EDMAPD: Developing Academic Practice

Module code: EDMAPD

Module provider: Institute of Education

Credits: 20

Level: Postgraduate Masters

When you'll be taught: Semester 2 and Semester 1

Module convenor: Dr Tony Churchill, email: a.j.churchill@reading.ac.uk

Pre-requisite module(s): As a work-based practice programme, all participants are required to have passed EDMAPI or EDMAP1 (Open)

Co-requisite module(s): To meet eligibility requirements and in agreement with their heads of school, including having sufficient teaching hours, in order to meet the requirements for Descriptor 2 (Advance HE PSF 2023) (Open)

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: No

Talis reading list: Yes

Last updated: 29 August 2024

Overview

Module aims and purpose

This module builds on EDMAPI (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.

Through engaging with the course content, students will be encouraged to apply and share their knowledge and understanding of theory and practice, and to reflect on their practice as appropriate.

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

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. Utilise a range of approaches to learning design, teaching, assessment and student support appropriate to their students and drawing on relevant pedagogic research and scholarship
2. Critically evaluate approaches that enhance the student learning experience, reflecting on the implications for their context
3. Critically reflect on different approaches to learning, teaching and assessment as a basis for continuing professional development
4. Evidence the use and application of all 15 Dimensions of the PSF at Descriptor 2within your practice

Module content

The content covered in the module will allow students to:

• Explore innovative approaches to teaching and supporting learning
• Explore issues regarding student engagement and learning
• Develop good practice in designing and planning learning beyond the level of the session
• Develop good practice in evaluating and assessing learning beyond the level of the session
• Develop the skills to effectively support learners through roles such as supervision and personal tutoring
• Extend knowledge of pedagogic theory and how it may inform practice
• Become familiar with national and University quality assurance and enhancement policies
• Encourage a holistic and reflective approach to professional development, acknowledging the diversity of roles in Higher Education
• Share experiences and network with colleagues across the University
• Provide opportunities to engage with the UK Professional Standards Framework at Descriptor 2

Structure

Teaching and learning methods

Contact time is primarily through two intensive blocks of face-to-face and online workshops. The sessions are underpinned by pedagogic theory and include a balance of input, discussion and practical activities. They are 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 discipline-specific teaching/support roles are considered through group discussion, 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.

Study hours

At least 20 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

This module is marked on a pass/fail basis. Students must pass each item of assessment to pass the module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• 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 three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/qap/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.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Feedback from peer observation by mentor; discussion from peer review of senior colleague; tutorial with academic tutor discussing case study themes

Reassessment

Additional costs