TE7087 - Enhancing Academic Practice through Pedagogic Research

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.

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 PebblePad Professional Development Portfolio.

Your LTM will be allocated to you by your Line Manager or Learning and Teaching Lead in your Departments.

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.

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 .

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)

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.

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
End Point Assessments:
For Apprentices
After the taught programme and academic assessments (both formative and summative) are complete, your employer and your provider meet and formally agree that you are ready to go through Gateway and take the End Point Assessments.

Once feedback is gained from the summative Reflective Essay, the Apprentice forms this into the WS.

As this is a non-integrated Apprenticeship, the Academic Professional Apprenticeship Assessment Plan requires that an Independent Assessor from an End Point Assessment Organisation to conduct the End Point Assessments (EPAs). There are three elements to the Academic Professional Apprenticeship EPA:

1. A Written Submission (WS) consisting of a 3,000 words reflective journal and a maximum of 10 pieces of supporting evidence (4,500 words) with a map of supporting evidence to the assessment criteria
2. An Academic Professional Practice Assessment (APPA) consisting of a 60 minute recording of class-room based session/s demonstrating the design and delivery of teaching, learning opportunities and assessment within the subject discipline of the apprentice, supported by a session plan and post session reflection;
3. A Professional Conversation (PC) conducted via video conferencing of one-hour and led by the independent assessor drawn from the end-point assessment organisation

None

None

During this module, you will be given the opportunity to highlight your knowledge and skills and will 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. 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.