Department of Higher Education: Programme Handbook

Department of Higher Education
Programme Handbook
Graduate Certificate in Learning and Teaching
2018
Table of Contents
WELCOME ............................................................................................................... 1
KEY DATES .............................................................................................................. 2
COMMUNICATION ................................................................................................... 3
KEY CONTACTS ................................................................................................... 3
ADMINISTRATION OFFICES ................................................................................ 3
HOW TO CONTACT A MEMBER OF ACADEMIC STAFF .................................... 3
HOW WE WILL CONTACT YOU ........................................................................... 3
KEEPING US UP TO DATE .................................................................................. 4
PERSONAL TUTORS ........................................................................................... 4
TEACHING AND LEARNING .................................................................................... 4
QUALIFICATIONS FRAMEWORK ........................................................................ 4
STAFF ABSENCE FROM TIMETABLED SESSIONS ............................................ 4
ATTENDANCE AT TIMETABLED SESSIONS ....................................................... 4
PROGRAMME INFORMATION................................................................................. 6
PROGRAMME STRUCTURE AND ORGANISATION ........................................... 6
MODULE INFORMATION ..................................................................................... 7
MODULE 1 INFORMATION .................................................................................. 8
MODULE 2 INFORMATION ................................................................................ 15
TEACHING OBSERVATIONS ............................................................................. 30
SIPS – Surrey In Partnership with Schools Project .............................................. 32
TEMPORARY SUSPENSION FROM STUDIES .................................................. 32
WITHDRAWAL FROM PROGRAMME REGISTRATION ..................................... 32
PROFESSIONAL & STATUTORY BODY REQUIREMENTS ............................... 32
EXTERNAL EXAMINERS .................................................................................... 33
ASSESSMENT........................................................................................................ 34
SUBMISSION OF COURSEWORK ..................................................................... 34
WORD LENGTH .................................................................................................. 35
ASSIGNMENT DEADLINES ................................................................................ 35
EXTENSION TO AN ASSIGNMENT DEADLINE ................................................. 35
NON-SUBMISSION ............................................................................................. 36
REFERENCING GUIDELINES ............................................................................ 36
FEEDBACK ......................................................................................................... 36
SPECIAL ARRANGEMENTS .............................................................................. 36
RE-ASSESSMENTS ............................................................................................ 37
COMPENSATION................................................................................................ 37
EXTENUATING CIRCUMSTANCES IN ASSESSMENTS ................................... 37
ACADEMIC INTEGRITY ......................................................................................... 40
ACADEMIC MISCONDUCT ................................................................................. 40
APPEALS................................................................................................................ 42
HIGHER EDUCATION ACHIEVEMENT RECORD (HEAR) .................................... 42
STUDENT REPRESENTATION .............................................................................. 43
STUDENT ACADEMIC REPRESENTATIVES ..................................................... 43
STUDENT STAFF LIAISON COMMITTEE .......................................................... 43
BOARD OF STUDIES ......................................................................................... 44
RESOURCES ......................................................................................................... 44
SURREYLEARN .................................................................................................. 44
UNIVERSITY LIBRARY AND LEARNING CENTRE ............................................ 45
SPLASH - Student Personal Learning and Study Hub ......................................... 46
ADDITIONAL LEARNING SUPPORT .................................................................. 47
UNIVERSITY CAREERS SERVICE .................................................................... 47
HEALTH AND SAFETY ....................................................................................... 48
CENTRE FOR WELL-BEING .............................................................................. 48
HEALTH CENTRE ............................................................................................... 49
STUDENTS’ UNION ............................................................................................ 49
REGULATIONS ...................................................................................................... 50
OFFICE OF STUDENT COMPLAINTS, APPEALS & REGULATION ...................... 50
COMPLAINTS ......................................................................................................... 50
INFORMAL STAGE ............................................................................................. 50
FORMAL STAGE................................................................................................. 51
POLICIES ............................................................................................................... 52
RELIGIOUS OBSERVANCE ............................................................................... 52
MATERNITY ........................................................................................................ 52
ADDITIONAL POLICIES ...................................................................................... 53
WELCOME
The Department of Higher Education (DHE) would like to take this opportunity
to welcome you to the Graduate Certificate in Learning and Teaching. The
programme has been designed with the aim of providing you with a positive
educational experience that addresses your needs as someone new or
relatively inexperienced as a teacher in higher education.
The programme is aimed at facilitating your role in the delivery of excellent

teaching within the particular field within which you work. The structure is
designed to enable practice to evolve, and the professional practitioner to
develop. Whilst there is the chance to focus on the particular professional
context in which you are working, the modules will be delivered to an
interdisciplinary audience, facilitating the sharing of multiple perspectives on a
range of generic issues. It is hoped that taking this approach will enable you to
develop as a teacher, and someone who is able to examine their learning
environment and justify the approaches subsequently adopted whilst also
gaining an appreciation of the different contexts and narratives that apply
across the different disciplines represented.
Teaching in higher education is challenging but can be extremely rewarding.

We hope that joining this programme will enable you to engage in debating
these challenges and sharing frustrations, aspirations, concerns and successes
as well as discovering new ideas, perspectives and insights. We look forward
to working with you and to the opportunities for the shared learning experiences
presented to all involved in the programme.
1
KEY DATES
Module 1 Format Date/Week Assessment date
Session1 Large Group 16 January or 17 January 2018
Compulsory
Welcome to of the GradCert
Programme
Session 2 Compulsory Workshop 25 January 2018, 1-3pm or
Introduction to learning and 9 February 2018, 10-12pm or
teaching 21 February 2018, 10-12pm or
13 March 2018, 10-12pm
Session 3 Compulsory Workshop 24 January 2018, 10-12pm or
Assessment and feedback 5 February 2018, 1-3pm or
20 February 2018, 10-12pm or
15 March 2018, 10-12pm
Optional sessions: Workshops February – March 2018
To choose a minimum of 3
Optional sessions: Annotated
2 tutorials concerning Bibliography and
assessment Personal Action Plan
29 May 2018
Session1 Large Group 5 or 6 June 2018
Session 2 Microteaching Negotiated to take place during

week 18-22 June 2018
Session 3 Small Group July 2018 – To be arranged
Session 4 Small Group August 2018 – To be arranged

Session 5 Small Group September 2018 – To be
arranged
Session 6 Small Group Negotiated to take place Group assessment
Presentations between 24 September and 5 arranged during this
October 2018 week
Self-reflection
15 October 2018
Session 1 Large Group 6 or 7 November 2018
Session 2-4 Small Group November 2018 – January
2019 as arranged
Session 5 Group Negotiated to take place during Module critique and
Presentations week 28 January - 1 February peer assessment 18
2019 February 2019
Session 1 Large Group 5 or 6 March 2019
Session 2 Large Group 19 or 20 March 2019
Session 3 Small Group As arranged April – June 2019

methods options
Session 4 Drop in sessions Research Proposal
as required 5 July 2019
Other Format Date/Week Assessment date
Teaching observations 3 individual When agreed 3 to be completed by
observations July 2019
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COMMUNICATION
KEY CONTACTS
All the DHE team contribute to the development and the delivery of the Graduate
Certificate in Learning and Teaching and are supported by members of the Department
of Technology Enhanced Learning (DTEL). However, members of the team have
different key roles as set out below:
Programme Director: Dr Simon Lygo-Baker, s.lygo-baker@surrey.ac.uk.
Simon is the main contact for issues relating to the overall programme and any
concerns that you may have.
Module 1 Leader: Dr Emma Medland, e.medland@surrey.ac.uk, ext. 3110.
Module 2 Leader: Dr Naomi Winstone, n.winstone@surrey.ac.uk, ext. 4391.
Module 3 Leader: Dr Simon Lygo-Baker, s.lygo-baker@surrey.ac.uk.
Module 4 Leader: Dr Anesa Hosein, a.hosein@surrey.ac.uk, ext. 3759.
The module leaders are the main point of contact for issues relating to their specific
module.
Programme Administrator: Jane Bradford, j.bradford@surrey.ac.uk, ext. 3750
Programme Tutors: Marion Heron m.heron@surrey.ac.uk ext 9113

Anesa Hosein a.hosein@surrey.ac.uk ext 3759
Ian Kinchin, i.kinchin@surrey.ac.uk ext 6220
Simon Lygo-Baker, s.lygo-baker@surrey.ac.uk
Emma Medland e.medland@surrey.ac.uk ext 3110
Naomi Winstone n.winstone@surrey.ac.uk ext 4391
ADMINISTRATION OFFICES
The administration team are based in the Elizabeth Fry Building (03AD04) 4th Floor
HOW TO CONTACT A MEMBER OF ACADEMIC STAFF
Please contact a member of the team either by email or using the extension number
above.
HOW WE WILL CONTACT YOU
We will communicate with you using email, telephone and also by posting on
SurreyLearn.
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KEEPING US UP TO DATE
The name recorded on any transcript or certificate issued by the University will be the
name in which the student was last registered. It is your responsibility to notify the
Academic Registry at the first opportunity if your name is not recorded correctly and
not later than the date of the Senate Progression and Conferment Executive /
Research Degrees Committee at which your award is considered.
PERSONAL TUTORS
Once you have started on the Graduate Certificate in Learning and Teaching you will
be allocated a tutor for each module. This person will be your main contact for any
aspect of the programme. You can also discuss any issues or concerns with the
Programme Director, Simon Lygo-Baker at any stage.
TEACHING AND LEARNING
QUALIFICATIONS FRAMEWORK
The University follows the Quality Assurance Agency’s (QAA) Framework for Higher
Education Qualifications in England, Wales and Northern Ireland (FHEQ) in
assigning its levels of study, these are as follows:
FHEQ Level 4 – undergraduate programme Year 1

FHEQ Level 7 – undergraduate programmes Year 4 (e.g. MEng) and
postgraduate programmes
STAFF ABSENCE FROM TIMETABLED SESSIONS
On rare occasions a staff member may not be able to attend a scheduled session due
to unforeseen circumstances. The Faculty Office will make every effort to inform you
in advance by email, on SurreyLearn announcements, and a notice on the teaching
room door; you will be informed about rescheduled sessions in due course.
If you have not been notified of an absence, and a member of staff has not arrived ten
minutes after the scheduled start time of a timetabled class, you should contact the
Programme Management Office (Jane Bradford ext 3750).
ATTENDANCE AT TIMETABLED SESSIONS
The University Regulations require that participants engage fully in the work of
their programme. Where a participant fails to engage in the learning
opportunities available the University will make enquiries in to their participation
and attendance and where there are no extenuating circumstances may
terminate the student registration on the programme.
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In the event of unforeseen disruption (eg adverse weather), unless the University is
closed for academic purposes, the timetable will continue as previously advertised. If
you are unable to attend any sessions in these circumstances you will need to catch
up once you have returned to campus.
Options to assist those missing sessions will include:

 sessions being posted on SurreyLearn wherever possible
 repeat or revision sessions (if possible and as appropriate)
 hand-outs and session presentations to be made readily available
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PROGRAMME INFORMATION
PROGRAMME STRUCTURE AND ORGANISATION
Structure diagram
Module 1 January to Assessment Teaching

May 2018 29 May Observations
Focus on gaining greater understanding
2018
of the learning environment and begin Three
to explore this in context of the teaching observations
to be undertaken undertaken at
This will lead to any stage
during the
programme.
To be
Greater understanding of the complexity of completed by
the learning environment and the
challenges faced:
July 2019
Module 2 June to Assessment

October 15 October
Focus on teaching and the 2018 2018
management of the learning
environment.
This will lead to
Greater understanding of your teaching will

allow you to consider wider aspects within:
Module 3 November Assessment

2018 to 18 February
Focus on collaboration and February 2019
understanding the curriculum 2019
This will lead to
Greater understanding of how the

curriculum is developed and will enable:
Module 4
March to July Assessment
To focus on problematising the learning 2019 5 July
environment to develop questions that 2019
will enable you to evaluate and improve
practice.
Potential opportunity to undertake the
research within the MA in Higher Education
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MODULE INFORMATION
The programme consists of part-time study over approximately eighteen months

(starting in January and finishing the following July).
The Certificate consists of four modules. All are compulsory for the award of the
Graduate Certificate in Learning and Teaching.
Module 1. Exploring the learning environment. This first module aims to give
you an introduction to the learning environment with two compulsory
workshops: 1. Introduction to teaching and learning in higher education
and 2. Assessment and feedback. You will then be able to tailor the
remainder of the module to your specific interests with a variety of
optional workshops, of which you will need to complete a minimum of
3.
Module 2. Theory and practice of teaching. This second module aims to

examine your role as a teacher and how you manage the learning
environment within which you work. The focus is on developing your
understanding of the context within which you teach. A significant
aspect of this module will be based on microteaching (see Module 2
Information for further details). The opportunity to engage in the
observation of teaching has been shown to be an important element in
the development of our understanding of our practice (Lygo-Baker &
Hatzipanagos, 2007). The module will focus not on altering your
practice but providing you with an opportunity to develop ways of
reviewing your practice and consider why you do what you do.
Module 3. Understanding the curriculum. The third module aims to broaden

your considerations further to encourage understanding of your wider
role in the development of learning by analysing curriculum
development. This module is based on collaborative learning and aims
to enhance your understanding of different curriculum models and how
these can be applied to the context within which you practice. The
module provides an opportunity to develop and critique the
development of programmes of learning
Module 4. Education Research. The fourth module builds on understanding

developed in the first three modules about your own practice and how
this then fits into the curriculum. The module focuses on how to
enhance your understanding of the complex interrelationship between
learning and teaching through the development of appropriate
questions to investigate your area of practice. This will lead to the
development of a research proposal.
Pattern of delivery
Sessions generally run on a Tuesday morning or Wednesday afternoon and will be
based around a series of interactions including microteaching, small group discussions
and some problem based work. However, for all modules there is an emphasis on
small group work and some sessions may be arranged through negotiation and
therefore may be timetabled at any time during the week to suit participants.
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MODULE 1 INFORMATION
Key Elements:
Module Leader: Dr Emma Medland
 1 compulsory large group session: Welcome to the Grad Cert

Programme
 2 compulsory workshops: ‘Introduction to Learning and Teaching’
and ‘Assessment and Feedback’
 Minimum of 3 optional workshops to be undertaken during the module
 2 tutorials
 Runs: January to May
 Assessment: An annotated bibliography (2000-2500 words) and
personal action plan (500 words) 100%.
Introduction
This first module provides participants with an opportunity to examine elements of the
learning environment relevant to their careers. The module aims to support participants
to reflect upon a range of theory that underpins practice and how this can enable
evidence-informed responses that can adapt to different contexts with the intention of
enhancing learning.
As the experience of different roles and within different disciplines varies, the module
has been designed to allow each participant to respond both to the context that they
recognise as well as their own individual areas of interest and development. The
module has, therefore, been designed to provide some flexibility and to support you to
align your practice with the UK Professional Standards Framework (UKPSF). Any
participant who successfully completes Modules 1 and 2 can gain recognition and
Associate Fellowship (Level 1) from the Higher Education Academy (for further details
see the section entitled ‘Professional & Statutory Body Requirements’ below). The
UKPSF may be accessed via the below link:
https://www.heacademy.ac.uk/sites/default/files/downloads/UKPSF_2011_English.pdf
The module begins with one compulsory large group session and two compulsory
workshops. The large group session is intended to provide an overview of the
programme, and the two workshops aim to ensure that all participants are able to
demonstrate an understanding of specific aspects of effective teaching, learning
support methods and student learning. The two workshops look at how to plan teaching
sessions that focus on the development of learning opportunities, and then how to
measure this through assessment and provide adequate and appropriate feedback. A
series of optional workshops are then offered, which provide an opportunity to tailor
your learning to suit the particular contexts experienced. These aim to be up to date
and responsive to the current environment and provide opportunities to engage with
new research undertaken by members of the team and the wider university community.
Each participant must attend a minimum of three of these workshops. The two
tutorials are designed to support participants in developing their annotated
bibliographies and personal action plans, and will provide an opportunity to discuss the
assessment brief and participants’ draft work.
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Contact Time
An overview of a sample of the workshops available are located below, including the
2 compulsory workshops and a small selection of the optional workshops that
participants should select a minimum of 3 from:
Compulsory Workshops
All participants must attend both of these workshops.
Workshop 1 - Introduction to Learning and Teaching – Various dates from
January to March
Participants explore “helpful” and “unhelpful” teaching characteristics and how these
may be affected by the current climate in higher education. During the workshop you
will be asked to begin reflecting upon how to plan sessions, whilst taking into
consideration the physical, socio psychological and cultural factors that may
influence the engagement of students in their learning. This workshop will, therefore,
focus very much on planning for learning. Participants gain a brief overview of adult
learning theory and are asked to draw on their own learning experiences to help
examine how students approach learning in each discipline.
Workshop 2- Assessment and Feedback – Various dates from January to

March
This workshop considers some of the fundamental aspects of setting appropriate
assessment and how feedback affects our relationship with the learners. It offers
suggestions to enhance both our assessment practice and the provision of effective
feedback.
Optional Workshops
Participants will then be able to select a minimum of 3 additional workshops. These
workshops respond to the developing trends in practice and the context of the
University of Surrey. The full details of all workshops on offer are outlined on our
website (http://tinyurl.com/CPD2018) and on SurreyLearn. To book onto a workshop
please use the following link (http://tinyurl.com/CPD2018Enrol). Please note that
places are limited and offered on a first come, first served basis. If you have any
queries please contact Bronte Williams (bronte.williams@surrey.ac.uk).
The following are examples of workshops that will be available:
Creative and innovative approaches to enhancing student engagement in their

learning using Lego Serious Play (LSP) and /or Playdoh
This active workshop will briefly showcase some examples of our work with 3D
modelling using Lego and Playdoh within various disciplines (including Nursing,
Engineering, Veterinary Anatomy) and departments at all levels of study. A hands-on
opportunity to explore the possibilities for modelling within your own subject areas and
reflect upon the potential for enhancing student learning development and
engagement.
Delivering the Perfect Lecture

Using evidence from observation of over 400 lectures and framing this against the
literature, we will follow the stages of a lecture to consider how we can enhance our
practice, drawing on the experience of others. Each participant will be encouraged to
critique his or her own approaches and consider aspects that could enable you to
deliver the ‘perfect’ lecture. Drawing on conversations with teachers in a variety of
subjects a series of questions will be posed to stimulate reflection on practice, such as
what is your plan B and does your physical position create have tunnel vision?
9
Designing and creating online learning materials for students
This hands-on workshop will guide you through the process of designing and creating
online learning materials using Panopto to help your students become more actively
engaged and independent in their learning. The types of online learning materials you
can create to this effect with Panopto include:
• ‘Mini’ interactive lectures that explain a key concept in advance of more detailed
discussion in class
• Short tutorials to show how to use a software application or carry out a lab
procedure
• Guidance on how to complete assignments and provide feedback on
assignments
Before the workshop, you’ll be provided with materials to help you identify a learning
challenge and create an outline for an online resource designed to address this. During
the workshop you’ll gain hands-on experience of Panopto and learn how to produce
and publish your online learning resource. You will also consider ways to integrate your
resources into your practice and to encourage students to use them actively. We will
discuss ways to apply a similar approach to other challenges, such as teaching large
cohorts.
Elocution and clear speech

This is a workshop on elocution to enhance both your teaching and communication in
English, and involves clear speaking. It will give you confidence in public as a second
or 3rd language.
Engendering academic talk in seminars

Seminars are a distinctive feature of HE education and are synonymous with
discussion and debate. However, research into classroom talk has highlighted the link
between quality of talk and depth of understanding. This workshop will present features
of academic talk (as opposed to conversation) in the context of empirical research and
the HE context. Participants will explore different strategies for promoting and
supporting more academic talk in seminar discussions.
‘Escape the Classroom’: How to apply Escape Room activities to teaching

Escape Rooms offer immersive problem-solving experiences, and are a popular
activity for groups of individuals. Recently, the principles underpinning escape rooms
have been developed into innovate pedagogies that engage learners in problem-
solving, critical thinking, and real-world learning. This session will introduce
participants to the principles underpinning the use of escape room methods in learning
and teaching, and participants will have the opportunity to experience the process by
participating in an escape room activity in teams. The session will also provide
concrete suggestions as to how the principles underpinning escape room activities can
be applied to lectures and seminars.
Writing for Thinking: Using short writing tasks to enhance students’ disciplinary
thinking
‘Students should not only learn to write but write to learn’ (Bazerman and Russell,
1994, p. xiv). This session will explore how writing can be used for learning, thinking
and developing disciplinary expertise. It will specifically focus on how short writing
tasks can be used to stimulate students’ disciplinary thinking and enhance their
engagement with module content. Along with exploring the underlying theory and
examples of good practice from the sector, this workshop will offer the attendees an
opportunity to design short writing activities for their module/s and think about how
such activities can be systematically integrated into module and programme delivery.
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Tutorial sessions
In addition to the workshops you will be part of a tutorial group and assigned a tutor
who will provide two tutorial sessions to support the development of your work within
the module. These two tutorial sessions will be group based and are likely to take place
after the workshops in April and May as you work towards the completion of your
assessments.
Assessment Brief - Module 1
Assessment Strategy
The assessment strategy is designed to provide students with the opportunity to
demonstrate the learning outcomes. Thus, the summative assessment for this module
consists of two parts: a 2,000-2,500 word annotated bibliography, and a 500 word
personal action plan that has been derived from the annotated bibliography. These
need to be submitted by 29th May 2018.
The annotated bibliography has been designed to encourage engagement with the
literature/resources on learning and teaching and the completion of an action plan is
designed to enable each participant to start to frame his/her development as a learner
and a teacher, drawing on the literature engaged with and the different experiences of
practice as they develop.
Part 1 – The Annotated Bibliography

An annotated bibliography is a list of citations of books, articles, and documents. Each
citation is followed by a brief (usually about 150 words) descriptive and evaluative
paragraph: the annotation. The purpose of the annotation is to inform the reader of the
relevance, accuracy, and quality of the sources cited and in this case, this is in relation
to the development of your understanding of the learning environment.
An annotated bibliography is both descriptive and critical; it should expose the author's
point of view, clarity and appropriateness of expression, and authority. Creating an
annotated bibliography calls for the application of a variety of intellectual skills: concise
exposition, succinct analysis, and informed library research.
First, locate and record citations to books, periodicals, documents, and other resources
(e.g. video clips, institutional documentation etc.) that may contain useful information
related to your development and understanding of the learning environment within
which you work. Briefly examine and review the actual items. Then choose those works
that provide a variety of perspectives on your topic. Cite the resource (e.g. book, article,
document etc.) using the appropriate style. Write a concise annotation that
summarizes the central theme and scope of each resource, and draws clear linkages
with the UKPSF (see marking criteria below). Include one or more sentences that:
(a) evaluate the authority or background of the author
(b) comment on the intended audience
(c) compare or contrast this work with another you have cited
(d) explain how this work illuminates your evolving understanding of the
learning environment and your place within it.
Part 2 – Personal action plan
Action plans are important aspects of personal development planning, and are all
about considering what you want to do in future. You may want to start something new,
build on existing strengths or work on skills you need to improve. As you explore the
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learning environment within the module we would like you to review your
understanding and use the personal action plan to demonstrate how you are going to
develop this further. A template for the personal action plan is available should you
wish to use it. However, it is not a requirement to use this template, so please feel free
to develop your own style of action plan. Whichever way you choose to present your
personal action plan, it may be helpful to consider the following headings:
1. Main goal – i.e. what is the key area of focus for your personal development?
2. Objectives – i.e. what steps are involved in achieving the main goal?
3. UKPSF – i.e. how do these objectives relate to the UKPSF (e.g. A1, V3, K2)?
4. Specific actions – i.e. what current and/or future steps are required in order
to achieve these objectives?
5. Resources – i.e. what is required to ensure specific actions are successful?
6. Challenges – i.e. what are the potential threats or risks to achieving the
objectives?
7. Measure of success – i.e. how will you know that the objectives have been
achieved?
8. Timeline – i.e. when do you expect to have achieved the actions?
Using the UKPSF to help formulate your personal action plan against is important. The
UKPSF provides useful areas to consider when reviewing learning and teaching. The
annotated bibliography and personal action plan form 100% of the final mark for
Module 1.
Assessment criteria
1. Demonstrates an understanding of specific aspects of effective teaching, learning
support methods and student learning.
Here we are looking at how comprehensively you use relevant evidence and
examine this to demonstrate how this impacts on the development of your
understanding of the complex relationship between learning and teaching.
2. Demonstrates an understanding of elements of the UKPSF.

Here we are looking for how well you have demonstrated an understanding of the
interaction between the subject material and the learning environment and the
development of appropriate ways to teach, learn and assess within these.
3. The extent to which you are able to examine different approaches offered and
consider how different techniques and strategies may impact on the learning
environment.
Here we are looking at how well you can review information you have encountered,
with a view to adapting practice and the implications of this for you and the
approaches taken.
4. The presentation of the material, based on clarity, coherence and concise

argument.
Here we are looking at how well the information presented can be followed by the
reader, has a logical flow and is able to inform the reader so that argument is
evident, clear and written within the limits provided.
Formative assessment and feedback:
Opportunities for formative feedback will be provided throughout the module. The two
tutorials will provide a forum in which to consider drafts of both the annotated
bibliography and personal action plan. Participants should bring an annotation on one
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or two resources to the first tutorial, and a draft of their action plan derived from the
annotated bibliography and/or workshops attended to the second tutorial. Some past
examples of annotated bibliographies will be available within the ‘Resources’ section
of SurreyLearn should you wish to access them.
Recommended Reading
This will in part be dependent upon the individual, their discipline and the context.
Journal articles and chapters will be recommended dependent upon area of interest
and development. For the compulsory workshops the following reading is
recommended. Please do not take this to be an exhaustive list. Indeed, we encourage
you to search out the specific aspects of practice that you are interested in knowing
more about, as well as the teaching and learning related resources (e.g. journals,
vodcasts, institutional documentation, book chapters, podcasts, tweets, blogs etc.) for
your discipline area:
Introduction to Learning and Teaching

Ashworth, F., Brennan, G., Egan, K and Hamilton, R. (2004) Learning Theories and
Higher Education. Conference paper, Dublin Institute of Technology 2, June
issue: http://tinyurl.com/HELearningTheories
Baron, P and Corbin, L. (2012) Student engagement: rhetoric and reality. Higher
Education Research and Development 31 (6) 759-772.
Biggs, J and Tang, C. (2011) Teaching for Quality Learning at University 4th edition
Maidenhead and New York: Open University Press.
Brookfield, S., & Preskill, S. (2016) The Discussion Book: 50 great ways to get
people talking. Jossey-Bass.
Exley, K., & Dennick, R. (2004) Giving a Lecture: from presenting to teaching.
Oxon: RoutledgeFalmer.
Large Group Teaching (2015) HEA: https://www.heacademy.ac.uk/knowledge-
hub/large-group-teaching
Small Group Teaching (2012) London Deanery:
http://www.faculty.londondeanery.ac.uk/e-learning/small-group-teaching
Assessment and Feedback

Carless, D., Salter, D., Yang, M. and Lam, J.(2011) Developing sustainable feedback
practices. Assessment and Evaluation in Higher Education, 34 (1), 79-89.
Enhancing Feedback: http://www.enhancingfeedback.ed.ac.uk/
Evans, C. (2013) Making sense of assessment feedback in higher education.
Review of Educational Research, 83 (1), 70-120.
Formative Assessment in Science Teaching: http://www.open.ac.uk/fast/
Improving Student Assessment: http://www.jisc.ac.uk/guides/improving-student-
assessment
Medland, E. (2016) Assessment in higher education: drivers, barriers and directions
for change in the UK. Assessment and Evaluation in Higher Education, 41 (1)
81-96.
Nicol, D. and MacFarlane-Dick, D. (2006). Formative assessment and self-regulated
learning: A model and seven principles of good feedback practice. Studies in
Higher Education, 31 (2), 199-218.
Winstone, N.E., Nash, R.A., Rowntree, J., & Parker, M. (2017). “It’d be useful, but I
wouldn’t use it”. Barriers to University students’ feedback seeking and
recipience. Studies in Higher Education, 42 (11), 2026-2041.
Background Reading
This will be dependent upon the individual workshops that each participant engages
with. Below are examples of reading related to the workshops outlined above.
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Creative and innovative approaches to enhancing student engagement in their
learning using Lego Serious Play (LSP) and /or Playdoh
James, A., & Brookfield, S.D. (2014) Engaging Imagination: Helping students
become creative and reflective thinkers. San Francisco, CA: Jossey-Bass.
Robinson, K. (2015) Creativity at University [online]. Available:
https://www.thersa.org/discover/videos/event-videos/2015/07/ken-robinson-
on-creativity-at-university
Gauntlett, D. website: http://davidgauntlett.com/
Delivering the Perfect Lecture

Bain, K. (2004) What the Best College Teachers Do. Harvard: Harvard University
Press.
Brookfield, S. (2015) The Skilful Teaching: On technique, trust and responsiveness
in the classroom (3rd Ed). San Francisco, CA: Jossey-Bass.
Designing and creating online learning materials for students

Beetham, H. (2013) Rethinking pedagogy for a digital age: designing for 21 st century
learning (2nd ed.). New York: Routledge.
Mor, Y., & Mogilevsky, O. (2013) The learning design studio: collaborative design
inquiry as teachers’ professional development. Research in Learning
Technology, 21: 22054 - http://dx.doi.org/10.3402/rlt.v21i0.22054
Engendering academic talk in seminars
Barnes, D. (2010). Why talk is important. English Teaching, 9(2), 7.
Michaels, S., O’Connor, C., & Resnick, L. B. (2008). Deliberative discourse idealized
and realized: Accountable talk in the classroom and in civic life. Studies in
philosophy and education, 27(4), 283-297.
‘Escape the Classroom’: How to apply Escape Room activities to teaching

Eukel, H. N., Frenzel, J. E., & Cernusca, D. (2017). Educational Gaming for
Pharmacy Students-Design and Evaluation of a Diabetes Themed Escape
Room. American Journal of Pharmaceutical Education, ajpe6265 [online].
Available: http://www.ajpe.org/doi/pdf/10.5688/ajpe6265
Wiemker, M., Elumir, E., & Clare, A. (2015) Escape Room Games: “Can you
transform an unpleasant situation into a pleasant one?” [online]. Available:
https://thecodex.ca/wp-content/uploads/2016/08/00511Wiemker-et-al-Paper-
Escape-Room-Games.pdf
Design your own Educational Escape Room [online]. Available:
http://dmll.org.uk/resources/tools/teaching-and-learning/educational-escape-
room/
Writing for Thinking: Using short writing tasks to enhance students’ disciplinary
thinking
Bean, J. (2011). Engaging Ideas: The Professor's Guide to Integrating Writing,
Critical Thinking, and Active Learning in the Classroom. (2nd ed.). San
Francisco: Jossey-Bass Higher and Adult Education.
Monroe, J. (2003). ‘Writing and the Disciplines’. Peer Review, Vol. 6, No 1.
Credits
15 credits
14
Key Elements:
Module Leader: Dr Naomi Winstone
 6 sessions: 1 large group, 1 microteaching, small group sessions, 1

presentation
 Runs: June to October
 Assessment: Group (50%), Self-reflection (50%)
 Successful completion can lead to Associate Fellow status with the
HEA * (See section below for further information)
Introduction
This is the second module and will start in June and run until October. The aim of the
module is for you to begin a series of collaborations that will allow you to develop
greater understanding of your role as a teacher in the learning environment. This is
expected to surface discipline specific issues and questions related to professionalism
as it applies within each area of the university. The sessions will provide the opportunity
to examine actual practice in relation to a range of ideas drawn from both the
educational literature and that from within each discipline.
This module is based on Lewin’s (1951: 169) notion that “there is nothing so practical
as a good theory” and it is intended that by the end you will have begun to recognise
how to apply theory to your practice in ways that help you to gain greater understanding
of the complex interrelationship between learning and teaching.
The intention of this module is for individual practice to form the basis of an
examination of relevant learning and teaching theory. Rather than put forward different
theories of learning and teaching, which may not appear relevant to you, the intention
is for the DHE tutors to build from the practice that is demonstrated by you. In this way
the programme will aim to be flexible and responsive to the experiences of you as a
learner.
Contact time
Please note that additional tasks – including reading, contributing to online discussions
and group work may be set between sessions. SurreyLearn is used to develop ideas
between taught sessions and resources, ideas and challenges will be posted onto the
virtual learning environment. It is anticipated that each participant will use SurreyLearn
to maintain contact with tutors and colleagues given the nature of the programme.
Session 1 (3 hours) – Tuesday June 5th 2018, 10.00-13.00 or Wednesday June 6th
2018, 13.00-16.00
The initial session will provide an introduction to the Module, setting expectations and
introducing some key concepts. The session will then consider the current context of
higher education and offer an opportunity for debate. The session will introduce you to
the role of microteaching and how this practice can be used to help the development
of practice. Working in small groups there will be the opportunity to consider how to
begin to examine and evaluate practice, working on self-assessment and in particular
how to provide effective feedback by considering what we should look for in our
15
teaching. You will be introduced to members of the group you with whom you will work.
This group will have a shared space on SurreyLearn within which to discuss between
sessions.
Session 2 – Microteaching Week 18th – 22nd June 2018

A microteaching session held in a university teaching room in which 4 or 5 of you will
be expected to conduct a 15 minute teaching session on a topic of your choice. You
may wish to teach an aspect of your own discipline but are not limited to this. You could
as easily teach a hobby you enjoy or a skill you they have which is not related to your
university discipline. The focus is on the process of the teaching and how the content
is appropriate to the audience (which will be small and also likely to have experts from
different disciplines present). This will be followed by a discussion on the experience
led by the HE tutor. You will receive a recording of your microteaching session for you
to review.
Session 3 (2-3 hours) – July 2018
This session provides an opportunity, following reflection upon the microteaching

experience, to meet as a small group to discuss aspects that have arisen. These
discussions will provide the initial stages towards the development of the presentation
and enable planning to begin.
Session 4 (2-3 hours) – August 2018
This is a further opportunity to reflect on aspects that you and members of your group
are interested in and as you develop your thinking about practice. The discussions will
hopefully be developing into themes that you will want to focus on as part of your
presentation.
Session 5 (2-3 hours) – September 2018
This is the final small group session before your group presentation. We suggest that
you use this to finalise the presentation, the topics/themes to focus on, responsibilities,
format and resources needed.
Session 6 (1 hour) – Presentation Weeks 24th September to 5th October
The final session will be a presentation based on the enhancement of learning and
teaching.
The assessment for this module is a group presentation based on the enhancement of
teaching and a self-reflection considering how you feel your teaching is developing and
where challenges remain. Each member of the group is expected to contribute to both
the development and delivery of the presentation. Your final mark will be combined
from your group presentation which contributes 50% of your final mark, and a self-
reflection assignment which contributes the remaining 50%. Please note that you are
required to pass both elements of the assessment (minimum 40% for the group
presentation and the self-reflection) to achieve an overall pass for the module.
The aims of the assessment are to enable you to demonstrate two key outcomes from
the Graduate Certificate programme, as follows:
16
1) Examine practice and provide responses to problems and redefine knowledge to
establish and apply new approaches to situations encountered in practice
and,
2) Independently analyse different approaches and accurately assess your work and
that of others.
Format and criteria

The assessment has been devised in order to allow you to demonstrate these
outcomes, which align with the UK National Professional Standards Framework (see
UKPSF, Higher Education Academy for further details) and complete Standard
Descriptor 1 (which may lead to Associate Fellow status). The intention is for you to
demonstrate your understanding of learning and teaching in relation to your values,
beliefs and intentions and the institutional and wider context of higher education and
how you are able to apply this and analyse the impacts and consequences of the
actions that you take. There are two main focuses for this, first to demonstrate how
your understanding has developed in collaboration with others and second to show
how this can assist you in analysing your own and others’ work.
Please note that the basis upon which this assessment has been designed is to provide
as many opportunities as possible for formative feedback but also to help our
understanding of the complexity present in the assessment of learning.
Part 1 – The Group Presentation
To meet aim 1 you will be required to engage in a group presentation. This group
presentation will be:
 A presentation of approximately 30 minutes

 Based on an examination of a minimum of two of the five areas of activity, and
also relating to areas of core knowledge and professional values from the
UKPSF
 Followed by a discussion of approximately 30 minutes with two assessors (one
who is likely to have been your tutor) from DHE
The assessment will:
 Offer the opportunity, in collaboration with your colleagues, to show how you
have examined practice and devised responses to the situations you face
 Be conducted by the two DHE tutors and will be for the group
 Result in the award of a mark out of 100, which will contribute 50% of your
individual mark for this module.
The criteria for this element of the assessment are:
 Demonstration of the breadth and depth of knowledge of learning and teaching

informed by practice and scholarship
Here we are seeking to see how comprehensive your use of relevant evidence
is. This may be drawn from practice as well as study of the underpinning theory
and should show an appropriate selection and coverage
17
 Demonstration of the ability to use evidence to inform practice and align
practice with wider institutional contexts (department, institution etc) and your
own values and beliefs
Here we are looking at how well you have been able to take the knowledge that
you have gained or brought with you and have used this to support the
argument/s that you put forward
 Demonstration of a coherent, compelling and concise presentation
Here we are looking at how well the information presented can be followed by
the audience, has a logical flow to the argument being presented so that it is a
fluent presentation
 Ability to analyse learning and teaching and apply these insights to enhance
practice
Finally, we are looking at how well you can demonstrate your understanding of
your teaching and how this interrelates to learning to bring forward insights that
show how you can interpret and offer observations on theory and practice that
show alternative and creative perspectives
You will have approximately thirty minutes for your presentation, and you can make
use of whatever resources you wish, such as your microteaching videos, PowerPoint
and so on. This will be followed by a group discussion based on the presentation,
which may last a further thirty minutes with the two members of the DHE team (one of
whom will be your tutor).
 The focus for the presentation is on your current understanding of aspects of

teaching and learning (where have you got to in your thinking about T & L); you
might want to show how you have changed/developed as a result of the
microteaching/feedback/reflection process if that seems appropriate, but
presenting a ‘before and after’ picture is not necessary
 You can raise questions and unresolved issues in your presentation;
identifying the dilemmas that you face and are grappling with, even if they
have no clear resolution at present, as the identification and consideration of
such issues can demonstrate depth of understanding. It may be that you
present different opinions and aspects drawn from disciplinary perspectives, or
areas that you have found commonality
 The group presentation can be interactive with you setting something for the
assessors to do if you feel that is the best way of showing your understanding
of issues in teaching and learning within wider institutional contexts and your
values and beliefs
To prepare for the presentations we suggest that you:
 Meet and use the optional sessions to discuss the presentation

 Work as a group to agree what areas you wish to focus upon – using the
UKPSF as a guide: available online at:
https://www.heacademy.ac.uk/sites/default/files/downloads/UKPSF_2011_English.pdf
 Agree any actions to be undertaken by individual members of the group
 Agree organisational issues, for example, additional times to meet to prepare
or a time to run through the presentation in advance
 Negotiate as a group, areas of participation and responsibility
18
Part 2 – Self-reflection
To meet aim 2 you will:
 Undertake a self-reflection essay or report, which will consist of 1,000 words

and analyse your own learning within the module based on an examination of
a minimum of two of the five areas of activity, and also relating to areas of core
knowledge and professional values from the UKPSF (please ensure that these
are clearly identified)
 This will demonstrate how you are able to analyse your approach to teaching,
how this is evolving and how you have or may, apply changes to your practice
 This will be assessed by two DHE tutors (one being your tutor)
 The assessment will contribute 50% of the overall mark for the module
 Complete and submit the self-reflection essay or report by 15th October 2018.
You may also wish to post this onto SurreyLearn for feedback from your peers.
The criteria for this element of the assessment are:
1) Demonstration of understanding of identified areas of the UKPSF (a minimum

of two) and the ability to apply this to practice
Here we are looking for you to show how you understand elements of the
UKPSF and how these translate into and can be seen within the practice that
you are involved in. We are looking at how you are able to identify how the
UKPSF is relevant to the work you do.
2) Demonstration of the ability to make informed professional judgement on

practice based on the demonstration of an alignment with contexts and your
own values and beliefs
Here we are looking for you to show how your own thinking is developing, either
from examining your own practice and how this has changed or been reinforced
through experience, or that learning from literature, discussion, debate or
observation (say from the micro teaching) has enabled you to consider your
approach in alternative ways. It is possible that this may have challenged some
of your own opinions and things that you felt or feel are important, and this is
an opportunity to raise this and show how this has either changed your
approach or perhaps made you more comfortable over what you do.
Preparation for the assessment
To prepare for this assessment look at the UKPSF and consider which areas might be
useful to focus upon. Reading through the document may help to provide you with
ideas over aspects that you have considered. There are a number of areas that you
may wish to consider, such as:
1) What is the role of the teacher in the learning environment with regards to the
information being provided to learners?
2) What do or can you do to enhance learning in the environment within which
you work?
3) How do you know that what you do is effective?
4) What types of evidence can be drawn upon to evaluate your practice?
Assessments will need to be completed by 15th October 2018

19
Recommended Reading
Bain, K. (2004) What the best College Teachers do London: Harvard University Press
Barnett, R. (2005) Reshaping the University Buckingham: SRHE/OU Press
Biggs, J. & Tang, C. (2007) 3rd ed. Teaching for Quality Learning at University
Buckingham: SRHE/OU Press
Brookfield, S. Through the Lens of Learning in C.Paechter, R. Edwards, R. Harrison,
& R. Twining (Eds) (2001) Learning, space and identity London: Chapman
Chalmers, D & Hunt, L. (2013) University teaching in focus London: Routledge
Cowan, J. (2006) 2nd ed. On becoming an Innovative University Teacher Maidenhead:
OU Press
Skelton, A. (2005) Understanding Teaching Excellence in Higher Education Abingdon:
Routledge
Background Reading
Beetham, H. (2013) Rethinking pedagogy for a digital age New York: Routledge
De Laat, M., Lally, V., Lipponen, L., & Simons, R.-J. (2007). Online teaching in
networked learning communities: A multi-method approach to studying the role
of the teacher. Instructional Science, 35(3), 257-286
Jarvis, P. (1995) 2nd ed. Adult and continuing education: theory and practice London:
Routledge
Mishra, P., & Koehler, M. J. (2005). What happens when teachers design educational
technology? The development of technological pedagogical content
knowledge. Journal of Educational Computing Research, 32(2), 131-152
Nicholls, G. (2002) Developing Teaching and Learning in Higher Education London:
Routledge/Falmer
Ramsden, P. 2006) 2nd ed. Learning to teach in Higher Education Abingdon:
RoutledgeFalmer
Rowland, S. (2000) The Enquiring University Teacher Buckingham: SRHE/OU Press
Credits
15 credits – Successful completion enables Associate Fellow status with the HEA
AFHEA
Successful completion of Modules 1 and 2, aligned to D1 of the UKPSF, enables you

to put forward your evidence from the programme to be considered for AFHEA. This
will be considered by the Surrey Excellence in Teaching (SET) Assessment Panel.
The Panel, which consists of a minimum membership of 7 members from the list
below1, will ensure that those who put forward their evidence will be examined and
where appropriate ratified for AFHEA.
1
One external member, who is a Principal Fellow of the HEA
One external member who is a Senior of Principal Fellow and who has experience of
CPD panel membership in at least one other institution
Two Associate Deans who are Fellows
The Surrey Open Leader
Two Senior Fellows from within the University
Five further Fellows from within the University
20
Key Elements:
Module Leader: Dr Simon Lygo-Baker
 5 sessions: 1 large group, 3 small group, 1 presentation

 Runs: November 2017 to February 2018
 Assessment: 2500-3000 word critique (75%) and peer assessment
(25%)
Introduction
The third module runs from November until February. In the second module you will
have had an opportunity to explore and begin to understand some of the key themes
in your own teaching. Building on the second module the aim of the third is to consider
how developing an understanding of the curriculum within the subject can enhance
your practice further. Again theory will be used in combination with your own
experience of practice. This module will be based on a series of collaborative exercises
and will consider fundamental questions to enhance understanding of what a
curriculum is and how it is designed and enacted. It is expected that these will include
notions of the hidden curriculum, institutional values and their relationship with your
own values, assessment, evaluation and feedback, student learning and models of
curriculum development (such as constructive alignment). In addition, other ideas will
be considered as collaboration between participants is developed, such as inter-
disciplinarity and diversity.
This module acknowledges that, “Curriculum design cannot be a cosy self-contained

activity between consenting colleagues” (Higher Education Academy, n.d., p. 1). It
utilizes alternative dialogic and collaborative models for realizing curriculum
development that have been proposed (Ziegenfuss & Lawler, 2008; O’Neill, 2010). It
recognises that curriculum development is complex and requires engagement with the
nature of disciplinary knowledge, theories of learning, strategies for facilitating student
learning and assessment. The module also acknowledges that through the evaluation
of the curriculum and its’ development there are likely to be areas of overlap with a
notion of teaching scholarship underpinning professional development strategies in
higher education: “Curriculum development is thus a particularly pertinent means for
fostering the scholarship of teaching and learning since it is closely connected with
lecturers’ primary allegiance to their subject areas” (Warren, 2003, p. 2). This fits well
with developing understanding of the implications of the UKPSF and interpretations of
scholarly approaches to the design and delivery of learning opportunities.
Contact time
and group work may be set between sessions.
Session 1 (3 hours) – Tuesday 6th November 2018, 10.00-13.00 or Wednesday 7th

November 2018, 13.00-16.00
The first session will explore a series of different curriculum models to provide a
grounding upon which you can examine your own areas of work, both those which
have already been designed and those which you are responsible for establishing. The
session will consider different theories in relation to the curriculum which can be used
21
when thinking about the design and development of learning opportunities within your
own discipline. For example, those based on transmission, learning as product or
learning as process. It is intended that by the end of this session you will have a greater
appreciation of what ‘curriculum’ means and how this can be described within your
own area of learning and teaching. At the end of this session you will be assigned to a
group who will work on the development of a new module which could be delivered at
the University of Surrey.
Sessions 2-4 (2-3 hours) - November to January as arranged
Working in your group with a member of the DHE team, these sessions offer the
opportunity to design and develop a new module. As a group you can utilise a variety
of curriculum design models and notions of change management. By relating these
models and notions to your own understanding of the discipline you work within it is
intended that you will be able to select models which can more appropriately support
the design process in your own learning environments.
It is anticipated that requests from each group, relating to their own work on the
development of their new module, will provide the basis for what is delivered in the
session. It is anticipated that the general pattern will be:
 Session 2 – consider the topic for the proposed module and discuss potential
curriculum models that may be used to underpin the design
 Session 3 – initial work on a draft of the proposed module
 Session 4 – agree the detail for the module and plan for the presentation
Session 5 (3 hours) Presentations 28th January to 1st February, 2019

This session will bring together a number of groups (approximately three/four) to
present their modules to a multi-disciplinary audience. Each group will be asked to
present their module for up to half an hour (about 15-20 minutes for presentation and
a further 10-15 minutes for questions. The audience will comprise of representatives
from across the university who will provide feedback that is aimed at supporting the
critique which you are individually required to complete for your assessment.
The assessment for Module 3 has two elements. First, complete a 2500-3000 word
assignment based upon a critique of the module you have been involved in developing
with your peers. Second, to undertake a peer assessment of the contribution made by
each member of your group. These are both to be submitted by the 18th February
2019.
Part 1 - The critique

By critique we mean that it is important to question the information and opinions that
are held within the module that your group has developed and to present your
evaluation of this within the assignment. In order to do this, you should attempt to
consider the module from different perspectives (hence the presentation has been
included to provide formative feedback and to offer different viewpoints given the roles
played by each stakeholder). It is important that you consider and articulate different
strengths and weaknesses within your module, analysing both the content of the
module (aims/outcomes/assessment) and the theoretical concepts (such as
constructive alignment) that have informed this. You should show an understanding of
how these are related and may have influenced each other. The critique should be a
balanced discussion and evaluation of the strengths, weaknesses and notable features
of the module with consideration given to how this could, or has been, implemented
22
within your department or division. It should involve asking questions about the
knowledge and motivations of those developing the module, considering the evidence
used to support arguments, and about the logical basis for the final module outline. At
the conclusion to the work it is also important to reflect upon what can be learned from
the process relating where appropriate to the UKPSF. The critique will contribute to
75% of your final mark for Module 3.
Assessment criteria
The following will be used to inform the marking.
1) The breadth and depth of knowledge of principles/theories underpinning

curriculum and development, including the UKPSF.
is. This can be drawn from practice and study of the underpinning theory and
should show an appropriate selection and coverage
2) The extent to which appropriate principles, theories, evidence and techniques

are used to inform critical evaluation of both the module produced and the
process of module development
Here we are looking at how well you have been able to take the knowledge that
you have gained or brought with you and have used this to support the
argument/s that you have developed
3) The level of insight shown that is original or innovative
Here we are looking at how well you can demonstrate your understanding of
curriculum design and development to bring forward insights that show how
you can interpret and offer observations on theory and practice that show
alternative and creative perspectives
4) The presentation of the material, based on clarity, coherence and concise

argument
Finally, we are looking at how well the information presented can be followed
by the reader, has a logical flow to the argument being presented so that it is a
fluent piece of written work
Part 2 - Peer assessment
 Undertake peer assessments for each member of your group (i.e. three
assessments if you are within a group of four)
 Post your marks (out of 100) for each peer within your group onto SurreyLearn
(on the matrix provided) and add comments to support the mark you have
assigned
 Make this assessment based on:
o their participation in the design and development of the module
o contributions to discussions
o work towards the group presentation
 You will receive a peer assessment on your own contributions from each of
your peers which will be averaged and contribute 25% of the overall mark for
the module
 Complete the peer assessments by 18th February, 2019.
23
The criteria for this element of the assessment are how effectively your peers have:
1) Demonstrated understanding of specified areas of the UKPSF
Here we are looking for how well people have demonstrated elements outlined
within the HEA UKPSF, as specified below. So for example, is it clear that
colleagues have demonstrated an understanding of how students learn?
2) Demonstrated the ability to make informed professional judgement on practice
Here we are looking for you to assess how well people can back up their
judgements made, either from their own experience and practice (as a learner
as well as perhaps as a teacher) or from the literature.
You are asked to consider the following three areas of the UKPSF when applying the
above criteria:
 How students learn, both generally and in the subject

 Appropriate methods for teaching and learning in the subject area and at the
level of the academic programme
 Evaluation of practice and continuing professional development, relating
teaching to your other roles
Indicative Reading
These references are offered as those identified by the teaching team that may be
relevant as you undertake your critique. They are not an exhaustive list and offer
perspectives on different aspects of the development of modules.
Recommended Reading
Barnett, R. (2009) Knowing and becoming in the higher education curriculum Studies
in Higher Education, 34(4), 429-440
Barnett, R. & Coate, K. (2005) Engaging the Curriculum in Higher Education
Maidenhead, SRHE/OU Press
Biggs, J. & Tang, C. (2007) 3rd ed. Teaching for Quality Learning at University
Buckingham: SRHE/OU Press
Hmelo, C. (2013) The international handbook of collaborative learning New York:
Routledge
Hussey, T. & Smith, T. (2003) The Uses of Learning Outcomes, Teaching in Higher
Education, 8(3), 357-368
Knight, P. (2001) Complexity and Curriculum: A process approach to curriculum-
making, Teaching in Higher Education, 6(3), 369-381
Land, R., Meyer, J. & Smith, J. (2008) Threshold Concepts within the disciplines
Rotterdam: Sense
Price, M,. Taras, M., Merry, S. & Carless, D. (2013) Reconceptualising feedback in
higher education: developing dialogue with students London: Routledge
Zeigenfuss, D.H. & Lawler, P. (2008) Collaborative course design: changing the
process, acknowledging the context, and implications for academic
development, International Journal for Academic Development, 13(3): 151-160
Background Reading
Bishop, J. & Verleger, M. (2013) The Flipped Classroom: A survey of the research
120th ASEE Annual Conference, Atlanta
Bloxham, S. & Boyd, P. (2007) Developing Effective Assessment in Higher Education:
A Practical Guide Maidenhead: Open University Press
24
Brookfield, S. (1991) Developing Critical Thinkers: Challenging Adults to Explore
Alternative Ways of Thinking and Acting Milton Keynes: OU Press
Dochy, F., Segers, M., Van den Bossche, P., & Gijbels, D. (2003). Effects of problem-
based learning: a meta-analysis. Learning and Instruction, 13(5), 533-568
Garrison, D. (2007). Online community of inquiry review: Social, cognitive, and
teaching presence issues. Journal of Asynchronous Learning Networks, 11(1),
61-72
Glasner, A. & Brown, S. (1999) Assessment Matters in Higher Education: choosing
and using diverse approaches Buckingham: SRHE/OU Press
Higgins, R., Hartley, P. & Skelton, A. (2001) Getting the Message Across: the problem
of communicating assessment feedback Teaching in Higher Education 6 (2):
269-274
Hmelo-Silver, C., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and Achievement
in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and
Clark (2006). Educational Psychologist, 42(2), 99-107
Jarvis, P. (1995) 2nd ed. Adult and continuing education: theory and practice London:
Routledge
Joy, S., & Kolb, D. A. (2009). Are there cultural differences in learning style?
International Journal of Intercultural Relations, 33(1), 69-85
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why Minimal Guidance During
Instruction Does Not Work: An Analysis of the Failure of Constructivist,
Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching.
Educational Psychologist, 41(2), 75-86
O’Donovan, B., Price, M. & Rust, C. (2004) Know what I mean? Enhancing student
understanding of assessment standards and criteria Teaching in Higher
Education 9 (3): 325-335
Onwuegbuzie, A. J., Witcher, A. E., Collins, K. M. T., Filer, J. D., Wiedmaier, C. D., &
Moore, C. W. (2007). Students’ Perceptions of Characteristics of Effective
College Teachers: A Validity Study of a Teaching Evaluation Form Using a
Mixed-Methods Analysis. American Educational Research Journal, 44(1), 113-
160
Nicol, D. & Macfarlane-Dick, D. (2006) Formative assessment and self-regulated
learning: A model and seven principles of good feedback practice. Studies in
Higher Education 31 (2): 199-218
Ramsden, P. 2006) 2nd ed. Learning to teach in Higher Education Abingdon:
RoutledgeFalmer
Sadler, D.R. (1989) Formative assessment and the design of instructional systems
Instructional Science 18: 119-144
Spelt, E., Biemans, H., Tobi, H., Luning, P. & Mulder, M. (2009) Teaching and Learning
in Interdisciplinary Higher Education: A Systematic Review Educational
Psychology Review, 21, 365-378
Struyven, K., Dochy, F., & Janssens, S. (2011). Explaining students' appraisal of
lectures and student-activating teaching: perceived context and student
characteristics. Interactive Learning Environments
Wang, Q. (2009). Designing a web-based constructivist learning environment.
Interactive Learning Environments, 17(1), 1 - 13
Link to the UK Professional Standards Framework

To complete this assessment you will be demonstrating your engagement with
different aspects of the UKPSF. These will include engaging with a number of the areas
of activity and also demonstrate core knowledge related to your subject area and
learning and teaching within this part of the discipline. As a result, you will therefore
also demonstrate links to the professional values outlined in the framework.
Credits
15 credits
25
Key Elements:
Module Leader: Dr Anesa Hosein
 4 sessions: 2 large group, small group workshops/drop in sessions

 Runs: March – July 2018
 Assessment: 2500-3000 word research proposal
Introduction
The final module will run from March to July and consist of a series of sessions offering
the opportunity to develop an understanding of the processes and structures of
researching practice within higher education. The aim is to focus on you and your
practice and develop your ability to analyse your work to identify areas that are working
effectively and those which could be developed. The process is based on gathering
evidence upon which to make informed decisions rather than using intuition alone. It
is anticipated that through establishing enhanced understanding of your practice you
will establish greater control over your professional role.
In order to do this Module 4 provides you with an opportunity to put forward ideas for
examination within your own discipline and consider which research methods may be
the most appropriate to help you and your colleagues develop greater understanding
of learning within your area of practice. To assist with this process, the taught sessions
are designed to provide you with greater understanding of how to undertake effective
research within higher education.
The module will combine your knowledge developed from the first three modules
based around grounding practice in theory with an opportunity to understand how to
interrogate practice and theory further. Our understanding of higher education learning
appears to be limited and therefore this module offers an opportunity for you to
consider ways to develop your understanding by gaining a greater insight into the
practice that you engage in and that your students participate with. The module will
focus upon using research to examine practice although the content will be defined by
your interests and areas of the curriculum you may wish to focus upon. The module
will culminate in you designing a research proposal based on a particular issue that
you have identified within your practice that you believe would benefit from
improvement.
Contact time
and group work may be set between sessions.
Session 1 (3 hours) – 5th March 2019, 10.00-13.00 or 6th March 2019, 13.00-16.00
Fundamentals of researching practice in learning and teaching. This initial session will
provide an introduction and overview of research on practice and ideas related to
researching your practice with the aim of providing you with an understanding of how
this may be helpful in enabling you to problematise learning and teaching.
26
Session 2 (3 hours) – 19th March 2019, 10.00-13.00 or 20th March 2019, 13.00-16.00
Structure, process and protocols in research - to consider how to develop a piece of
research into learning and teaching. This session considers how to construct research
that is effective using different methods so that the problem or themes originally
identified can be examined.
Each participant will complete a short outline of a proposed area of interest.
Further sessions will then be offered on a range of different methodologies as well as

drop-in session for anyone who wants to discuss their proposed research further. This
will be with colleagues and a member of the DHE team.
There is one piece of assessment for this module and this is to write a 2500-3000 word
research proposal. This needs to be submitted by 5th July 2019.
The research proposal should build upon the initial exercise undertaken within this
module where you will be asked to define an issue that caused you some concern or
posed a particular set of challenges for practice within an area in which you work.
The proposal should outline what the particular question is that you intend to examine,
how this was arrived at within your professional practice/biography, and use evidence,
supported where appropriate from literature or information currently available, to help
illuminate the challenge. For some this may be an examination of a particular problem
and the proposal may seek to focus on gaining greater understanding of the particular
problem. For others it may extend beyond further clarification of a problem to consider
a particular intervention that has been devised. Whichever focus you take the proposal
would be expected to provide the reader with the following:
1) Identification of the topic to be researched in terms of the theoretical

perspectives.
2) A review of the literature and theories that relate to the area identified. Here it
is important to demonstrate the key themes and ideas already identified and
current or previous arguments in the field.
3) A description of, and rationale for, the research approach and the methods that
will be used in the research, including an indication of the form and location of
empirical data. An outline plan indicating how long data collection and analysis
may take should be included.
4) The preliminary research instrument if proposing empirical research (e.g.
interview, questionnaire, observation) or the basis for selection of materials etc
if undertaking theoretical or desk research.
5) A pilot/feasibility of your research instrument or selection of materials described
in (4) with possible insights for improvement.
6) Completion of the preliminary University Ethics Self-Assessment form: ethics
(SAFE) and its implications for your study.
7) Although you will not know at this stage, it may also be relevant to suggest how
your research may contribute to the area you are looking at.
The aims of the assessment are to enable you to demonstrate three key outcomes
from the Graduate Certificate programme:
1) Examine practice to provide responses to problems and redefine knowledge to

establish and apply new approaches to situations encountered in practice
2) Examine complex contexts to enhance effective practice
27
3) Demonstrate an understanding of educational research design
Assessment criteria
The following will be used to inform the marking:
1) The breadth and depth of knowledge of principles/theories that are involved in

educational research
is in terms of selection of an appropriate research strategy and research
methods
2) The extent to which appropriate methods, principles, theories, evidence and

techniques are used to inform critical evaluation of the problem identified and
the ways in which this is to be investigated. You should also refer to the UKPSF.
Here we are looking at how well you have been able to use the knowledge that
you have gained through the literature or brought with you to support the
argument/s that you have developed about the focus of the proposed research.
3) The level of insight shown that is original or innovative.
Here we are looking at how well you can demonstrate your understanding of
both the subject you are researching and the methods employed to research it
to bring forward insights that show how you can interpret and offer observations
on theory and practice that show alternative and creative perspectives
4) The presentation of the material, based on clarity, coherence and concise

argument.
Finally, we are looking at how well the information presented can be followed
by the reader, has a logical flow to the argument being presented so that it is a
fluent piece of written work.
Indicative Reading
These references are offered as those identified by the teaching team that may be
relevant as you undertake your research proposal. They are not an exhaustive list but
offer perspectives on different aspects of research and in particular, action research.
Recommended Reading
Cohen, L. & Manion, L. (1989) Research Methods in Education London:Routledge
Costello, P. (2003) Action Research London: Continuum
Cresswell, J. & Plano-Clark, V. Designing and Conducting Mixed Methods Research
London: Sage
Golafshani, N. (2003) Understanding Reliability and Validity in Qualitative Research
The Qualitative Report 8 (4): 597-607
Macfarlane, B. (2009) Researching with Integrity: the ethics of academic enquiry
London: Routledge
McNiff, J. with Whitehead, J. 2nd ed (2002) Action Research: principles and practice
London: Routledge/Falmer
Plowright, D. (2011) Using Mixed Methods: frameworks for an integrated methodology
London: Sage
Whitehead, J. & McNiff, J. (2006) Action Research: Living theory London: Sage
Yin, R. (2012) Applications of case study research Los Angeles: Sage
28
Background Reading
Anderson, L. (2006) Analytic Autoethnography Journal of Contemporary Ethnography,
35(4), 373-395
Colucci, E. (2007) “Focus Groups Can Be Fun”: The use of activity-oriented questions
in focus group discussions Qualitative Health Research, 17(10, 1422-1433
Haw, K. & Hadfield, M (2011) Video in Social Science Research: Functions and Forms
London: Routledge
Hillier , Y. & Jameson J. (2003) Empowering Researchers in Higher Education Stoke:
Trentham
Muijs, D. (2010) Doing Quantitative Research in Education with SPSS London: Sage
Robson, C. (2002) Real World Research: A resource for social scientists and
practitioner-researchers London: Wiley
Rogers, R. (ed) 2nd edition (2011) An Introduction to Critical Discourse Analysis
in Education London: Routledge
Stringer, E.T. 3rd ed (2007) Action Research London: Sage
Winter, R. (1989) Learning from Experience: Principles and practice in action research
Lewes: Falmer Press
Credits
15 credits
FHEA
Successful completion of Modules 1 to 4 inclusive, aligned to D2 of the UKPSF,
enables you to put forward your evidence from the programme to be considered for
FHEA. This will be considered by the Surrey Excellence in Teaching (SET)
Assessment Panel. The Panel, which consists of a minimum membership of 7
members from the list below2, will ensure that those who put forward their evidence
will be examined and where appropriate ratified for AFHEA.
2
One external member, who is a Principal Fellow of the HEA
One external member who is a Senior of Principal Fellow and who has experience of
CPD panel membership in at least one other institution
Two Associate Deans who are Fellows
The Surrey Open Leader
Two Senior Fellows from within the University
Five further Fellows from within the University
29
TEACHING OBSERVATIONS
In addition to the taught sessions, for those completing all four modules of the
Graduate Certificate in Learning and Teaching, a series of three teaching observations
need to be completed. These observations can be completed in a number of different
ways outlined below, hopefully reflecting the different teaching that is undertaken
across the institution. Module 2, concentrating on providing feedback through the micro
teaching will help to develop how to provide effective feedback and how to respond to
this and be a useful support for the process. It is important to note that these
observations are not assessed and are intended to establish useful formative feedback
on your practice.
The University expects all staff to engage in the Peer Observation Scheme
(http://www.surrey.ac.uk/dhe/teaching-observation/). The observations for the
Graduate Certificate are therefore a useful introduction to the University wide scheme
implemented in 2016. Whilst on the Grad Cert programme you are not required to
additional undertake the University scheme.
It is expected and suggested that where possible one teaching observation will be
undertaken before the end of July 2019. Each observation is expected to last for a
period of approximately 3 hours (to include a pre and post observation discussion)
although this will vary dependent on the session being taught.
A significant aspect of Module 2 will be based around the use of teaching observation
to help examine practice. The completion of these support the Graduate Certificate
programme by developing your understanding of learning and teaching strategies in
particular and how to select those which are appropriate and consider their
implementation. They also offer opportunities to enhance understanding across a
broad range of elements that will be raised during the programme which interest you.
Overall, it is anticipated that engaging within the teaching observation process will
provide opportunities to gain greater insight into learning and teaching in your particular
discipline.
These observations are not awarded marks as they are based on formative feedback
and are developmental. The aim of the teaching observation is to develop a dialogue
with your observer about your practice. The observation process is guided by a set of
criteria that are outlined below and it is expected that participants will have the
opportunity to demonstrate understanding and proficiency in the following three broad
areas:
1. Teaching strategies and session management

2. Subject knowledge and application
3. Assessment, evaluation and monitoring
The criteria are provided for guidance and it is acknowledged that practice varies
across different disciplines. It is not anticipated that all the criteria listed below will be
observed or met within one observation. However, it would be anticipated that most
are likely to be covered in the course of the process.
Criteria for guidance

1. Teaching strategies and session management
 Plans and employs a wide range of teaching strategies appropriate to the level,
experience, context and learning outcomes for the session
 Can justify the teaching strategies adopted
 Recognises and responds to different learning environments and student needs
30
 Able to demonstrate continuity and progression within the learning environment
 Establishes effective dialogue with students which aids motivation and interaction
 Uses a range of learning resources as appropriate to the environment
 Effectively manages the learning environment
2. Subject knowledge and application

 Demonstrates understanding appropriate to the demands of the subject for the
relevant level of student
 Plans appropriate sessions within the overall teaching programme, so that learning
is coherent
 Demonstrates knowledge of particular methodologies and procedures necessary
for effective teaching of the subject/topic/discipline being taught
 Shows awareness of potential areas of learning difficulty within the subject topic
area
3. Assessment, evaluation and monitoring

 Demonstrates understanding and awareness of different methods of assessing
understanding and student progress
 Provides students with feedback in a constructive manner fostering motivation and
self-esteem
 Demonstrates an ability to evaluate own teaching and respond accordingly, taking
account of student feedback and evaluation
 Demonstrates an understanding of the application and utilisation of monitoring
student progress to enhance understanding
An observation consists of three distinct phases recorded on the University Pro-Forma

(see Appendix 1):
1. Pre-observation. At this stage the participant is expected to complete part one of the
observation pro forma and to arrange a pre-observation discussion with the observer.
2. The formal observation. At this stage the observer is expected to attend as agreed
and make notes on the observation.
3. Post-observation. Following the observation both parties meet to discuss the

session observed. The observer then completes part two of the pro forma which is then
returned to the participant. To complete the process the participant then completes
part three.
Who observes your teaching?

There are a number of options for how and who observes your teaching.
1) Your allocated observer. As part of the Graduate Certificate you will be allocated
an Observer. This individual can observe all of your three sessions should you
wish.
2) A colleague. If you would prefer to have a colleague undertake an observation.
3) A peer. If you would like a peer to observe from the Grad Cert programme this is
also possible.
4) A School observer. As part of the Graduate Certificate we have made an
arrangement with a number of local schools and as part of this arrangement you
can have an observation with a local school teacher. This process involves the
school teacher observing you teach here and you undertaking the role of observer
for her/him in their school. Where possible we will ensure the discipline is similar.
This process would count as two of the three observations required (see below
section entitled SIPS for further information).
31
For further detail and guidance on the process please contact Simon Lygo-Baker
(s.lygo-baker@surrey.ac.uk).
SIPS – Surrey In Partnership with Schools Project
There is an exciting opportunity to take part in Surrey In Partnership with Schools

project. This is where you will be paired with a teacher from a local school (in a
subject as close to your discipline as possible) and to develop a relationship where
you will be able to observe each other in their environment and potentially undertake
a session in each other’s classrooms. There will be the opportunity to give formative
feedback for reflection, which will support your own development.
This project will enable you to explore the learning and teaching within a school
environment and as a result enhances your understanding of your students learning
journey and potentially their learning within your classroom.
To discuss this project further contact:

Simon Lygo-Baker in the Department of Higher Education
TEMPORARY SUSPENSION FROM STUDIES
If you have serious health or personal problems you should consider a period of
temporary suspension from the programme; in this case you should discuss the matter
with your Personal Tutor. If it is deemed appropriate to Temporarily Suspend your
studies you should make an Extenuating Circumstances application.
WITHDRAWAL FROM PROGRAMME REGISTRATION
If you wish to permanently withdraw from your programme you should first discuss the
matter with your Personal Tutor and subsequently inform the Faculty Office.
PROFESSIONAL & STATUTORY BODY REQUIREMENTS
Recognition of prior learning (RPL) is based on guidance from the Higher Education
Academy. They state that anyone with three years full time experience of teaching in
higher education can be exempted from an accredited programme and recommend a
direct application process for Fellowship (Descriptor 2). In addition, the HEA
recommend that anyone who can demonstrate evidence of previous experience that
meets two of the five key areas outlined in the framework may also be able to gain
some exemption in relation to Descriptor 1 (Associate Fellowship). Any requests for
RPL should be directed to Simon Lygo-Baker (s.lygo-baker@surrey.ac.uk).
The Graduate Certificate in Learning and Teaching has been developed in line with
the UK National Professional Standards Framework (UKPSF) and has been accredited
by the Higher Education Academy (HEA) at Fellowship Level. Any participant
successfully completing Modules 1-4 can gain recognition and Fellowship (Descriptor
2). In addition, Module 1 and 2 are aligned and accredited at Descriptor 1 (Associate
Fellowship). On successful completion of the programme the University will submit a
cohort application to the HEA on behalf of each successful participant. The HEA will
then contact each individual with regard to membership at the appropriate level.
32
The UKPSF is based on three key domains as outlined below:
Areas of activity
1. Design and plan learning activities and/or programmes of study
2. Teaching and/or support learning
3. Assess and give feedback to learners
4. Developing effective environments and approaches to student support and guidance
5. Engage in continuing professional development in subjects/disciplines and their
pedagogy, incorporating research, scholarship and the evaluation of professional
Core knowledge
Knowledge and understanding of:
1. The subject material
2. Appropriate methods for teaching and learning in the subject area and at the level
of the academic programme
3. How students learn, both generally and within their subject/disciplinary area(s)
4. The use and value of appropriate learning technologies
5. Methods for evaluating the effectiveness of teaching
6. The implications of quality assurance and quality enhancement for academic and
professional practice with a particular focus on teaching
Professional values
1. Respect for individual learners and diverse learning communities
2. Promote participation in higher education and equality of opportunity for learners
3. Use evidence-informed approaches and the outcomes from research, scholarship
and continuing professional development
4. Acknowledge the wider context in which higher education operates recognising the
implications for professional practice
(UK Professional Standards Framework, HEA, 2012)
Participants undertaking the programme will have an opportunity to engage in a

process that aims to demonstrate to students and other stakeholders their
professionalism. The aim, as the HEA maintains, is to support a high quality student
experience.
In order to achieve this, the Standards Framework has been used as a benchmark
against which the overall programme learning outcomes have been drawn from. In
addition, the individual Modules have also been benchmarked against the individual
standards set out in the Framework.
For more details on the National Professional Standards see:

https://www.heacademy.ac.uk/system/files/downloads/UKPSF_2011_English.pdf
EXTERNAL EXAMINERS
The external examiner for the programme is Dr Martyn Clark from Brunel University
London.
33
ASSESSMENT
There are two types of assessment: Coursework and Examinations.
Coursework is defined as essays, seminar performance, individual and group projects,

presentations, practicals, labs, in-class tests etc.
Examinations (eg traditional written or computer based) take place during exam weeks
towards the end of each semester.
Early in the module, you will be provided with full details of the nature and the timing
of the assessments so you will have time to plan your work over the semester. You
will also receive information about how marks will be allocated between different
assignments and for different aspects of an assignment.
The mode of assessment will have been selected to suit the nature of the learning
outcomes. This is identified in the module description (available at
http://modcat.surrey.ac.uk). Please note that where there is more than one element of
assessment, weightings will vary e.g. 50%/50% or 20%/60%/20%. Again, this is
identified in the module description.
You must achieve a minimum mark to pass a module. The pass mark for the
award of FHEQ level 4, 5 and 6 modules - undergraduate credits - is 40%. All
modules are worth 15 credits.
SUBMISSION OF COURSEWORK
Participants following taught programmes may be required to submit coursework (eg.

assignments, projects and other reports) in accordance with the relevant
arrangements.
Declaration of Originality
When submitting assignments you are required to confirm that your work is original by
completing a declaration – either online or hardcopy:
The wording of this Declaration is as follows:
'I confirm that the submitted work is my own work. No element has been previously
submitted for assessment, or where it has, it has been correctly referenced. I have
also clearly identified and fully acknowledged all material that is entitled to be attributed
to others (whether published or unpublished) using the referencing system set out in
the programme handbook. I agree that the University may submit my work to means
of checking this, such as the plagiarism detection service Turnitin® UK. I confirm that
I understand that assessed work that has been shown to have been plagiarised will be
penalised.'
'In completing this work I have been assisted with its presentation by [state name and
contact details of assistant] and, if requested, I agree to submit the draft material that
was completed solely by me prior to its presentational improvement.’ (This paragraph
is to be deleted where it is not relevant.).
You must keep a copy of all submitted work, and an additional copy must be made
available should it be requested.
34
WORD LENGTH
Assessed work that is submitted should take into account the word count. This does
not include the references or any additional appendices included. If the submission is
10% shorter or longer than the stated word count then the mark is subject to a 5%
reduction.
ASSIGNMENT DEADLINES
Participants are expected to submit assignments on time. Submission times are strictly
enforced (i.e. a submission of 16:00:30 is defined as late) – it is advisable to submit
your assignment well before the deadline in case of any problems. It is your
responsibility to check the submission requirements for each assignment.
Where a participant has not submitted a coursework unit of assessment by the

deadline specified and there are no confirmed extenuating circumstances, the mark
given for that unit of assessment will be reduced by 10 percentage points for work
submitted for each 24 hour period after the deadline, up to and including the third
day after the submission (30 percentage points). Penalties are applied after the
assessed work is marked and marks are deducted until zero is reached. The mark
recorded for assessed work submitted after 4pm on the third day after the deadline
(72 hours) (or not submitted at all) is zero and will not be marked.
e.g.
Deadline Monday 4pm Deadline Hand in date Tuesday 4pm

Monday 4.01pm 10% Tuesday 4.01pm 10%
Tuesday 4.01pm 20% Weds 4.01pm 20%
Weds 4.01pm 30% Thursday 4.01pm 30%
Thursday 4.01pm zero Friday 4.01pm zero
Where the participant’s marks for the remaining units of assessment for the module
are sufficient to enable them to pass the module overall, the mark that is recorded for
the module includes the penalised mark in the relevant unit of assessment. If the
student fails the module they are reassessed in the unit of assessment they have
failed. Where the participant passes the reassessment, the mark that is recorded (and
is used in calculating the participant’s overall mark for the module) is the pass mark.
In the event of adverse weather, existing deadlines for the submission of coursework
and dissertations will remain in place. In many cases the work will have been set some
time ago and work can be submitted electronically where previously advised by the
Faculty. Participants have the right to submit appropriate evidence of extenuating
circumstances where they are unable to meet a specific deadline.
EXTENSION TO AN ASSIGNMENT DEADLINE
On occasion you may experience circumstances that temporarily make it impossible

for you to submit your coursework by the stated deadline. The University expects that,
when a participant knows before a submission date that they are unable to meet the
deadline due to illness or an otherwise unforeseen event then they should make an
application for the consideration of extenuating circumstances and provide the
appropriate evidence so that any impending deadline can be adjusted.
35
The application should be made well before the deadline.
Requests for coursework deadline extensions should be submitted to Simon Lygo-

Baker, s.lygo-baker@surrey.ac.uk
Students should familiarise themselves with the University Regulations for

Extenuating Circumstance which are available at
www.surrey.ac.uk/learningandteaching/regulations. Further information is also
available in this handbook
NON-SUBMISSION
Failure to submit coursework, without confirmed extenuating circumstances, will not

only result in 0% being awarded, it may also be deemed as failure to make progress
with your studies and/or ceasing to participate in the programme. This may result in
termination of registration. Please see the University Regulations at:
www.surrey.ac.uk/learningandteaching/regulations
REFERENCING GUIDELINES
Please see the University Library website at:

http://www.surrey.ac.uk/library/learning/informationskills/referencing.htm
and Surrey Learn for guidance regarding referencing academic work
It is very important that you reference your work correctly – failure to do so could
result in an allegation of academic misconduct
FEEDBACK
You are entitled to feedback for all your assessed work. For assignments and
exercises on which students would normally expect to receive feedback this should be
within 3 semester weeks of the submission date. You will receive a mark (see the
generic grade descriptors to find out what this means) and some written comments on
your work. If you do not understand the written comments you receive or want further
explanation, you should ask to discuss this with your lecturer. Sometimes lecturers
might choose to give different forms of feedback e.g. detailed marking grid, feedback
session, podcast etc. In the case of exams, you will not be given your script back,
however you are still entitled to feedback on your performance; you can discuss this
with your Module Coordinator.
SPECIAL ARRANGEMENTS
It is recognised that participants with a disability or specific learning difficulties

(including dyslexia) may require additional learning support and examination
adjustments. This may also apply to students who are pregnant or have a short term
incapacity such as a broken limb. Additional Learning Support (ALS) within the
University provides a wide range of support – for further information please see the
ALS section.
36
RE-ASSESSMENTS
If you fail a unit of assessment within a module you will normally be allowed one re-
assessment of the failed unit.
Upon successful completion of the reassessed unit, the mark awarded for the unit shall
be the University pass mark (40% for UG (FHEQ level 4,5,6). If you fail your
reassessment, you will be awarded the higher mark of the two attempts.
For resubmission assignments, participants will be informed of the deadline for each
piece of work. In some instances, assignment resubmission may be an alternative
form of assessment, where the original method of assessment is not practical.
COMPENSATION
Compensation is the procedure available to Boards of Examiners to enable strong

performance by a student across all their other modules to compensate for weaker
performance in reassessments. For Undergraduate courses, compensation is
available up to and including 30 credits in the first year of study and up to and including
15 credits thereafter.
Compensation is only available when the weighted aggregate of all module marks
(including the failed module) is 45% (UG) or higher and the lowest overall mark
achieved in the failed module is 30% (UG) or higher.
Compensation is only available after reassessment attempt.
Compensation is not available:

 for ‘Core’ modules
 when students have not made an attempt in their assessment
 to students who have not failed a module
Where a student accepts compensation they cannot subsequently rescind their

acceptance.
Further details can be found in the University Regulations at:

www.surrey.ac.uk/learningandteaching/regulations/.
EXTENUATING CIRCUMSTANCES IN ASSESSMENTS
In the course of your studies you may experience circumstances that temporarily
make it impossible for you to participate in your programme, submit your
assessments or attend examinations.
All students are advised to familiarise themselves with the University Regulations for
Extenuating Circumstances which are available here:
If you believe that you have valid Extenuating Circumstances, you should make the
information available immediately. You must complete the Extenuating
Circumstances Application Form, available on SurreyLearn and at
www.surrey.ac.uk/currentstudents/study/exams/guidance/index.htm and submit it to:
Simon Lygo-Baker
37
Extenuating Circumstances must be submitted in advance of the assessment
deadline/date. In exceptional situations, an application may be considered after the
deadline/date by a University Panel, supported by evidence outlining why the
application could not be submitted in advance. Applications submitted after an
Examination Board has met will not be considered.
You must provide evidence to support your request. A scanned copy of the relevant
documents can be attached to the e-mail request or hard copies can be submitted as
soon as possible after the request is made.
Circumstances that may give rise to a request for the recognition of

extenuating circumstances
 bereavement through the death of a close relative or significant other* that

in employment would lead a reasonable employer to grant compassionate
leave
[* in such an instance the University will require independent evidence of
the nature of the relationship]
 serious short-term illness or accident of a nature that, in employment, would
lead a reasonable employer to agree to absence on sick leave
 a long-term (chronic) health problem suddenly worsening
 for University of Surrey Sports Scholars only, absence from the University
when called to participate in national and international sports events and
training
 for part-time and distance learning students in full-time employment only,
who have registered for that mode of study and have experienced an
increase in their workload due to circumstances beyond their control, or
being required by their employer to work through periods normally available
for study and/or assessment
 other exceptional circumstances that will affect the student's ability to
submit an assessment on time or to attend an assessment, or have affected
them.
Examples of 'other exceptional circumstances' might include

 natural phenomena such as earthquakes, ash clouds or severe weather
 civil unrest that might make it impossible for a student to travel to the
University or submit work electronically
 a requirement that the student performs military service that they are unable
to defer until after their programme finishes
The University does not regard the following as sufficient evidence of grounds
for recognising extenuating circumstances
 a claimed medical condition or medical circumstances where there is no

medical evidence to support it
 self-certified illness or medical circumstances
 claimed medical circumstances for which appropriate adjustments have
already been made by the University
38
 a claim for recognition of a medical condition that relies on evidence that
does not relate to the time when the illness or condition occurred
 circumstances stated to be unforeseen that a reasonable person would
view as foreseeable or preventable
 a long term health condition, previously notified to the University, for which
the student is receiving treatment and is receiving reasonable and
appropriate adjustments to their learning opportunities and assessment
arrangements, and which has not been subject to change
 a minor illness that would not normally lead a responsible and reasonable
employed person to take sick leave
 holidays, including attendance at marriages, festivals and like events
 financial matters
 problems with network facilities, personal computers, or printers, other
than those provided and maintained by the University expressly to support
the student
 poor working practices such as:
failure to back up electronic documents regularly and securely
failure on the part of the student to acquaint themselves with the
times, dates, and places where assessments were to be submitted or
examinations sat
poor time management
 failure on the part of the student to acquaint them self with the University’s
assessment procedures including its procedures for reporting illness or
unforeseen circumstances affecting their studies or assessments and its
support arrangements
Evidence required
Details of evidence that is deemed acceptable is available in the University Regulations

at: www.surrey.ac.uk/learningandteaching/regulations
In all cases evidence must be relevant and not retrospective. In the case of
applications made on medical grounds, the evidence must include the nature of the
circumstance, the timescales over which the issue has occurred, and the extent to
which this would have affected your studies or ability to attend exams. Evidence must
be set out in writing, in English, and signed by the person providing it. Cases can only
be considered when adequate and appropriate evidence has been received.
Fit To Sit
At the time of an examination you will be required to sign a declaration that you are fit
to undertake the assessment. If you are taken ill, or are affected by unforeseen
circumstances, immediately before or during an examination you should advise the
invigilator. You must then apply for Extenuating Circumstances, as per the above
procedure, and provide the relevant evidence within five working days.
If you attend an examination, and subsequently submit extenuating circumstances that

are accepted as valid, your mark will be voided and you will be allowed to take the
assessment again as if for the first time.
39
ACADEMIC INTEGRITY
The University is committed in all it does to support academic integrity which it

considers is based on honesty, trust, fairness, respect, and responsibility.
- honesty – in making and keeping commitments, in straightforward dealing with

fellow students and staff, in not misrepresenting the work of others as one's
own
- fairness – in the consistent way students and staff are treated, their work rated
and reported, academic matters are handled, and dishonesty and misconduct
are dealt with
- trust – earned by honesty and fairness, that enables ideas, scholarship,
research and work to be shared, without fear that it will be misrepresented or
misappropriated
- respect – for the work and contributions of others by acknowledging when they
are referred to, and for the contributions of staff and students, shown by
preparing in advance for learning sessions, attending on time, being attentive
to the tutor or instructor and to what others have to say, being courteous,
respectful, helpful, and meeting deadlines
- responsibility – recognising that all the members of the University share
responsibility for safeguarding its values and reputation, upholding the
University's regulations, in accepting responsibility for one's actions, in not
ignoring the dishonesty of others.
ACADEMIC MISCONDUCT
It is unacceptable to the University of Surrey that any student registered with the
University or one of its Associated Institutions for an award of the University should
cheat in order to gain for him/herself an academic advantage.
The University will penalise any student who is found to have cheated in accordance
with its Regulations for Academic Integrity. These are available from
http://www.surrey.ac.uk/learningandteaching/regulations/
The University's definition of academic misconduct is
Acts or omissions by a student that have the potential to give an unfair advantage in
assessments.
Plagiarism
Plagiarism is the academic misconduct most frequently encountered by the University,

which defines it as
- inserting words, concepts, or images from the work of someone else into work
submitted for assessment without acknowledging the originator's contribution
and
- representing the work of another as one's own, whether purchased or not, or
taken with or without permission.
Forms in which plagiarism can be encountered include

- collusion, in which work that has been set to be undertaken by an individual is
undertaken by more than one person but is submitted as the work of an
individual
40
- personation, in which one person represents themselves as another person in
order to undertake an assessment (including an examination) for the person
for whom they have substituted
- acquiring work to pass off as your own from services and individuals that
provide essays, papers, reports, graphics, compositions, program-code, and
programs
- providing work for another to pass off as their own (whether that person is a
student of the University or another institution)
- passing off work as original that has already been assessed (whether by the
University or another institution).
Avoiding and detecting plagiarism
Students can avoid plagiarism by following good academic practice, this includes3:
 Taking referencing seriously

 Never trying to give the impression that you have read a source in the original if
you have not.
 Using entirely your own words unless quoting
 Using relevant quotations sparingly and commenting on them; avoid using direct
quotations as a substitute for expressing ideas in your own words
 Never writing directly from source material
 When you take notes, always using your own words to explain the ideas; avoid
simply highlighting the text
 Summarising main ideas and paraphrasing in your notes
 Locating knowledge through locating authors within traditions and perspectives
 Trying to develop a critical approach when reading: see your sources as authored
constructions which can be challenged and debated, especially with the support
of other authorities within the field
 Developing your own opinions based on your reading of the sources
 Keeping ALL documentation of your work in progress
In order to produce your coursework, you are likely to refer to a number of texts.
Copying any part of them word for word does not allow your assessor to determine if
you have comprehended the concepts relating to your work. You may take concepts
and arguments from the documents but you must write them in your own words. Just
changing one or two words in a sentence does not prevent your work from being
plagiarism.
Full referencing guidelines can be found at:

http://www.surrey.ac.uk/library/learning/informationskills/referencing.htm
If you are in any doubt about the correct procedures for acknowledging and
referencing the work of others, you should seek advice from your Personal Tutor,
Lecturer or Module Coordinator.
You are strongly encouraged to work through the SurreyLearn module: “Plagiarism
and referencing – a guide for students”, where you can learn about academic writing
by submitting work to the JISC Turnitin system and details of processes and
punishments for plagiarism cases.
You should be aware that on submission of the electronic copy of your assessed work
on SurreyLearn all work will automatically be checked through Turnitin.
41
Failure to understand what constitutes plagiarism, pressure of time, or conflicting
deadlines for assessed work are not acceptable as sufficient explanations for the
submission of plagiarised material.
Other Forms of Academic Misconduct
These include:
 Making false claims, for example falsely claiming qualifications that have not
been acquired, or falsely claiming to have undertaken work
 Fabricating results and miss-representing data
 Introducing unauthorised materials, or devices, into an examination room or
ancillary areas
APPEALS
The University considers that an academic appeal may be made when there is
independent evidence to show:
 that staff or bodies have not followed approved regulations and procedures, or
have not followed them with due care
 that staff or bodies have not acted fairly towards the student by showing, or
appearing to show, bias in the way they have made the relevant academic
decision
 that the student's performance was affected by circumstances that they could
not report at the time for valid reasons and that the extenuating circumstances
have not been taken into account in making the relevant academic decision
In making an academic appeal it is for the student to show that one of the matters listed
above applies.
Any student who believes he or she has grounds for appeal against a decision by the
University should follow the procedure as outlined in the Regulations
http://www.surrey.ac.uk/learningandteaching/regulations.
The first point of contact for any appeals should be the University’s Office of Student
Complaints, Appeals and Regulation (OSCAR). Their contact details and other useful
information can be found at www.surrey.ac.uk/oscar.
HIGHER EDUCATION ACHIEVEMENT RECORD (HEAR)
The Higher Education Achievement Report (HEAR) is an electronic document which

provides detailed information about your learning and achievement at the University to
supplement your traditional degree classification. The HEAR provides a broad range
of academic information including overall qualification and classification, modules and
credits studied for the qualification, the assessment taken, and the marks/grades
achieved, dissertation title (where relevant), any professional body accreditations. Plus
additional recognised activities including, volunteering, training courses, national level
sports activities and prizes
42
STUDENT REPRESENTATION
STUDENT ACADEMIC REPRESENTATIVES
Every Programme at each level has a Student Academic Representative to support

and coordinate and input from the students. One representative is required for each
cohort and if more than one student volunteers, the rest of the student body may be
asked to select their representative by voting (within 4 weeks of the start of lectures).
Notice will be given that an election will take place. Students can either put themselves
forward, or nomination forms are available. Details of the elected students are passed
to the Students’ Union and is recorded on the HEAR.
Student Academic Representatives undertake the following:
 attend the Student Union training sessions

 attend relevant meetings, i.e. Boards of Studies, Staff Student Liaison
Meetings, Student Union Academic Rep meetings, Student Parliament,
etc.
 consult with peers about course-related issues
 represent peers to staff in meetings within your department and course
 feedback information to peers
 share issues with fellow reps
 keep in contact with the VP Education at the Students’ Union
Being a Student Academic Representative affords you the chance to participate and
represent your colleagues, to review and discuss the policies/decisions that will affect
not only your cohort but subsequent cohorts in your School/Department.
The Student Academic Representatives are invited to attend a lunch each semester
with the Dean of Faculty, the Faculty Registrar, and the Associate Dean (Learning and
Teaching). This is an opportunity for the Representatives to raise any issues or
concerns that students may have and to generally feedback to the senior management
team.
Further information about the role of a Student Academic Representative can be

obtained by e-mailing: ussu.education@surrey.ac.uk
STUDENT STAFF LIAISON COMMITTEE
The Student Academic Representatives will meet regularly at Student-Staff Liaison

Committees (SSLC) to provide a forum for discussion between staff and students
about the course and other relevant matters. The minutes of the SSLC are considered
at the relevant Board of Studies, held once a semester. The SSLC meets at least once
each semester, attendees will consist of at least one nominated Student Academic
Representative from each Programme with the Student-Staff Liaison Officer.
The Student Academic Representative for your Programme will be expected to attend
all SSLC meetings.
43
BOARD OF STUDIES
The Board of Studies is responsible for the overall monitoring, evaluation and
development of programmes. All academic staff who teach on programmes are
members and a Student Academic Representative for each programme is elected to
the Board. The Student Academic Representatives are invited to attend the Board
meetings except for items identified as reserved business, which are usually to do with
individual student or staff issues.
RESOURCES
SURREYLEARN
SurreyLearn is the University’s online learning environment that will be used in a

variety of ways by your lecturers and support staff to enhance and enrich your studies.
Staff will provide information and guidance about how SurreyLearn will be used to
support your learning and academic development, where applicable.
How to access SurreyLearn
The web address for SurreyLearn is http://surreylearn.surrey.ac.uk/ where you should

use your University of Surrey username and password to log in. The login page has a
link to perform a system check to confirm that your computer and browser are set up
correctly for using SurreyLearn and it is recommended that you use this facility when
you login for the first time. If you have problems logging in please email
surreylearnhelp@surrey.ac.uk or call 01483 689898.
Accessing modules in SurreyLearn
Once you have logged in you will be taken to your SurreyLearn homepage. From here
you can set up your profile, edit your preferences and, under the My Courses heading,
access modules you are currently enrolled in that have been made available by the
module tutors. If you have been informed that a SurreyLearn module has been made
available and you are unable to see it, please email surreylearnhelp@surrey.ac.uk.
All students are also enrolled in the SurreyLearn Student Common Room which, as
well as being an introduction to using the online learning environment, includes
important activities and materials about academic integrity and good practice that will
be updated throughout the year. SurreyLearn can also be used as a key method of
communication and so students are recommended to check regularly for important
messages and the latest content.
Coursework Submission via SurreyLearn
As well as containing a collection of useful learning resources, SurreyLearn also

facilitates the online submission of assignments and other coursework. Your module
coordinator will inform you if this submission method is being used and, if so, full
guidance will be made available. In partnership with this, the SurreyLearn Student
Common Room hosts Turnitin, an electronic plagiarism detection tool, that allows you
to upload and check your coursework for plagiarism before making your final
submissions. It is strongly recommended that you familiarise yourself with this facility
and the comprehensive academic integrity guidance available.
44
UNIVERSITY LIBRARY AND LEARNING CENTRE
The University Library and Learning Centre is open 24/6 during semester and provides
access to a range of print and electronic resources, including books, journals, audio-
visual materials and databases. Wireless enabled throughout, facilities include 350
open access computers, online library catalogues, machines for copying and printing,
bookable group study rooms, and over 1200 individual and group study spaces.
 Library collections: 600,000 printed books and journals, over 45,000

electronic journals and over 225,000 electronic books
 My Subject pages – online subject guides for your subject area
 Online reading lists
 Academic Liaison Librarians for each subject area
 Drop in sessions for Information Literacy and academic writing enquiries at
SPLASH (level 3)
 Self-service photocopying, printing and scanning (one system)
 Wireless computer access
 Networked computers for student use
 Online Library available on and off campus
 Bookable group study rooms
 Silent, quiet and group study zones
 Interlibrary loans
 SCONUL access to other libraries
 Distance learner support
You can find information about all the above, and more services, by visiting the
website: www.surrey.ac.uk/library.
For general enquiries, the library can be emailed at: Library-enquiries@surrey.ac.uk

For online or print journal queries or access problems: Journals@surrey.ac.uk
Campus Cards
Campus cards will normally be issued during the University Registration part of the
Induction Programme. You will have your photograph taken and the campus card will
be produced while you wait. For subsequent queries about campus cards, you should
go to the Library. There is no charge when the card is first issued, but there is a charge
of £8.50 for replacing a lost card.
You will need your campus card

 to enter and leave the Library building
 to borrow Library books
 to use copying and printing services in the Library
 as proof of identity in examinations
 to gain access to other campus buildings out of hours e.g. IT Labs, Sports
Park
Please note, you should not lend your Campus Card to others to gain access to the
library building.
45
Library PIN
You will be issued with a Personal Identification Number (PIN). It will be sent to your
University of Surrey e-mail account and can also be obtained in person by showing
your campus card at the Ask Me desk on Level 1 of the Learning Centre .
You will need your PIN

 to renew books you have borrowed, either online or using the 24 hour
automated telephone renewals service
 to reserve books that are currently out on loan
My Subject pages
You can search for resources via your My Subject page, available at
http://www.surrey.ac.uk/library/subject/index.htm
Copyright
You need to be aware of the main points of copyright law. In the UK the legal
framework, including what is protected and for how long, is laid out in the Copyright,
Designs and Patents Act 1988 and subsequent Statutory Instruments. Fair Dealing,
however, allows a certain amount of copying for the purposes of "research for a non-
commercial purpose or private study". The amount which may be copied is not
specified but is usually taken to mean a single copy of
 one article from any one issue of a journal
 one chapter or up to 5% (whichever is greater) of a book or similar publication
Further information is available at: www.surrey.ac.uk/library/resources/copyrightinfo.
Academic Liaison Librarian
The Academic Liaison Librarian for the Graduate Certificate is Gill Downham. The
Academic Liaison Librarian works with academic staff to ensure that the Library stocks
all items on reading lists and provides access to other appropriate materials for projects
and dissertations. They deliver Library induction and Information Literacy sessions to
students, and are also available for appointments and drop ins.
SPLASH - Student Personal Learning and Study Hub
SPLASH (Student Personal Learning and Study Hub) occupies Level Three in the
Library (www.surrey.ac.uk/library/splash). It is the place to come if you want to improve
your academic skills or information skills. It's also a great place if you need somewhere
to work as a group or practice presentations.
SPLASH run various workshops and are there to provide advice and assistance during
your study at the University. They offer:
 an advice zone where you can get advice from Academic Liaison Librarians
and student learning advisors during designated drop-in sessions
 a range of flexible study space incorporating individual and group study areas
 access to computers and other audio visual equipment, print and copy facilities
 bookable private study space, equipped variously with PCs, whiteboard and
interactive systems
 a training room housing workshops and other organised activity
46
Examples of the types of workshops run by SPLASH:
 avoiding plagiarism
 academic writing
 exam techniques
 revision tips
 presentations
 time management
 improving my dissertation before submitting
You can access the online skills portal at:

http://vms22.surrey.ac.uk/library/Skills/Learningskills.html
ADDITIONAL LEARNING SUPPORT
Additional Learning Support (ALS) provides a wide range of support for students with
disabilities and specific learning difficulties (including dyslexia). The office is located
on the 4th floor of the Library next to the Assistive Technology Centre. Contact the
Additional Learning Support (ALS) unit on 01483 68 9609 or email als@surrey.ac.uk
for an appointment. For more information see the website at; www.surrey.ac.uk/als
To apply for special examination and assessment arrangements, you must make an
appointment with ALS within the first 4 weeks of the autumn semester.
Delays in formally reporting your circumstances may result in there being insufficient
time to put the necessary arrangements in place, particularly for programmes with
examinations in the first semester.
You need to bring your medical evidence or dyslexia assessment to the appointment,
if you have not already given it to ALS. If your dyslexia assessment was completed
before you were 16 years of age you will need a further assessment to qualify for
special examination arrangements or the Disabled Students Allowance (DSA).
You need only apply once for all subsequent examinations unless your needs
change or you change course.
The University’s Policy on Special Examination and Assessment Arrangements is set

out in full in section F of the University Regulations, available at
UNIVERSITY CAREERS SERVICE
The University Careers Service provides information, advice and guidance for all
students and was accredited with the Matrix quality standard in May 2013. It is based
in the Philip Marchant Building and has a library containing reference material, leaflets
and insights on the career paths of former students across the full spectrum of degrees.
Our helpful and friendly staff can respond to specific requests and help diagnose needs
in what we appreciate to be a complicated but vitally important area. One to one
appointments with careers advisers can be booked and every day between 2 and 4,
you can drop in to our Quick Queries session. Employers are actively involved as well
and aside from attending two big Careers Fairs, they run workshops on CVs, interview
47
technique, assessment centres and a wide range of skills as part of a central
programme. Our Director of Service runs an hour long employability skills session,
Join John, each Wednesday from 12-1 in Lecture Theatre A. You may also see us in
lectures as we provide bespoke sessions for many departments.
The Careers Service also has a strong online presence. There is a job vacancies
database which will send you periodic alerts of opportunities once you have registered.
Much of the information in the library can be downloaded, there are video clips offering
advice, aptitude tests to practice and you can view the programme of events and book
your place. We have a facebook page and blog regularly. You can sign up to our
fortnightly newsletter by e–mailing careers@surrey.ac.uk, which includes an
opportunity to win the Unilever sponsored Student of the Month Award. For all other
information visit www.surrey.ac.uk/careers or come in and see us in the Philip
Marchant Building.
HEALTH AND SAFETY
In addition to the briefing on safety during your induction programme, it is important

that you understand your own responsibility for ensuring the safety of those around
you. Throughout your time at University, you are required to co-operate in the
implementation of the University’s Health and Safety policy. You should take care of
your own safety and that of others at all times.
In addition, you must help the University to carry out its responsibilities.
In particular this means that you:
 Do not create dangerous situations, e.g. clear up if you spill anything.

 Do not leave things lying around for others to fall over.
 Do not use equipment before you are shown how to use it.
 Co-operate during fire drills and major accidents by evacuating the buildings
immediately in an orderly way. Please follow instructions of your class
lecturer and/or evacuation officers. Particular guidance will be given in
laboratory classes.
In an emergency, you should inform a member of the University staff, who will then
take appropriate action. You can ask for help and advice from the Faculty Safety
Advisor.
Please note: in case of emergency call the number below:
Emergency number: 3333 (Security Office)
The external Security Office number is: 01483 682002
CENTRE FOR WELL-BEING
There is a student counselling service available at the Centre for Wellbeing on campus
situated on the ground floor building of Building 23, University Court, which provides
confidential counselling for all students both in and out of semester time.
An appointment to see one of the counsellors can be made by contacting the Student
Counselling Centre between 9.00 am and 5.00 pm, Monday to Friday in person or by
48
telephone on 01483 689498 (internal extension 9498). Enquiries can also be made by
email at: centreforwellbeing@surrey.ac.uk
Further details are available on the following website: www.surrey.ac.uk/wellbeing.
HEALTH CENTRE
The campus has its own Health Centre with whom you must register during induction
week. Registration will take place during induction week. The combined Health Centre
and Sick Bay is situated next to University Court. Students living in Guildford may
register with the doctors from the Guildowns Group Practice.
Monday – Friday 8am – 6pm

Tel: 01483 689051 or 01483 682072
Email: studenthealthcare@surrey.ac.uk
You may drop in to see a nurse anytime and an appointment is not necessary.
Emergency Doctors’ appointments are also available.
You should note that the Student Health Care is NOT the Doctors and it is unable to
treat you if you are unwell or need a prescription.
To contact the Doctor’s surgery on campus, Guildown’s University Medical Practice,

you should call 08444 773051 or e-mail: surreyuniversityhealthcentre@nhs.net
STUDENTS’ UNION
The University of Surrey Students’ Union is an independent charity representing

15,000 student members on a University, local community, and national level. As a
sole representative body for Surrey students, the Union is led by five full time student
officers and a team of seven part time elected students – all chosen by students each
year through an online ballot.
The Union is here to voice students’ opinions, facilitate clubs and societies, provide a
vibrant social scene, offer development opportunities and give support if things get
tough. Students are all automatically members of the Union and benefit from being
part of a community which supports them in making the most of their time at University.
The Union has many clubs and societies available for you to join, details of which can
be found on the Union’s website (as detailed below). The Union also runs a
programme of varied trips and activities – from West End Musicals and Sushi making,
to seeing the sights around the UK and abroad. The Union has 1800 student
volunteers involved in its activities, and student volunteers can benefit from a wide
range of skills and experiences.
The Union has a range of venues for both daytime and evening entertainments.
Chancellors Bar is open every day serving good value food and drink in a vibrant
atmosphere. ‘The Living Room’ operates as a noodle bar during the day and
alternative venue during the evening. Rubix nightclub has a 1600 capacity and hosts
students for nights out on Wednesdays and Fridays. The Union’s events planner is
available online and can also be collected from the Union.
For more information, visit the Union’s website at www.ussu.co.uk
49
REGULATIONS
All programmes are subject to the University of Surrey General Regulations. When
you register for your programme of study each year, you are agreeing to comply with
the regulations and terms and conditions governing your studies.
It is therefore your responsibility to ensure you familiarise yourself with the

regulations, they can be found at: www.surrey.ac.uk/learningandteaching/regulations.
OFFICE OF STUDENT COMPLAINTS, APPEALS & REGULATION
The Office of Student Complaints, Appeals and Regulation (OSCAR) deals with the
administration of student academic appeals, fitness to practise cases, student welfare
panels and student discipline. Formal University panels (including any appeals against
decisions made in OSCAR) are administered and serviced by the Office of the
University Secretariat.
Complaints made by students are dealt with locally in the first instance, either within a
Faculty or a central department. Where a student has requested that a complaints
panel be convened, this will be administered by the Office of the University Secretariat.
The Students’ Union (www.ussu.co.uk) are available to offer advice and support to
students wishing to initiate procedures under the University’s internal procedures.
COMPLAINTS
The University has regulations to address complaints by students about Learning

Opportunities and other aspects of University life.
These regulations are located in Section G, Part 2, at:
Underlying these regulations is the basic principle, and an understanding within the
University, that a complainant should feel able to make a complaint or express a
complaint without fear of victimisation or reprisal. Evidence of victimisation or reprisal
may lead to disciplinary procedures.
Although we endeavour to ensure that you have a positive experience whilst at

University of Surrey, situations may arise in which you feel dissatisfied with the service
provided by the School or the University. For any Programme-related matters, the
School must be the first point of call for any complaint, and this will initially be dealt
with in an informal manner. In the event that the complainant is still unhappy with the
resolution provided by the School, or if the School does not respond, the student
should progress the complaint to the formal stage.
INFORMAL STAGE
Complaints can take a number of forms and the process for dealing with them changes
accordingly:
Administration and teaching

50
You may have concerns relating to the general content and/or general administrative
arrangements associated with programmes of study. The best place to deal with these
concerns is the Staff-Student Liaison Committees.
Issues relating to a particular module/unit must be raised in the first instance directly
with the relevant Module Leader. If dissatisfaction persists, the Personal Tutor or
Programme Director can be asked to intervene.
Examinations and assessment
Concerns arising from examination procedures, or about decisions relating to a

student’s progress arising from examination and assessment procedures, should be
addressed to the relevant Module Leader. They will liaise closely with relevant staff to
resolve the matter. Such matters may be referred to the Director of the Programme if
deemed necessary.
General services and facilities provided centrally by the University

For complaints associated with general services and facilities provided centrally by the
University, students should refer to the University’s Complaints Regulations:
www.surrey.ac.uk/learningandteaching/regulations.
Complaints of a personal nature
Complaints of a personal nature should, in the first instance, normally be taken up

directly with the student’s Personal Tutor, who will bring his/her best efforts to bear
with appropriate University colleagues to resolve the matter with or on behalf of the
student.
If the complaint cannot be resolved satisfactorily directly by the Personal Tutor, an

approach should be made to the Programme Director, as appropriate, setting out in
writing the difficulties which are unresolved. The appropriate staff member will discuss
the matter with the Personal Tutor and with the student with a view to finding a
resolution.
In the event that the complaint arises from the working relationship with the Personal
Tutor, if the student feels comfortable, the matter should be raised directly with the
Personal Tutor in the first instance with a view to resolving the matter. If a resolution
cannot be found, or the student does not feel comfortable addressing the issue directly
with the Personal Tutor, an approach should be made to the Programme Director, who
will discuss the matter with the student and the Personal Tutor with a view to finding a
resolution. The Director of the Programme may make arrangements for the student to
be assigned to another Personal Tutor if this is deemed necessary and appropriate.
FORMAL STAGE
Where complaints made informally are not acknowledged, or do not lead to a

satisfactory resolution, the student may make a formal written complaint to the
representative of the relevant University Service, as follows:
Service Postholder
Faculties Faculty Registrar
The Library and Learning Support Director of Library and Learning Support
Services
51
Audio-Visual Services Director of IT
IT Services Director of IT
Academic Registry The Academic Registrar
Student Support Services Director of Student Support Services
Office for Student Complaints, Academic Registrar
Appeals and Regulations
The University's complaint form and guidance is provided by OSCAR at:

www.surrey.ac.uk/oscar.
Complaints about other aspects of student life should be directed to the appropriate
Head of Service.
POLICIES
RELIGIOUS OBSERVANCE
The University is a secular organisation and therefore privileges no religious faith or

organisation. The University accords full respect to all religious faiths, beliefs and
practices equally as they are represented at the University. It is recognised that
students may experience conflict between the demands of religious observance and
the formal timetabled contact and assessment on their programme of study.
Students wishing to request an adjustment to teaching or assessment arrangements

should make their needs known to the Faculty (Director of Studies or equivalent) as
soon as possible after initial registration. However, the constraints of scale in
organisation of timetables may mean that it is not possible to adjust arrangements to
meet with particular needs of faith groups.
The principal responsibility is on students to report any potential conflicts to their

Director of Studies (or equivalent) at the earliest possible opportunity.
Students should expect the University to take reasonable steps in considering requests
for adjustments to arrangements (although it is recognised that the teaching and
assessment timetables are constrained by a number of factors, special arrangements
might be feasible without causing disruption to the process or breaching the security
of assessment).
In considering a request from a student, Faculty and Academic Registry staff will be
able to obtain advice from the University, via the Chaplaincy, on aspects of the
particular religious observance cited by the student.
Details on the University’s chaplaincy can be found at:

http://www.surrey.ac.uk/currentstudents/wellbeing/faith/peopleandplaces/places/chap
laincy%20centre/index.htm
MATERNITY
The University is committed to ensuring that it does not treat a student less favourably
than other students on the grounds of pregnancy, maternity or paternity.
The University provides a range of support services and study-related adjustments in

order to help students start, complete and succeed in their studies. A flexible and
52
personal approach will be taken to supporting students who are pregnant or who have
very young children. In each case a staff member will draw up, in close consultation
with the student and with advice from the Centre for Wellbeing, an Individual Support
and Adjustments Plan, which includes a risk assessment. This will be reviewed
regularly throughout the pregnancy by the staff member and the student.
Students are strongly encouraged to disclose a pregnancy as early as possible to their

Personal Tutor, Director of Studies, Supervisor or a member of Programme
Administration staff, and also discuss support available with staff in the Centre for
Wellbeing. Students are not obliged to disclose, but if they choose not to disclose their
pregnancy, the University may not be able to provide protection from certain hazards;
take a fully flexible and planned approach to their programme of study, including
offering time off; or provide specific support or study adjustments.
Students must notify the University no later than 15 weeks before their expected due
date and provide appropriate supporting evidence, if they would like a maternity or
paternity-related absence from studies.
Further information is available at:

www.surrey.ac.uk/currentstudents/regulations/regulations.htm
ADDITIONAL POLICIES
Full details available at:

www.surrey.ac.uk/currentstudents/regulations/regulations.htm
 Use of Illegal Drugs by Students

 Equal opportunities policy
 Harassment policy
 Smoking policy
 Social Network policy
53
Appendix 1
University Teaching Observation Form
PART 1 – BEFORE OBSERVATION
To be completed by the observee and passed to the observer prior to the observed session.
Note: workshops on observing and being observed are available from the Department of Higher
Education.
Aims and objectives for session:
Brief summary of teaching approaches used:
Areas on which you would particularly value suggestions/feedback:
54
PART 2 – DURING/AFTER OBSERVATION
To be completed by the observer during/after the observation
Possible things to think about in offering feedback (this is far from exhaustive and depends on the nature of the session):
 Clarity of aims, objectives, outcomes

 Organisation/structure/coherence
 Clarity of explanations/instructions
 Style/tone/pace of delivery
 Balance of breadth/depth
 Integration of visual aids, media and other resources
 Effectiveness of exercises or discussion
 Levels of student engagement or interaction at different points
 Quality of questioning
 Achievement of learning outcomes
General observations:
What aspects of the session worked well and why?
What have you learned that you could use in your own teaching?
Suggestions or ideas for reflection/action:
Feedback on specific areas requested by observee and any other comments:
(Parts 1 and 2 should be retained by the observee and may contribute to a professional e-portfolio within the SET
Framework)
55
PART 3 – PEER OBSERVATION FORM
For completion by both parties following your feedback discussion. Please complete, sign and submit
(Part 3 only) to your Director of Learning and Teaching.
Names of Staff Involved:
Details of Observed Sessions:
Module Title:
Session Title:
Number of students: FHEQ Level:
Please provide examples of teaching techniques, ideas, tips, suggestions to

come out of your observations that you are happy to share with the rest of the
Department.
Signed
Observer
…………………………………………………………Date………….…………..
Observee
…………………………………………………………Date…………….………..
56

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Department of Higher Education

Graduate Certificate in Learning and Teaching

The programme is aimed at facilitating your role in the delivery of excellent

Teaching in higher education is challenging but can be extremely rewarding.

Session1 Large Group 5 or 6 June 2018

Session 2 Microteaching Negotiated to take place during

Session 4 Small Group August 2018 – To be arranged

Session 2 Large Group 19 or 20 March 2019

Session 3 Small Group As arranged April – June 2019

Programme Director: Dr Simon Lygo-Baker, s.lygo-baker@surrey.ac.uk.

Module 1 Leader: Dr Emma Medland, e.medland@surrey.ac.uk, ext. 3110.

Module 2 Leader: Dr Naomi Winstone, n.winstone@surrey.ac.uk, ext. 4391.

Module 3 Leader: Dr Simon Lygo-Baker, s.lygo-baker@surrey.ac.uk.

Module 4 Leader: Dr Anesa Hosein, a.hosein@surrey.ac.uk, ext. 3759.

Programme Administrator: Jane Bradford, j.bradford@surrey.ac.uk, ext. 3750

Programme Tutors: Marion Heron m.heron@surrey.ac.uk ext 9113

HOW TO CONTACT A MEMBER OF ACADEMIC STAFF

HOW WE WILL CONTACT YOU

TEACHING AND LEARNING

FHEQ Level 4 – undergraduate programme Year 1

STAFF ABSENCE FROM TIMETABLED SESSIONS

ATTENDANCE AT TIMETABLED SESSIONS

Options to assist those missing sessions will include:

PROGRAMME STRUCTURE AND ORGANISATION

Module 1 January to Assessment Teaching

Module 2 June to Assessment

Greater understanding of your teaching will

Module 3 November Assessment

This will lead to

Greater understanding of how the

The programme consists of part-time study over approximately eighteen months

Module 2. Theory and practice of teaching. This second module aims to

Module 3. Understanding the curriculum. The third module aims to broaden

Module 4. Education Research. The fourth module builds on understanding

Module Leader: Dr Emma Medland

 1 compulsory large group session: Welcome to the Grad Cert

Workshop 2- Assessment and Feedback – Various dates from January to

The following are examples of workshops that will be available:

Creative and innovative approaches to enhancing student engagement in their

Delivering the Perfect Lecture

Elocution and clear speech

Engendering academic talk in seminars

‘Escape the Classroom’: How to apply Escape Room activities to teaching

Assessment Brief - Module 1

Part 1 – The Annotated Bibliography

Part 2 – Personal action plan

2. Demonstrates an understanding of elements of the UKPSF.

4. The presentation of the material, based on clarity, coherence and concise

Formative assessment and feedback:

Introduction to Learning and Teaching

Assessment and Feedback

Delivering the Perfect Lecture

Designing and creating online learning materials for students

‘Escape the Classroom’: How to apply Escape Room activities to teaching

Module Leader: Dr Naomi Winstone

 6 sessions: 1 large group, 1 microteaching, small group sessions, 1

Session 2 – Microteaching Week 18th – 22nd June 2018

Session 3 (2-3 hours) – July 2018

This session provides an opportunity, following reflection upon the microteaching

Session 4 (2-3 hours) – August 2018

Session 5 (2-3 hours) – September 2018

Session 6 (1 hour) – Presentation Weeks 24th September to 5th October

Assessment Brief - Module 2