We promote continued professional development through our highly successful PG Cert programmes and Higher Education Academy fellowships. Please click the links below to learn more about our offerings (currently offered to Goldsmiths staff only).
Postgraduate Certificate in Learning and Teaching in Higher Education
Goldsmiths' Postgraduate Certificate in Learning and Teaching in Higher Education is designed to enhance the pedagogical practice of staff involved in teaching at our university. The programme is accredited by both Goldsmiths (60 credits at Masters [M] level) and the Higher Education Academy (HEA) at Fellowship level. The first 30 M level credits lead to Associate Fellowship of the HEA (AFHEA). The programme aims to help colleagues to:
- receive feedback on their teaching through formal teaching observations;
- exchange experience with others who teach at Goldsmiths;
- reflect on their own academic practice;
- explore the national and international context of Higher Education;
- learn more about trends and theories of pedagogy;
- contribute to their continuing professional development;
- gain accredited recognition for their Higher Education teaching practice.
Participants on the programme explore theories of learning and teaching in Higher Education, and reflect on their own teaching activities, both individually and with their academic peers.
For academic queries, please email the Programme Leader: Mary Claire Halvorson m.c.halvorson (@gold.ac.uk)
For administrative queries, please email the Programme Administrator: Stephen Wilford s.wilford (@gold.ac.uk)
Higher Education Academy Fellowships
Our postgraduate teaching and learning offering has just been accredited by the HEA, alongside a new experiential route. This pathway entails submission of a claim for recognition that demonstrates correspondence with the relevant UK Professional Standards Framework (UKPSF) Descriptor in terms of track record (usually at least two years’ FTE) of effective and successful experience and Continued Professional Development (CPD) in academic or academic-related practice – including engagement with subject and pedagogic scholarship and/or research.
A key feature of the described framework is the requirement that you work with a mentor in building the CPD claim and gathering the evidence to support it. Additional expert advice from a pedagogical and technological perspective is available from experienced members of staff in TaLIC and across the university.
For queries, please email the Programme Leader: Donovan Synmoie d.synmoie (@gold.ac.uk)