EDMAP2-Developing Academic Practice

Module Provider: Institute of Education
Number of credits: 30 [15 ECTS credits]
Level:7
Terms in which taught: Spring / Summer / Autumn module
Pre-requisites: EDMAP1 Introduction to Academic Practice
Non-modular pre-requisites: EDMAP1 must be taken as either a pre-requisite or a co-requisite
Co-requisites:
Modules excluded:
Current from: 2023/4

Module Convenor: Dr Tony Churchill
Email: a.j.churchill@reading.ac.uk

Type of module:

Summary module description:
This module builds on EDMAP1 (Introduction to Academic Practice) and provides further and more in-depth theoretical and practical insights into teaching and supporting learning in higher education.

It enables students to provide evidence of achievement at Descriptor 2 of the UKPSF through demonstrating a broad understanding of effective approaches to teaching and learning support and providing evidence of engagement in: appropriate areas of activity; possession of core knowledge; and, commitment to shared professional values.

The module takes place across two academic years in intensive blocks, enabling students to take a longer-term, holistic and reflective approach to their professional development.

Aims:
' To explore innovative approaches to teaching and supporting learning
' To explore issues regarding student engagement and learning
' To develop good practice in designing and planning learning beyond the level of the session
' To develop good practice in evaluating and assessing learning beyond the level of the session
' To develop the skills to effectively support learners through roles such as supervision and personal tutoring
' To extend knowledge of pedagogic theory and how it may inform practice
' To become familiar with national and University quality assurance and enhancement policies
' To encourage a holistic and reflective approach to professional development, acknowledging the diversity of roles in Higher Education
' To provide opportunities to engage with the UK Professional Standards Framework at Descriptor 2

Assessable learning outcomes:

On successful completion of the module students should be able to: • conduct research into an area of student learning and/or student engagement • critically reflect on and present their findings about student engagement and learning and the implications for their contexts • critically reflect on and present their learning about the experience of group work and group assessment and the implications for their practice • utilise a range of approaches to learning design, teaching, assessment and student support appropriate to their students and based on a critical engagement with pedagogic research and scholarship • utilise a range of approaches to feedback and support appropriate to their students and based on a critical engagement with pedagogic research and scholarship • demonstrate the general presentation skills required at level 7 (M level) • engage with Descriptor 2 of the UKPSF through the primary research, case study and examples from their practice • take a reflective and evaluative approach to continuing professional development.

Additional outcomes:

Through the module students will develop a number of transferable skills including:

• communicating effectively orally


• writing for different audiences (students, colleagues, etc.)


• designing, carrying out and reporting on a collaborative research project


• understanding ways to enhance research-teaching synergies


• evaluating methods for teaching and learning through peer learning with colleagues across Schools


• applying knowledge of technology to support effective practice


• developing reflective approaches to practice


• taking a holistic approach to continuing professional development, considering all aspects of the role

Outline content:

• Designing & planning for modules and programmes • Engaging students in their learning • Assessing learning and providing feedback • Developing skills for supporting learners • Developing inclusive practice • Evaluating your practice • Research-teaching synergies • Learning beyond the classroom

Brief description of teaching and learning methods:

Contact time is primarily through three intensive blocks of face-to-face and online workshops across one academic year. The sessions are underpinned by pedagogic theory and will include a balance of input, discussion and practical activities. They will be interactive in nature building on students’ prior knowledge. Students will have the opportunity to experience first-hand some of the approaches they are considering for their own students.

Issues involved in discipl ine-specific teaching/support roles are considered through group discussion, the group research task, individual reflective tasks and students’ normal teaching/support activities. Students are supported through the module by individual tutorials with a discipline specific mentor and their APP Tutor.

Students undertake at least two peer reviews of teaching, one as reviewer and one as observed reviewee.

Contact hours:

	Autumn	Spring	Summer
Tutorials	1	2	1
Practicals classes and workshops	0	5	20
Guided independent study:	79	133	59
Total hours by term	80	140	80
Total hours for module	300

Summative Assessment Methods:

Method	Percentage
Written assignment including essay	40
Portfolio	20
Oral assessment and presentation	40

Summative assessment- Examinations:

Summative assessment- Coursework and in-class tests:

There are three elements to the summative assessment of this module. Students complete:

1. A collaborative project investigating an aspect of student engagement and/or learning  assessed through a group presentation and individual reflective task of up to 700 words summarising lessons learned from the process of engaging in the group task, and how this might inform approaches to learning and teaching in future; this is assessed on a pass/fail basis.


2. A case study of approximately 1,500-2,000 words, outlining their approach to professional practice and decision making as a teacher and/or supporter of learning. The onus is on students to choose a topic which enables them to provide both depth and breadth of evidence across the Dimensions of the UKPSF; this is assessed on a pass/fail basis.


3. A portfolio of evidence of engagement with each of the Dimensions of the UKPSF which is assessed on a pass/fail basis. This portfolio must be an evidenced-based demonstration of how students have achieved Descriptor 2 of the UKPSF.

Formative assessment methods:

Opportunities for formative feedback are embedded throughout the programme, through group discussion, peer review and evaluation; also through one-to-one discussions with individual mentors and APP Tutors.

Penalties for late submission:

The below information applies to students on taught programmes except those on Postgraduate Flexible programmes. Penalties for late submission, and the associated procedures, which apply to Postgraduate Flexible programmes are specified in the policy 'Penalties for late submission for Postgraduate Flexible programmes', which can be found here: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/cqsd-old-site-documents/penaltiesforlatesubmissionpgflexible.pdf
The Support Centres will apply the following penalties for work submitted late:

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of five working days;
• where the piece of work is submitted more than five working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

The University policy statement on penalties for late submission can be found at: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/cqsd-old-site-documents/penaltiesforlatesubmission.pdf
You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Assessment requirements for a pass:

A Pass is required in all three elements to successfully complete the module. 

Reassessment arrangements:
Resubmission within three calendar months of the notification of failure.

Additional Costs (specified where applicable):

1) Required text books: 

2) Specialist equipment or materials: 

3) Specialist clothing, footwear or headgear: 

4) Printing and binding: 

5) Computers and devices with a particular specification: 

6) Travel, accommodation and subsistence: 

Last updated: 18 July 2023