Postgraduate Certificate in Higher Education Teaching

Quality in the Classroom

The Postgraduate Certificate in Higher Education Teaching (PGCHET) is primarily aimed at new academic staff on probation (however colleagues external to the University can also apply) and provides a formal qualification in teaching and learning in higher education. 

The PGCHET is delivered in partnership with the Centre for Educational Development (CED) in the University, as well as the Queen's Merit Award Scheme (QMA).

The PGCHET is accredited by the Higher Education Academy (Advance HE).

On successful completion of the course, which is made up of three modules (20 CATS points each) and completion of the required coursework, graduates are eligible to become a Fellow of the Higher Education Academy. Therefore, on completion colleagues are awarded both a PGCHET and a Fellowship of the Higher Education Academy with entitlement to use the post nominal letters FHEA.

Key Facts

Programme Programme Director

Dr Joe Allen

Duration

1 year, part-time (up to a maximum of three years, upon request/consultation with Course Co-ordinator)

Entry Requirements

• Priority for places is given to permanent, full-time, probationary, academic members of staff
• You must be teaching students whilst enrolled on the course, as the module assessments are based on aspects of the participant's teaching (eg. using two teaching sessions, assessments being used, peer observation of teaching, learning log, etc.)
• Non-academic members of staff and external applicants who have significant teaching responsibility (Researchers/ Teaching Assistants and other staff with a teaching role) in a Higher Education Institution, should at least meet the basic entry criteria for postgraduate study (see below for further detail) and English language requirement for those whose first language is not English; the minimum QUB requirement is currently IELTS English Language Test 6.5 with a minimum of 5.5 in all elements of the test.

Fees

Further information can be found at the Fees and Funding webpage.

Progamme Aims

• To develop competent and confident academic practitioners who can bring a critically reflective and evidence-based approach to their practice of teaching, learning and assessment in higher education;
• To create a learning environment for academic practitioners that contributes to their professional development in supporting high quality student learning;
• To provide opportunities for dialogue within and between disciplines, across the university, about the best practices for enhancing the learning environment;
• To promote core professional values related to evidence-based scholarship, respect for diversity, and commitment to continuous professional development;
• To provide a route for academic practitioners to meet the requirements of the UK Professional Standards Framework for teaching and supporting learning in higher education.

Programme Structure and Modules

The PGCHET consists of three 20-credit modules:

1. An Introduction to Teaching, Learning and Assessment in Higher Education
2. Teaching, Learning and Assessment in Disciplinary, Multidisciplinary and University Contexts
3. Student Learning and Student Support in Higher Education

An Introduction to Teaching, Learning and Assessment in Higher Education introduces some core concepts about curriculum/ module design and assessment, some standard methods of teaching such as lectures and small group teaching, and provides you with opportunities to receive feedback about your teaching in a standard lecture format, through micro-teaching sessions. 

Teaching, Learning and Assessment in Disciplinary, Multidisciplinary and University Contexts provides opportunities for you to analyse and compare generic approaches to teaching/ learning/ assessment in higher education (where the weight of research evidence exists) and the emerging evidence base for disciplinary-distinctive practices (e.g., signature pedagogies). The learning environment in which you meet will be devolved to discipline-specific peer learning groups (defined loosely by Faculty) and will be led by colleagues with interests/ experience/ expertise in particular topics (e.g. teaching methods such as lab-based teaching, teaching about controversial issues, teaching statistics, assessing clinical skills).  In addition, you will be guided throughout this module, and consequently throughout the programme, by a Mentor based in your own school/academic unit.  You will be grouped into three cognate discipinary peer groups for (e.g. Humanities and Social Sciences, Science, Maths and Engineering, Clinical and Health Sciences).  Each disciplinary-specific peer group will meet three times over the two semesters for two-hour meetings.  In addition, you will have at least four individual meetings with your school-based mentor over the same period.  

Student Learning and Student Support in Higher Education focuses on student learning.  The module explores theories of student learning and motivation and the different approaches and styles that students may adopt to their learning, students’ deeper approaches to learning and critical thinking, as well as the development of their key skills (for example, through facilitating interactive learning in group discussions and through examining advanced educational technologies). Teaching will also take the form of small group discussion and feedback given to a prepared piece of teaching, in a microteaching session.

Entry Requirements

1. Priority for funded places is given to permanent, probationary, Queen's University academic members of staff who must be teaching sudents during their time enrolled on the course as the module assessments are based on aspects of current teaching (eg. using two teaching sessions, assessments being used, peer observation of teaching, learning log, etc.)
2. Priority for funded places will then be given to:
   1. probationary academic staff: temporary contract;
   2. academic staff not on probation: permanent contract;
   3. academic staff not on probation: temporary contract;
   4. research staff with a teaching role;
   5. teaching assistants and other staff with a teaching role.
   Although funded places are usually filled by the priority grouping, you will be offered a place if you meet the entrance criteria for the programme and on condition of evidence of an appropriate teaching load and agreement from your School or Directorate to provide a mentor and if you can demonstrate that you have secured funding.
3. Non-Academic members of Queen's University staff who have significant teaching responsibility (Researchers/Teaching Assistants and other staff with a teaching role) may be admitted to the programme and must at least meet the basic entry criteria for Postgraduate Study (a 2.1 Honours degree or above or equivalent recognised qualification in any subject discipline) and English language requirement for those whose first language is not English; the minimum QUB requirement is currently IELTS English Language Test 6.5 with a minimum of 5.5 in all elements of the test.
4. For external applicants who wish to apply for the programme, the general postgraduate admissions requirements apply (see above). Participants on the programme need to have an appropriate teaching load in a Higher Education Institution, during the time they are enrolled on the course, as the module assessments are based on aspects of their teaching (e.g., using examples of two teaching sessions, assessments being used, peer observation of teaching) and access to a School-based mentor to act in the same capacity as the school-based mentor for those employed within Queen’s. Places will be offered to those who meet the entrance criteria for the programme and on condition of evidence of an appropriate teaching load and agreement from your HE Institution to provide a mentor and can demonstrate that they have secured funding.