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During the PGCert, I was appointed as Director of Undergraduate Studies (DUGS) in the Department of Materials. Consequently, I will have a much more strategic role in module and programme-level design. This includes: providing a critical eye on content mapping, module descriptors, links between topics, reducing assessment burden, consolidating core courses, changing aspects of comprehensive education, developing a new module on transition to higher education, and refreshing elective module offerings. This new challenge can only be tackled with continuing professional development and engagement with education experts, and the PGCert has been critical in facilitating this.

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My opening statement did not explore the challenge of being a student again in detail. As the year progressed, I found myself reflecting on the educational journey, and I noticed that my emotions often mirrored those of my students. As an academic, it is usual to be an expert in whatever you write or speak about — and suddenly, I was no longer an expert. Unfamiliarity with literature, time pressures, navigation of an online learning environment and scheduling classes all became part of life again. Through the process, I embraced this — though it was at times unsettling — as an important part of understanding the educational journey and how I might improve the experience of students in the department.

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I am much more aware of the theory of transitions and progression to higher education. The difference between ‘spoon feeding’ and ‘sink or swim’ is quite vast, but we can effectively bridge the gap with the correct support and strategies at a local and institutional level. In developing my practice, I will focus on the building of effective and systematic removal of scaffolding that emerges from constructivist theories of education. In my assignment, I discussed the challenges associated with Widening Participation (WP) students and how educational practice can facilitate transition. Here, the impact of trauma is of particular interest in the context of higher education policy. Even a brief encounter with the work of authors such as P. J. Burke gave an insight into forward-thinking research into the current state and future directions of higher education.

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I chose the Assessment and Feedback module as I had been asked to be part of the working group reviewing assessments in the department. The module reinforced that assessment and feedback are crucial parts of learning. Poor assessment can drive poor practice by learners, and exams are not always the best assessment method. The strength of alternative assessments is not always fully understood by teaching staff, with coursework seen as an 'easier' option for students. In light of remote assessments, designing challenging tasks that can be done with or without notes is more demanding of teachers but more beneficial to the learner. Clearly defining when and how feedback is given is not articulated in the department, so I will continue to work on it. The image of the 'feedback graveyard' will stay with me, as will the trepidation and opportunity of receiving personalised feedback by video on my own assignment for the module!

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In How Students Learn and Educational Design, I recognised the critical importance of well-designed ILOs. In the department, ILOs are often seen as an afterthought that is written to reflect the intended content. But, they should frame and define what is taught and how in a module. The risk of the reverse process is misalignment, where tradition and constraints define a course or module rather than a modern approach to student learning. In both the tasks and assignments of these modules, ILOs informing the educational experience resulted in better outcomes, in line with constructive alignment.

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My feedback from observations was constructive throughout the course. Many of the points raised could be implemented relatively quickly, allowing for the continual development of professional practice.

One challenge was that the suggestions for improvement in the first tutor observation largely felt out of my control (unsuitable teaching space, IT not working, unusual room assignment). Reflecting on this, planning for the best and worst— both as a teacher and now as a course organiser — can ensure a positive student experience. The observation of small group teaching was good for reflecting on how theories apply in this context. In particular, refining my use of feedback in the future will be helpful across all modules and programs. Currently, it is felt that there is a heavy feedback load in the programme, but now I will focus on where and when feedback is actionable and constructive.

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The feedback I received for drafts was generally positive and constructive throughout the course. I found the clear assignment requirements and the quick turnaround of feedback beneficial, with the link to ILOs stated up-front.

Where rough drafts were submitted, the feedback helped direct the refinement process to ensure the ILOs were met. While I know the frustration of reviewing work that is not complete however as a learner I still find this useful. Significant work was completed between the initial draft and final submission on two assignments.

The drafts and feedback system helped manage the workload when studying alongside a full-time job. Tasks given in and between sessions helped ensure the building blocks of the assignments were present, even if the words still needed to be produced!

I want to improve my scholarly understanding of the literature throughout my final assignment and in the future. I have become familiar with the Harvard referencing style.

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The modules studied introduced many interesting theories, but there is significant scope for further reading. As I reflected on before, studying in an entirely new field is unsettling. Still, the key to becoming more confident and creative is to have an improved understanding of the theory. Going forward, I would aim to become more well-read and develop specific educational interests that I could research further.

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The most transformative module for me was Transition and Progression. This module sparked ideas beyond my current responsibilities, linking together the expertise I have gained from being a secondary school governor. The module gave a clear entry into an extensive literature that I am excited to explore further.

Assessment and Feedback taught me a lot, particularly the risks of making assessments too complex. I am in the process of implementing changes to the module I described in this assignment, which is broadly in line with the proposals arising from the course. Engagement with other students in the course, as learners and as colleagues, was key to the proposals in this assignment (TBL as used in other faculties) and the ultimate changes I am implementing. This demonstration of ideas such as the Zone of Proximal Development in group working feels important in being a student of education.

I feel continuing to develop a more comprehensive view of assessment would be helpful across the programme, and I hope to do so when the assessment review is completed in the Department of Materials in 2024/25.

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I now see more clearly the links between my educational background (such as my school experiences) and my thoughts on teaching practice. The feedback for the opening statement suggested further reflections in this area, which helped me contextualise my educational approach. Through the taught modules, in particular Educational Design, I could explore a more connected curriculum without limitations of room and timetable constraints. This revealed the extent to which, even now, my approach aligns with what is expected or what is done already. I would like to further challenge this in future learning and professional development opportunities.

I now see inclusivity as integral to education, not a stand-alone issue. Reflecting on my opening statement, I realised that my commitment to EDI meant I felt it necessary to highlight this as a separate issue to research. However, through the PGCert process, I encountered inclusivity as a fundamental part of all the modules I did. While I still feel it is important to research challenges in educational inclusivity further, it is also important to integrate this within everything we do.

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Through the PGCert, I better understand the theories underpinning the thoughts and feelings I expressed in the Opening Teaching Statement. The process has been one of development, rather than revolution, as the course is rooted in personal practice and responds to the context.