Gillian L - using own disciplinary background

Janet G - Liberatory practices

Roberta W - two identity work activities

Laura M - pracademics

Alex Rey - observations as authentic assessment

Angela B - dialogic assessment

Jane Headley (work also informed by Lydia Arnold and Emily Chapman-Waterhouse) - authentic outputs (practice booklets)

Jamie/Chris - compassionate micro-teach assessment

For each perspective, I will consider both what makes it valuable and the specific tensions it brings into view.

Drawing on research and examples from my book, Designing Impactful PGCerts in Higher Education (live link), this session offers a conceptual anchor for the symposium. It invites participants to look more closely at how we design for, and articulate, the value of learning on PGCerts at a time of increasing pressure to demonstrate ‘value for money’ in educational development provision.

09:40 – 09:45 | Break 1 (5 mins)

09:45–10:35 — Theme 1 - valuable identity development: 4 x 10-min presentations + 10-min discussion

10:35–10:45 — Break

10:45–11:35 — Theme 2 - valuable assessment: 4 x 10-min presentations + 10-min discussion

11:35–11:40 — Mini Break

11:40–12:30 — Theme 3 - valuable innovations: 4 x 10-min presentations + 10-min discussion / wrap-up

Helen W. - AI assisted feedback

Leeds PGCAP - 'Conversations' with key stakeholders

Mark w. - mentoring by previous cohort

Sarah S - using Film

2 mins - the context:

Briefly outline your role, institution and the specific 'flavour' of your PGCert/PgCAP (e.g., is it highly creative, research-led, or aligned to a specific agenda?).

4 mins - the 'Value':

What is the specific idea/activity?

Why is it valuable? What specific value does it add to the PGCert learning experience? (e.g., does it deepen reflection? encourage community?)

4 mins - the 'tensions' (the realities):

Discuss the 'issues' encountered or anticipated. (e.g., student resistance, workload, ethical complexities, or institutional barriers).

(this will move the event beyond 'show and tell')

• Angela Buckingham, Programme Director, Academic Practice Programme, University of Reading

• Jo Cordy, Academic Developer, University of Reading

• Michael Kilmister, Academic Developer, University of Reading

This session reflects on the Professional Dialogue assessment, which offers an authentic, inclusive assessment that replaces traditional written tasks with a viva-style exchange. One of the capstone assessments on Reading’s PGCap, it enables academics to explore and validate their practice, engage with the PSF, and demonstrate their creativity.

Slides attached.

Micro-teach assessments can be among the most challenging elements of PGCert programmes, requiring participants to perform as educators while evidencing professional standards. This session explores how compassionate assessment principles can reduce anxiety, support confidence and foster authentic professional growth. Drawing on the University of Portsmouth’s Teach Well programme, Chris and Jamie will share practical strategies for maintaining academic rigour whilst creating a supportive and developmental assessment experience.

Slides attached.

Corresponding Author: Janet Gordon, J.Gordon@londonmet.ac.uk 

Our three-module Advance HE-accredited PGCert Learning and Teaching in Higher Education focuses on Facilitating Student Learning, Managing the Assessment and Feedback Process, and Curriculum Evaluation and Development. In our presentation, we will provide examples of what we do to deschool, unschool, and make space for liberatory learning which our participants then repurpose and adapt in their context for their students.

[presentation slides forthcoming]

This presentation explores an authentic assessment used on a PGCert in Learning and Teaching in Higher Education that develops pedagogical observation skills through three focused observations. Participants critically investigate teaching practices across disciplinary contexts, fostering reflective practice, professional identity, and pedagogical awareness. The presentation discusses the assessment's design, impact on professional learning, and wider transferability. Slides forthcoming.

Our assessment requires participants to write a short practice guide identifying something within their teaching practice or support for learners that worked especially well. This enables colleagues to notice their own effective practice, and annually invited authors present their active learning guides at the inhouse conference for others use or adapt their techniques.

slides to follow

Module Leader · PGCert Performance Teaching

Guildhall School of Music and Drama

Professional learning involves changes in how educators understand themselves and their practice. This session introduces two approaches that create conditions for supporting identity negotiation through an explicit focus on the learning environment and professional becoming.

Head of Academic Professional Development

St Mary's University, Twickenham

Arts-based pedagogies encourage different ways of seeing, surfacing beliefs and assumptions and developing new lecturer identity. In a time of the ever-increasing intrusion of AI and digital practices into university spaces, arts-based pedagogies acknowledge and foreground the emotional and relational dimensions of teaching and learning.

Dr Gillian Lazar, SFHEA

-Independent Lecturer and Consultant

-Online Tutor on PG Cert L+T in HE, Centre for Online and Distance Learning, University of London

Drawing on my disciplinary background as an applied linguist, I will present three activities from the signature pedagogy of language teaching, repurposed on a PG Cert HE to generate discussion, empathy and engagement with theory.

I invite participants to consider how signature learning activities from their own discipline might be similarly adapted.

Victoria Taylor | Academic Development Consultant | PGCAP Programme Lead | University of Leeds​

Dr Kate Richardson | Academic Development Consultant | PGCAP Module Lead | University of Leeds

The ‘PGCAP Conversations’ provides a collaborative learning experience between programme participants and those leading on areas of inclusivity at the institution. The ‘PGCAP Conversations’ demonstrates the value of providing the opportunity for reciprocal professional growth amongst colleagues through “trust and honesty within these Conversations which creates a safe space to ask difficult questions and engage in courageous discussions” (Inclusivity Lead, 2025).​

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