All Ireland Society for Higher Education
| Name: | McArthur , Jan |
|---|---|
| Email: | jan.mcarthur@napier.ac.uk |
| Institution: | (blank) |
Earl, Shirley, s.earl@napier.ac.uk Edwards, Vivien, vivien.Edwards@ed.ac.uk
Research undertaken into the Postgraduate Certificate in Teaching
and Learning in Higher Education at Napier University has
produced surprising results that appear to challenge some
accepted thoughts on the impact of such courses. In this research
project we compared the teaching, learning and assessment
strategies of members of staff who have successfully completed
the PgCert and those who have not undertaken it across four
schools. Results suggest some differences in attitudes to
teaching and learning, and the strategies adopted, but not the
very marked differences perhaps expected, or found by other
researchers (eg. Gibbs and Coffey, 2004). The teaching strategies
and styles revealed by both groups included many aspects of
accepted good practice such as a student focus, use of a variety
of teaching methods and provision of a variety of learning
opportunities. Attitudes to the purpose of assessment and the
range of assessment techniques used were also less contrasted
than exp ected.
The purpose of this session will be to:
Outline the research into the impact of the PgCert in Teaching
and Learning in Higher Education at Napier University.
To place this research in its broader national and international
context, raising issues of different institutional types and
staff learning and teaching programmes.
To explore with colleagues some of the issues arising from
the research
* do such PgCerts fast track people to a point they might
eventually reach otherwise?
* how important is department and/or discipline culture to
approaches to teaching and learning?
* do such PgCerts influence - even change - the
institutional/departmental culture?
* how deep or enduring are changes influenced by PgCerts?
* what are the implications for how we develop and
integrate such PgCert programmes into our institutions,
particularly in light of external factors such as the new
UK Higher Education Academy and a potential `Register of
Practitioners'?
(Abstract ref: #16.)