List team – http://library.northumbria.ac.uk/readinglists)

What will I be expected to achieve?

Knowledge & Understanding:
1. Critically evaluate theoretical and methodological approaches in education.

Intellectual / Professional skills & abilities:
2. Develop reflection and project management skills and the ability to effectively communicate key research ideas, issues and debates.

Personal Values Attributes (Global / Cultural awareness, Ethics, Curiosity) (PVA):
3. Demonstrate and apply critical understanding of the development of professional ethics and research integrity.
4. Demonstrate and apply critical understanding of the complexities within a discipline and be able to make pragmatic decisions about what is achievable within a given time frame.

How will I be assessed?

Module 3: Enhancing Academic Practice through Pedagogic Research 20 credits

Outline syllabus
This module will explore the following topics:
• Current subject and pedagogic research which supports the enhancement of the learning environment and drives changes in practice
• Rigour and reflexivity in educational practice and professional development
• Metrics for measuring excellence - Research Excellence Framework (REF)/Teaching Excellence and Student Outcomes Framework (TEF), OfS, NSS
• Internal and external quality assurance procedures and practical application for informed module/programme development
• Mechanisms for student support and development across the institution and wider higher education landscape

Formative assessment
Mentor Meetings
You will arrange planned meetings with your Learning and Teaching Mentor (LTM) and Academic Guidance Mentor (AGM) to monitor your progress and review your development needs. Complete Proforma 3.1 and 3.2 For the windows of time for each of these meetings, see Module Timetable Overview and Module Timetable. Each meeting has a purpose and a designed Proforma to capture the evidence of the meeting for your OneDrive Portfolio.

Professional Practice Observation
Engage in one professional practice observation of teaching which demonstrates a variety of teaching styles and record and reflect using the observation Proforma. The Proforma is available on your Programme and Module Blackboard Site and Mentor Meetings Folder. This should then be uploaded to your OneDrive Portfolio. Complete Proforma 3.3, 3.4 and 3.5

This will also provide another of the two Peer Observation records that ALL academic staff must complete annually. Make sure that you forward the proforma to your Learning and Teaching Departmental Lead when asked.

OneDrive Professional Development Portfolio
Continue to populate the OneDrive Portfolio for the programme with formative assessment outcomes, relevant work-based materials as well as the Mentor Meeting Proforma described.

Please ensure all evidence is reviewed in light of its relevance to D2 UKPSF and the knowledge, skills and behaviours associated with the Academic Professional Practice Standard. Complete Proforma 3.6 Record of Supplementary Evidence (RoSE)

Summative Assessment
Reflective Essay
3000 words +/- 10%
This essay will successfully draw together your pedagogic practice and research to evidence enhancement of teaching and learning in your discipline. Utilising a reflective model, it will critically evaluate the impact of your personal and professional development and be supported by artefacts drawn from your Professional Development Portfolio. It will further demonstrate evidence required for D2 of the UKPSF

The Essay will also demonstrate reflection of the complexities of higher education practice as well as your critical understanding of the wider context of HE provision and Northumbria University’s PFNA and quality assurance systems.

UKPSF Mapping
Areas of Activity A1, A2, A3, A4 and A5 with focus on A5,
Core knowledge K5 and K6, Professional Values PV2, PV3 and PV4

Pre-requisite(s)

None

Co-requisite(s)

None

Module abstract

During this module, you will be given the opportunity to highlight your academic professional knowledge, skills and behaviours and explore, apply and critique research philosophy, methodology and the different methods associated with a range of research traditions. You will demonstrate the value of research evidence in informing educational practices, within higher education settings. You will be able to develop a reflective essay that captures and demonstrates your understanding and critical appraisal of robust and ethical research in higher education pedagogy which illuminates knowledge and insights of issues that currently face higher education.

Course info

Credits 20

Level of Study Postgraduate

Mode of Study 18 Months Part-Time

Location City Campus, Northumbria University

City Newcastle

Start September 2022

Fee Information

Module Information

All information on this course page is accurate at the time of viewing.

Our Campus based courses starting in 2022 and 2023 will be delivered on-campus with supporting online learning content. We continue to monitor government and local authority guidance in relation to Covid-19 and we are ready and able to adjust the delivery of our education accordingly to ensure the health and safety of our students and staff.

On-campus contact time is subject to increase or decrease in line with any additional restrictions, which may be imposed by the Government or the University in the interest of maintaining the health and safety and wellbeing of students, staff, and visitors. This could potentially mean increased or fully online delivery, should such restrictions on in-person contact time be required.

 

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