PGCEP is a taught programme which supports and accredits the educational development of staff teaching and supporting learning on Lancaster University validated provision, at Lancaster University and its International Teaching Partners. It is designed for a range of staff who teach and support student learning. This may include, for example, lecturers and teaching fellows. Colleagues will be early in their Higher Education teaching careers with some previous teaching experience which they can draw on and develop.

Colleagues teaching and supporting learning on Lancaster University validated provision, at Lancaster University and its International Teaching Partners are welcome to apply.

PGCEP replaces the former PGCAP (PG Certificate of Academic Practice). This new programme has similar aims and outcomes to the PGCAP, with a different modular structure, delivery pattern and duration. Please ensure you have looked at the website to familiarise yourself with the new programme requirements.

Like PGCAP, PGCEP is accredited by Advance HE against the Professional Standards Framework for Teaching and Supporting Learning in HE (PSF) 2023. This means that successful completion of PGCEP results in the award of Advance HE recognition as Fellow (formerly known as Fellowship of the HEA, FHEA) as well as a teaching qualification.

The programme fosters a dynamic, cross-disciplinary community of practitioners across Lancaster University and its International Teaching Partners to share ideas and develop a discourse about educational practice in HE. The aim is to help you to situate yourself as an individual, an academic and a teacher within the wider frames and concerns of your department, discipline and institution, and where relevant the transnational partnership.

Through the course you will develop your confidence and skills as an HE teacher by encouraging you to work on your repertoire of practical teaching skills, develop evaluation techniques, use peer review and observation of teaching, and by investigating teaching and learning resources - all with the aim to enhance the quality of your students' learning experience.

Integrating knowledge and understanding of pedagogical principles and values with your practical know-how is considered essential. This is developed on this programme by critically engaging with educational and subject-specific literature and research, having discussions with peers and tutors, and writing critically and reflectively about your teaching. The assessment is designed to frame your work as a university educator, and much of the learning and reflection prompted by the course is experiential, taking place 'on-the-job' in your department.

Most professional learning occurs outside of the formal teaching situation, not in the ‘classroom’, and PGCEP is no exception to this. Much of our learning about teaching and curriculum development takes place through our continual practical experience within our institutional and departmental contexts. PGCEP offers a framework of learning and assessment activities within which this everyday practical experience can be reviewed, articulated and understood.

A key part of PGCEP is regular engagement. The learning is divided into two-week blocks, with self-directed online learning activities in each block to undertake in advance of the workshop session. It is suggested you dedicate at least half a day at week to undertaking these activities and attending the workshops, as well as preparing the assessments.

The self-directed learning activities are supplemented with interactive workshops run online. These will be run on Tuesdays and Thursday from 10 – 12 am (UK time).

To ensure you have the time to attend these synchronous sessions and complete the required self-direct learning, colleagues are advised to dedicate at least half a day a week.

There are a number of support mechanisms made available to you to help you get the most from the programme:

• the PGCEP tutor team, who support your work through asynchronous learning materials, synchronous sessions, email and tutorials;
• your PGCEP peers with whom you will meet regularly to share ideas and discuss practice and emerging issues;
• a teaching mentor in your own department, who helps with the development of ideas and materials in your subject;
• departmental colleagues who have responsibility for the courses on which you teach;
• the course Moodle site, which is a source for discussion topics, session materials and further reading/links;
• the Programmes Officer who administers the PGCEP programme.

A key support of your learning during the PGCEP is through your departmental teaching mentor. The mentor will provide an essential source of support and help you to contextualise your learning, both in terms of the discipline and local practice as well as in relation to the PSF 2023.

You are required to identify a mentor in your department prior to starting the programme, and provide details on your application form. The Mentor Handbook provides information to help you identify a suitable mentor and to help your mentor to understand the requirements of the role, so please do ensure your mentor has read this document.

Who should be my teaching mentor?

Mentors hold a variety of roles but must be involved in teaching and supporting learning, and have a good understanding of the PSF2023. Usually, mentors should hold a category of Advance HE recognition / HEA Fellowship. PGCEP graduates often make very good mentors, as they are already familiar with the programme approach and have current knowledge and understanding of the requirements of Advance HE recognition. Your mentor does not need to be a very senior member of the department – a colleague with just a few more years’ experience than you is often just as helpful as they understand your situation. They need to share your interests and concerns about teaching in your discipline, and needs to be enthusiastic about teaching and curriculum development. If you have any difficulty finding an appropriate departmental PGCEP mentor, we can help you to identify one.

Guidance will be provided in the Mentor Handbook to support you in identifying a suitable mentor and to help them to understand the requirements of the role.

Yes. The PGCert Educational Practice is accredited by Advance HE against the Professional Standards Framework for Teaching and Supporting Learning in HE (PSF) 2023. This means that successful completion of PGCEP results in the award of Advance HE recognition as Fellow (formerly known as Fellowship of the HEA, FHEA).

The costs of the PGCEP programme are met centrally by Educational Development. There is no charge for staff teaching and supporting learning on Lancaster University validated provision, at Lancaster University and its International Teaching Partners.

Please read our information on this programme's access statement and cancellation charges.

Many universities in the UK have now made an accredited teaching qualification a requirement for recruitment or probation. The current institutional policy at Lancaster is that academic staff with less than three years of experience should undertake professional development in teaching, either through PGCEP or an appropriate equivalent.

Most departments have now made the programme a requirement for completing the probationary period. Lancaster University has also made the Postgraduate Certificate in Educational Practice (PGCEP) part of the means by which academic staff can demonstrate appropriate levels of achievement in teaching to address the criteria for probation and promotion. Colleagues should direct enquiries about probation and promotions to the POE Reward Team.

Other educational development opportunities aside from PGCEP are available, including Advancing Teaching: Lancaster Accreditation Scheme (ATLAS) experienced-based pathways that can lead towards professional recognition for teaching in HE. These are designed for colleagues with substantial experience and/or existing qualifications who wish to engage in ongoing development and/or work towards professional recognition against the Professional Standards Framework for Teaching and Supporting Learning in HE (PSF) 2023.

To be able to demonstrate the requirements of the programme you must be undertaking the full range of teaching and learning support activities as outlined in the PSF 2023. A key aspect of the programme is applying the learning to your own teaching and learning support practice and so you need to be undertaking sufficient activities during the programme. The expected minimum is 120 hours teaching and teaching-related activities over the academic year. This covers the full range of activities, including designing and delivering teaching/learning support, assessing and providing feedback and personal tutor/supervision activities.

You will need to indicate on your application form the range of teaching and learning support activities you expect to undertake during the programme. You should discuss with the programme director if you feel you will not be able to meet the requirements of the programme and are unable to sufficiently provide evidence that your practice meets the requirements of D2 of the PSF 2023.

You need to agree with your Head of Department that you wish to apply for a place. This is in order to support you to establish a workload allocation for undertaking the programme, and an agreement that you have sufficient and appropriate teaching duties. You need also to discuss the allocation of a departmental teaching mentor, who may be a PGCEP/PGCAP graduate in your department. Then complete the online application form (available during the application process May-July) to CEDA.