Page 10 - STAR_Participant's_Handbook
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Taught path (Post Graduate Certificate University Learning and Teaching)
Background
The Postgraduate Certificate in University Learning and Teaching (PG Cert ULT) is an academic programme
for those teaching Imperial College students and forms the first stage of the three-stage MEd ULT. The
programme is designed with Imperial staff in mind, and is flexible with topics spread across the year.
Course Structure
The course is normally taken over one year, but can be spread across two years if needed and commences in
October. As this is a practice-led course, you must have significant teaching roles, including a range and
depth of activity. This can include lecturing, tutoring, course organisation, assessment, supervision, beside
or lab teaching for example. A typical progression through the course year is:
October Attend Induction Session and first teaching statement.
November Chose topics according to interest and need.
December Submit assignments from each topic for formative feedback.
January Arrange three teaching observations.
February
March Submit final summative portfolio.
April
May
June
Each of the topics has a similar structure. Pre-reading or a pre-sessional task will be sent to you in advance
of the topic seminar. This, together with your own practice, forms the basis of discussions. Following on
from the seminar an assignment, together with associated reading, is set and submitted six weeks later.
Feedback on this assignment is provided to you within two weeks. Almost all topics run at least twice
throughout the year, allowing for flexibility of choice, so you can spread the workload over the year. Click
here to see the PGCert ULT timetable for 2014-15. Most topics carry 5 ECTS worth of credit, some are 2.5
ECTS. A total of 20 ECTS must be made up of Topics, the remaining 10 is credited from the Induction
Session, initial workshops and preparation of the first teaching statement and the final portfolio. In addition
to the assignments you must undertake three teaching observations, two from a member of the EDU and
one peer observation from among your cohort; you will also act as an observer for another student. These
observations are not assessed but are a required part of the programme and students often report on how
useful they have found the process and the feedback. At the end of the year, you will be required to submit
a final portfolio for evaluation.
Flexible paths at D1 and D2
Participants who have appropriate experience, prior workshop attendance and/or existing teaching and
learning qualifications may choose to take a flexible path to their STAR recognition. Those who choose this
route will still have access to the full range of EDU workshops and support and will complete their
application in the same way as those on one of the taught pathways.
Flexible path to D3
There is no taught path for those applying at the D3 so all participants at this level will follow the flexible
path and will work with a faculty/departmental mentor to facilitate completion of their application.
Achieving D3 involves demonstrating a sustained record of effectiveness in relation to teaching and learning,
incorporating for example, the organisation, leadership and/or management of specific aspects of teaching
and learning provision. This is aimed at experienced staff with a role in supporting those new to teaching.
10
Background
The Postgraduate Certificate in University Learning and Teaching (PG Cert ULT) is an academic programme
for those teaching Imperial College students and forms the first stage of the three-stage MEd ULT. The
programme is designed with Imperial staff in mind, and is flexible with topics spread across the year.
Course Structure
The course is normally taken over one year, but can be spread across two years if needed and commences in
October. As this is a practice-led course, you must have significant teaching roles, including a range and
depth of activity. This can include lecturing, tutoring, course organisation, assessment, supervision, beside
or lab teaching for example. A typical progression through the course year is:
October Attend Induction Session and first teaching statement.
November Chose topics according to interest and need.
December Submit assignments from each topic for formative feedback.
January Arrange three teaching observations.
February
March Submit final summative portfolio.
April
May
June
Each of the topics has a similar structure. Pre-reading or a pre-sessional task will be sent to you in advance
of the topic seminar. This, together with your own practice, forms the basis of discussions. Following on
from the seminar an assignment, together with associated reading, is set and submitted six weeks later.
Feedback on this assignment is provided to you within two weeks. Almost all topics run at least twice
throughout the year, allowing for flexibility of choice, so you can spread the workload over the year. Click
here to see the PGCert ULT timetable for 2014-15. Most topics carry 5 ECTS worth of credit, some are 2.5
ECTS. A total of 20 ECTS must be made up of Topics, the remaining 10 is credited from the Induction
Session, initial workshops and preparation of the first teaching statement and the final portfolio. In addition
to the assignments you must undertake three teaching observations, two from a member of the EDU and
one peer observation from among your cohort; you will also act as an observer for another student. These
observations are not assessed but are a required part of the programme and students often report on how
useful they have found the process and the feedback. At the end of the year, you will be required to submit
a final portfolio for evaluation.
Flexible paths at D1 and D2
Participants who have appropriate experience, prior workshop attendance and/or existing teaching and
learning qualifications may choose to take a flexible path to their STAR recognition. Those who choose this
route will still have access to the full range of EDU workshops and support and will complete their
application in the same way as those on one of the taught pathways.
Flexible path to D3
There is no taught path for those applying at the D3 so all participants at this level will follow the flexible
path and will work with a faculty/departmental mentor to facilitate completion of their application.
Achieving D3 involves demonstrating a sustained record of effectiveness in relation to teaching and learning,
incorporating for example, the organisation, leadership and/or management of specific aspects of teaching
and learning provision. This is aimed at experienced staff with a role in supporting those new to teaching.
10
