Programme Specification for the 2023/4 academic year

Certificate in Advanced Study in Learning and Teaching in Higher Education (LTHE)

1. Programme Details

Programme name	Certificate in Advanced Study in Learning and Teaching in Higher Education (LTHE)	Programme code	P1S0EDUEDU01
Study mode(s)	Part Time	Academic year	2023/4
Campus(es)	Streatham (Exeter)	NQF Level of the Final Award	7 (Masters)

2. Description of the Programme

This programme will be of interest if you aspire to a career in a Higher Education institution which involves teaching or supporting students’ learning. It will enable you to gain credit towards a Postgraduate Certificate in Academic Practice or equivalent mandatory qualification which is transferable to any Higher Education institution in the UK and is recognised internationally. The programme supports the professionalisation of the Higher Education teaching community in the context of the University’s ASPIRE (Accrediting Staff Professionalism in Research-led Education) framework for continuing professional development.

The LTHE Programme is open to a range of colleagues involved in teaching and supporting learning, including postgraduate researchers, early-career researchers, postdoctoral research fellows, and professional services staff at the University of Exeter, INTO, FXPlus, FXU, and The Guild.

3. Educational Aims of the Programme

This programme aims to enable you to improve your professional practice and think creatively about a range of aspects of learning and teaching in Higher Education as these relate to your specialist role and subject area. It encourages you to make connections between your own experience, the experience of others, and some of the learning and teaching theories that have been developed by researchers and practitioners. Through the exploration of relevant scholarship and educational research, you will also locate and evaluate your practice within current institutional, national and international contexts.

4. Programme Structure

The Certificate in Advanced Study in Learning and Teaching in Higher Education (LTHE) programme can be studied flexibly, taking up to 5 years to complete. The programme of study is at National Qualification Framework (NQF) level 7 (as confirmed against the FHEQ).

The Programme is comprised of six (6) Units. Units 1 – 5 are non-credit bearing, but must be successfully completed in order for students to be eligible to register on Unit 6 Assessment Module EFPM288.

Unit 1 is an introduction to learning and teaching in Higher Education; exploring some of the theories that inform learning and teaching; making considered choices in teaching methods and approaches; understanding the importance of reflective practice. This unit is compulsory for all postgraduates employed as Postgraduate Teaching Associates (PTAs).
Unit 2 Session Planning and Design. This unit introduces the principles of session planning and design, including Intended Learning Outcomes, constructive alignment, and creating diverse, accessible, and inclusive learning environments. Unit 2 is compulsory for PTAs who will undertake session planning as part of their role.
Unit 3 Assessment, Marking, and Feedback. This unit explores good practice in assessment, marking, and feedback, including quality assurance, standardisation and moderation processes. Unit 3 is compulsory for PTAs who will undertake assessment, marking, and feedback as part of their role.
Unit 4 Microteach. This unit provides the opportunity for students to develop their education practice through peer learning, observation and dialogue by designing and delivering a Microteach, and giving feedback to others.
Unit 5 Contextualising Practice. This unit enables students to contextualise their practice through considering the various external factors that impact on teaching and learning in higher education. Through evaluative and reflective tasks, students will explore and interrogate their own values and actions – and how these impact on the learning experience and their own professional development – as reflective education practitioners.

Detailed syllabi for Units 1 – 5 can be accessed in the LTHE Programme Handbook.

The Programme can be undertaken as an on campus route, which runs twice a year in Terms 1 and 2, with an online option available in Term 3. as outlined below.

Students must register for either the online route or the on campus route prior to the commencement of the Programme.

Students who wish to undertake the assessment must register on the Unit 6 Assessment Module EFPM288.

Units 1- 5 – on campus (available in Terms 1 and 2); online only (available in Term 3)

Unit 6 Assessment Module EFPM288 – online only (Terms 1 and 2)

5. Programme Modules

The following tables describe the programme and constituent modules. Constituent modules may be updated, deleted or replaced as a consequence of the annual programme review of this programme.

http://as.exeter.ac.uk/lthe/

The Programme comprised is comprised of six (6) Units. Units 1 – 5 are non-credit bearing, but must be successfully completed in order for students to be eligible to register on Unit 6 Assessment Module EFPM288.

Unit 1 is an introduction to learning and teaching in Higher Education; exploring some of the theories that inform learning and teaching; making considered choices in teaching methods and approaches; understanding the importance of reflective practice. This unit is compulsory for all postgraduates employed as Postgraduate Teaching Assistants (PTAs).
Unit 2 Curriculum Design. This unit introduces the principles of session planning and design, including Intended Learning Outcomes, constructive alignment, and creating diverse, accessible, and inclusive learning environments. Unit 2 is compulsory for PTAs who will undertake session planning as part of their role.
Unit 3 Assessment, Marking, and Feedback. This unit explores good practice in assessment, marking, and feedback, including quality assurance, standardisation and moderation processes. Unit 3 is compulsory for PTAs who will undertake assessment, marking, and feedback as part of their role.
Unit 4 Continuing Professional Development. This unit provides the opportunity for students to develop their education practice through participation in a Microteach with peers.
Unit 5 Contextualising Practice. This unit enables students to contextualise their practice through considering the various external factors that impact on teaching and learning in higher education. Through evaluative and reflective tasks, students will explore and interrogate their own values and actions – and how these impact on the learning experience – as reflective education practitioners.
Detailed syllabi for Units 1 – 5 can be accessed in the LTHE Programme Handbook.

The Programme can be undertaken via an online only route or as a blended route, as outlined below.

Students must register for either the online route or the blended route prior to the commencement of Unit 2 -5.

Students who wish to undertake the assessment must register on the Unit 6 Assessment Module EFPM288.

Unit 1 – online only (available in Terms 1, 2, and 3)
Online route: Units 2 -5 (Terms 1 and 2) Blended route: Units 2 -5 (Terms 1 and 2)
Unit 6 Assessment Module EFPM288 – online only (Terms 1 and 2)

Stage 1

The following tables describe the programme and constituent modules. Constituent modules may be updated, deleted or replaced as a consequence of the annual review of this programme. Details of the modules currently offered may be obtained from the Graduate School of Education website:

https://socialsciences.exeter.ac.uk/education/currentstudents/moduledescriptors/

Compulsory Modules

Code	Module	Credits	Non-condonable?
EFPM288	Learning and Teaching in Higher Education	30	Yes

6. Programme Outcomes Linked to Teaching, Learning and Assessment Methods

Intended Learning Outcomes
A: Specialised Subject Skills and Knowledge

Intended Learning Outcomes (ILOs) On successfully completing this programme you will be able to:	Intended Learning Outcomes (ILOs) will be...
...accommodated and facilitated by the following learning and teaching activities (in/out of class):	...and evidenced by the following assessment methods:
1. Engage critically with the UK Professional Standards Framework (revised 2011) for teaching and supporting learning in Higher Education and its implications for practice. These standards include the following areas of activity - designing and planning learning activities and/or programmes of study: teaching and/or supporting learning: assessing and providing feedback to learners: developing effective learning environments and approaches to student support and guidance: engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practice 2. Engage with self, peer and student evaluation in such a way that you reflect critically and constructively on your practice and professional values in the context of a research-led environment, and consider your future professional development needs 3. Demonstrate a systematic, comprehensive and/or conceptual understanding, interpretation and application of key theoretical and research-based debates about learning, teaching, student support, assessment and evaluation in higher education to your professional practice	Lectures, group activities, tutorials, and directed activities in professional contexts, including microteaching activities. Use of the VLE to access multimedia resources, readings, discussion forums, and online activities.	1. Both formative activities (e.g., contribution to discussion forums, blended learning tasks) and summative assessment (portfolios comprising case studies, teaching observation records, a log of teaching experiences, a recorded teaching session, a written teaching philosophy statement, and a career roadmap). 2. Both formative activities (e.g., contribution to discussion forums, blended learning tasks) and summative assessment (portfolios comprising case studies, teaching observation records, a log of teaching experiences, a recorded teaching session, a written teaching philosophy statement, and a career roadmap). 3. Both formative activities (e.g., contribution to discussion forums, blended learning tasks) and summative assessment (portfolios comprising case studies, teaching observation records, a log of teaching experiences, a recorded teaching session, a written teaching philosophy statement, and a career roadmap).

Intended Learning Outcomes (ILOs)
On successfully completing this programme you will be able to:

Intended Learning Outcomes (ILOs) will be...

...accommodated and facilitated by the following learning and teaching activities (in/out of class):

...and evidenced by the following assessment methods:

1. Engage critically with the UK Professional Standards Framework (revised 2011) for teaching and supporting learning in Higher Education and its implications for practice. These standards include the following areas of activity - designing and planning learning activities and/or programmes of study: teaching and/or supporting learning: assessing and providing feedback to learners: developing effective learning environments and approaches to student support and guidance: engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practice
2. Engage with self, peer and student evaluation in such a way that you reflect critically and constructively on your practice and professional values in the context of a research-led environment, and consider your future professional development needs
3. Demonstrate a systematic, comprehensive and/or conceptual understanding, interpretation and application of key theoretical and research-based debates about learning, teaching, student support, assessment and evaluation in higher education to your professional practice

Lectures, group activities, tutorials, and directed activities in professional contexts, including microteaching activities. Use of the VLE to access multimedia resources, readings, discussion forums, and online activities.

1. Both formative activities (e.g., contribution to discussion forums, blended learning tasks) and summative assessment (portfolios comprising case studies, teaching observation records, a log of teaching experiences, a recorded teaching session, a written teaching philosophy statement, and a career roadmap).

2. Both formative activities (e.g., contribution to discussion forums, blended learning tasks) and summative assessment (portfolios comprising case studies, teaching observation records, a log of teaching experiences, a recorded teaching session, a written teaching philosophy statement, and a career roadmap).

3. Both formative activities (e.g., contribution to discussion forums, blended learning tasks) and summative assessment (portfolios comprising case studies, teaching observation records, a log of teaching experiences, a recorded teaching session, a written teaching philosophy statement, and a career roadmap).

Intended Learning Outcomes
B: Academic Discipline Core Skills and Knowledge

Intended Learning Outcomes (ILOs) On successfully completing this programme you will be able to:	Intended Learning Outcomes (ILOs) will be...
...accommodated and facilitated by the following learning and teaching activities (in/out of class):	...and evidenced by the following assessment methods:
4. Engage critically and analytically with education-related literature and the pedagogical literature relating to different disciplines, citing and using references appropriately. 5. Show critical awareness of the diversity of educational cultures that can be found within UK higher education, and demonstrate an understanding of how these are shaped by external forces and can, in turn, impact on the wider world outside HE institutions.	Lectures, group and individual activities, tutorials, exploration of online resources and directed self-assessment and reflection activities.	4. Both formative activities (e.g., contribution to discussion forums, in-session reflective tasks) and summative assessment (e.g., through portfolio case studies and a recorded teaching session). 5. Both formative activities (e.g., contribution to online subject spectrum activity, discussion forum) and summative assessment (e.g., through the LTHE portfolio, the teaching philosophy statement, and/or the career roadmap).

Intended Learning Outcomes (ILOs)
On successfully completing this programme you will be able to:

Intended Learning Outcomes (ILOs) will be...

...accommodated and facilitated by the following learning and teaching activities (in/out of class):

...and evidenced by the following assessment methods:

4. Engage critically and analytically with education-related literature and the pedagogical literature relating to different disciplines, citing and using references appropriately.
5. Show critical awareness of the diversity of educational cultures that can be found within UK higher education, and demonstrate an understanding of how these are shaped by external forces and can, in turn, impact on the wider world outside HE institutions.

Lectures, group and individual activities, tutorials, exploration of online resources and directed self-assessment and reflection activities.

4. Both formative activities (e.g., contribution to discussion forums, in-session reflective tasks) and summative assessment (e.g., through portfolio case studies and a recorded teaching session).

5. Both formative activities (e.g., contribution to online subject spectrum activity, discussion forum) and summative assessment (e.g., through the LTHE portfolio, the teaching philosophy statement, and/or the career roadmap).

Intended Learning Outcomes
C: Personal/Transferable/Employment Skills and Knowledge

Intended Learning Outcomes (ILOs) On successfully completing this programme you will be able to:	Intended Learning Outcomes (ILOs) will be...
...accommodated and facilitated by the following learning and teaching activities (in/out of class):	...and evidenced by the following assessment methods:
6. Construct organised, structured, critically reflective and analytic writing, expressing ideas and opinions with confidence and clarity. 7. Prepare, select, and organise material to produce a coherent portfolio reflecting important issues, interests and learning needs 8. Use personal reflection to analyse your professional values and your actions 9. Design and plan a written assignment that communicates clearly and persuasively	Lectures, group and individual activities, tutorials, and directed small-scale activities. Use of the VLE to access multimedia resources, readings, discussion forums, and online activities.	6. Both formative activities (e.g., contribution to discussion forums, small-scale directed activities, and in-class reflective dialogue, and writing) and summative assessment (e.g., through the LTHE portfolio and teaching philosophy statement). 7. Summative assessment (e.g., through the LTHE portfolio, teaching philosophy statement, and career roadmap). 8. Both formative activities (e.g., contribution to online personal values activity, in-session activities and summative assessment (e.g., through the LTHE portfolio, the teaching philosophy statement, and the career roadmap). 9. Summative assessment (e.g., through the LTHE portfolio, the teaching philosophy statement, and the career roadmap).

Intended Learning Outcomes (ILOs)
On successfully completing this programme you will be able to:

Intended Learning Outcomes (ILOs) will be...

...accommodated and facilitated by the following learning and teaching activities (in/out of class):

...and evidenced by the following assessment methods:

6. Construct organised, structured, critically reflective and analytic writing, expressing ideas and opinions with confidence and clarity.
7. Prepare, select, and organise material to produce a coherent portfolio reflecting important issues, interests and learning needs
8. Use personal reflection to analyse your professional values and your actions
9. Design and plan a written assignment that communicates clearly and persuasively

Lectures, group and individual activities, tutorials, and directed small-scale activities. Use of the VLE to access multimedia resources, readings, discussion forums, and online activities.

6. Both formative activities (e.g., contribution to discussion forums, small-scale directed activities, and in-class reflective dialogue, and writing) and summative assessment (e.g., through the LTHE portfolio and teaching philosophy statement).

7. Summative assessment (e.g., through the LTHE portfolio, teaching philosophy statement, and career roadmap).

8. Both formative activities (e.g., contribution to online personal values activity, in-session activities and summative assessment (e.g., through the LTHE portfolio, the teaching philosophy statement, and the career roadmap).

9. Summative assessment (e.g., through the LTHE portfolio, the teaching philosophy statement, and the career roadmap).

7. Programme Regulations

Successful completion of the programme is an achievement of a Pass, based on the assessment of the single module.

Classification

Full details of assessment regulations for all taught programmes can be found in the TQA Manual, specifically in the Credit and Qualifications Framework, and the Assessment, Progression and Awarding: Taught Programmes Handbook. Additional information, including Generic Marking Criteria, can be found in the Learning and Teaching Support Handbook.

8. College Support for Students and Students' Learning

The Exeter Learning Environment (ELE) hosts materials designed to:

Structure and facilitate study of the online route
Enhance the on campus route through provision of preparatory and consolidation resources

Indicatively, the LTHE ELE page provides access to:

The LTHE handbook and assessment guidance
Preparatory work for each session
Further reading and tools associated with each session
A searchable database of relevant pedagogy
Multimedia resources (e.g., videos, podcasts, infographics) associated with core LTHE topics
Slides and handouts for each session
An assessment portal and instructions for submission
Discussion forums
Booking facility for tutorials with LTHE tutors and online microteach sessions

LTHE tutors are available to provide guidance on all aspects of the programme, including its structure, content, assessment, and employability benefits. In addition to the LTHE Programme Director, there are also LTHE tutors; all LTHE students, regardless of their discipline or job role, are welcome to make an appointment to speak with any of these individuals. The LTHE team can also help LTHE students connect with other contributors to the LTHE programme, including additional teaching staff, and microteach observers.

Sources of student support include:

The Teaching Quality Assurance (TQA) Manual: http://as.exeter.ac.uk/academic-policy-standards/tqamanual/
Postgraduate Teaching Associates (PTAs) should note especially the Code of Good Practice: Employment of Postgraduate Research Students

Please refer to the University’s Compliance, Governance and Risk webpages regarding support for students and students’ learning. Specifically, Student Cases and Conduct - Compliance, Governance and Risk - University of Exeter.

University of Exeter Library: https://www.exeter.ac.uk/departments/library/

Equality, Diversity, and Inclusion | Staff and Student Networks: Networks | Equality, Diversity and Inclusion | University of Exeter

University of Exeter Students’ Union: Exeter's Students' Union - Students' Guild (exeterguild.org)

Falmouth & Exeter Students’ Union: Falmouth & Exeter Students' Union (thesu.org.uk)

UoE Education Toolkit: Education Toolkit - Home (sharepoint.com)

UoE Excellence in Education Blog: Enhance: Stories of Excellence in Education Home (excellence-in-education.co.uk)

9. University Support for Students and Students' Learning

Please refer to the University Academic Policy and Standards guidelines regarding support for students and students' learning.

10. Admissions Criteria

Undergraduate applicants must satisfy the Undergraduate Admissions Policy of the University of Exeter.

Postgraduate applicants must satisfy the Postgraduate Admissions Policy of the University of Exeter.

Specific requirements required to enrol on this programme are available at the respective Undergraduate or Postgraduate Study Site webpages.

Undergraduate applicants must satisfy the Undergraduate Admissions Policy of the University of Exeter.

Postgraduate applicants must satisfy the Postgraduate Admissions Policy of the University of Exeter.

Specific requirements required to enrol on this programme are available at the respective Undergraduate or Postgraduate Study Site webpages.

The Certificate in Advanced Study in Learning and Teaching in Higher Education is a work-related programme requiring critical reflection on a professional role. Students are expected to be currently or recently engaged in teaching or activities that support students’ learning; without either of these prerequisites, it will be difficult to fully engage with the course by considering your practice through student, peer, and self-evaluation.

Completion of is the online Unit 1 is mandatory for any postgraduates employed as postgraduate teaching associates (PTAs); completion of Units 2 – 5 is mandatory for PTAs who will be involved in those activities at the institution.

The successful completion of Units 1 – 5 is a pre-requisite for registration on Unit 6: Module EFPM288

The LTHE programme is open to a range of colleagues involved in teaching and supporting learning, including postgraduate researchers, early-career researchers, postdoctoral research fellows, and professional services staff at the University of Exeter, INTO, FXPlus, FXU, and The Guild.

11. Regulation of Assessment and Academic Standards

Each academic programme in the University is subject to an agreed College assessment and marking strategy, underpinned by institution-wide assessment procedures.

The security of assessment and academic standards is further supported through the appointment of External Examiners for each programme. External Examiners have access to draft papers, course work and examination scripts. They are required to attend the Board of Examiners and to provide an annual report. Annual External Examiner reports are monitored at both College and University level. Their responsibilities are described in the University's code of practice. See the University's TQA Manual for details.

(Quality Review Framework.

14. Awarding Institution

University of Exeter

15. Lead College / Teaching Institution

Faculty of Humanities, Arts and Social Sciences (HASS)

16. Partner College / Institution

Partner College(s)

Not applicable to this programme

Partner Institution

Not applicable to this programme.

17. Programme Accredited / Validated by

18. Final Award

Certificate in Advanced Study in Learning and Teaching in Higher Education (LTHE)

19. UCAS Code

N/A

20. NQF Level of Final Award

7 (Masters)

21. Credit

CATS credits		ECTS credits

22. QAA Subject Benchmarking Group

23. Dates

Origin Date	10/07/2011	Date of last revision	21/06/2022

Programme Specification for the 2023/4 academic year

Certificate in Advanced Study in Learning and Teaching in Higher Education (LTHE)

1. Programme Details

2. Description of the Programme

3. Educational Aims of the Programme

4. Programme Structure

5. Programme Modules

Stage 1

Compulsory Modules

6. Programme Outcomes Linked to Teaching, Learning and Assessment Methods

Intended Learning Outcomes A: Specialised Subject Skills and Knowledge

Intended Learning Outcomes B: Academic Discipline Core Skills and Knowledge

Intended Learning Outcomes C: Personal/Transferable/Employment Skills and Knowledge

7. Programme Regulations

8. College Support for Students and Students' Learning

9. University Support for Students and Students' Learning

10. Admissions Criteria

11. Regulation of Assessment and Academic Standards

14. Awarding Institution

15. Lead College / Teaching Institution

16. Partner College / Institution

Partner College(s)

Partner Institution

17. Programme Accredited / Validated by

18. Final Award

19. UCAS Code

20. NQF Level of Final Award

21. Credit

22. QAA Subject Benchmarking Group

23. Dates

Intended Learning Outcomes
A: Specialised Subject Skills and Knowledge

Intended Learning Outcomes
B: Academic Discipline Core Skills and Knowledge

Intended Learning Outcomes
C: Personal/Transferable/Employment Skills and Knowledge