Dr Dadi Chen (PGCert 2019) "I could see everyone appreciated the opportunity to learn how to improve our teaching in a scientific way. Nearly half of the participants, including me, are new teachers at Wittenborg. It was really a great challenge to attend the training and also to cope with our new busy working agenda."
"We spent a lot of time reading literature and writing assignments after work. We really learned a lot from the courses, especially in critical reflections of our own teaching and assessment. With various research tools and approaches provided by Brighton lecturers, we became more aware of the rationale behind our teaching behaviour and more conscious about the choices we make in designing, delivering and evaluating our modules. We feel very grateful for the opportunity provided by Wittenborg and the high-quality courses delivered by Brighton teachers." ...more
Do you teach in international higher education? Looking for an internationally recognised higher education teaching qualification?
Then as a member of the teaching team at Wittenborg University of Applied Sciences, the Post Graduate Certificate in Teaching & learning in Higher education is possibly interesting for you! Taught over one academic year, in 5 block sessions - 4 days in September (induction), 3 days in October, 3 days in March, 2 days in April and 3 days in June. Each day is 6 contact hours and includes a light lunch.
Interested in teaching in the most dynamic international higher education university of applied sciences in the Netherlands? Our School of Business and School of Hospitality & Tourism are recruiting now! Send your CV to Ms Lina Sergio at firstname.lastname@example.org - applicants with a PhD preferred.
The Postgraduate Certificate in Teaching & Learning is a professional staff development programme, at master's (in Dutch Post-HBO) level, for teachers in higher education, and has been specially tailored for teaching staff at Wittenborg University of Applied Sciences.
This PGCert is offered in cooperation with the University of Brighton, is made available exclusively to all Wittenborg University of Applied Sciences teaching staff, part-time, full-time, and from all campuses.
The PGCert course provides a supportive space in which to evaluate and develop your teaching practice, covering areas such as: student learning, assessment and feedback practices, evaluation of teaching, and designing teaching sessions and curricula. During the course, you will have the opportunity to engage in a sustained evaluation/exploration of a chosen aspect of your teaching practice, to evaluate and develop assessment and feedback practices, and to learn from and support colleagues across the institution and our partner colleges via the sharing of practice and peer review. Cross-disciplinary action learning sets provide a forum for you to discuss issues from your practice on an individual basis.
The course consists of three, level 7 modules (master's level), leading to the postgraduate certificate, and is a nationally recognised teaching qualification, accredited by the AdvanceHE, formally Higher Education Academy (HEA). Successful completion of
Module 1: Teaching and Learning in Higher Education
Module 1: Teaching and Learning in Higher Education (7 European Credits, 200 Study Hours)
This module provides you with opportunities to:
- Systematically plan, implement and evaluate a sequence of teaching sessions (or equivalent sets of coherent learning activities) appropriate to specific groups of students and purposes
- Engage in the peer review of teaching
Aims: the aims for this module are set into the context of the QAA (equivalent to the Dutch NVAO) Framework for Higher Education Qualifications, and relate to the SEEC level descriptors for level 7 study (master's).
This module provides you with opportunities to:
- Develop your understanding of the ‘theory’ and ‘practice’ of teaching and learning in HE
- Systematically plan, implement and evaluate a sequence of teaching sessions (or equivalent sets of coherent learning activities) appropriate to a specific group of students and purposes
- Participate in the peer-review of teaching
- Evaluate your teaching
- Evaluate and plan for your development as a teacher
Learning Outcomes: in relation to the QAA (equivalent to the Dutch NVAO) Framework for Higher Education Qualifications and the SEEC level descriptors for level 7 (master's) study, by the end of the module you should be able to:
- Systematically plan, prepare and implement a sequence of teaching sessions (or equivalent sets of coherent learning activities) appropriate for a specific group of students and purposes
- Explain and justify the decisions involved in the planning and preparation
- Evaluate the effectiveness of the sessions
- Relate your experience to relevant concepts, theories, principles and concerns in the pedagogic literature
- Engage effectively in the peer review of teaching
- Consider the implications of your experience for your professional development
Content: the module will include a consideration of:
- The general characteristics of effective teaching and learning environments, and activities in HE
- Teaching strategies for different contexts and purposes
- Assessment principles and practices, especially the relationship between aims
- Learning outcomes, teaching strategies, assessment and feedback to students
- Evaluation of teaching through critical review and feedback from others
- Relations between individual practice and departmental, institutional and national
- Frameworks, for example, statutory or professional body requirements, QAA frameworks and the implications of legislation concerning students with learning difficulties or disabilities
Module 2: Assessment and Feedback in Higher Education
Module 2: Assessment and Feedback in Higher Education (7 European Credits, 200 Study Hours)
This module focuses on the formative and summative assessment of learning and giving effective feedback to students in higher education. The module considers evidence-based ways to improve assessment and feedback practices.
Aims: this module aims to assist students in:
- Developing an understanding of the theory and practice of assessment and feedback in HE
- Evaluating technologies for assessment and feedback
- Giving high quality feedback/feedforward to students and helping them make the most of the feedback
Learning Outcomes: On successful completion of the module students will be able to:
- Critically evaluate their practice of assessment and feedback in the context of relevant concepts, theories, principles and concerns in the pedagogic literature, and design improvements
- Justify and evaluate feedback practices
- Evaluate the decisions involved in designing an assessment regime with reference to best practice in the sector and university/professional requirements
- Issues and developments in assessment and feedback
- Current research in assessment and feedback
- E-assessment and e-feedback
- Inclusive assessment design
- Developing high-quality feedback/feedforward
Module 3: Educational Enquiry
Module 3: Educational Enquiry (7 European Credits, 200 Study Hours)
This module provides students with the opportunity to conduct a small scale, systematic enquiry that will enhance the teaching of their disciplines.
Aims: this module aims to enable students to:
- Conduct a small scale educational enquiry to enhance an aspect of their teaching practice
- Execute the study in a systematic and research-informed manner
- Report outcomes and recommendations of the enquiry to academic colleagues
Learning Outcomes: on successful completion of the module students will be able to:
- Design a small scale educational enquiry within a specific discipline context
- Identify, critically evaluate and synthesise relevant literature to contextualise the enquiry
- Plan, undertake and critically evaluate a project ethically and effectively
- Effectively communicate the outcomes and implications of the enquiry
Content: module content includes:
- How knowledge is created in the disciplines
- Undertaking educational enquiry
- Developing and communicating research ideas
- Methods for data collection and analysis
- The wider context: locating your enquiry within institutional, (inter)national and theoretical and legal frameworks
- Presentation of project outcomes
NB: The scope of the enquiry will vary according to students’ own responsibilities and interests. However, they are expected to be able to complete the enquiry within the timescale of the module.
You should have sufficient current engagement in assessment and feedback at HE level to enable you to meet the learning outcomes.
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