Dr Jenni Carr

This is a practice-based programme, so you need to be teaching (or delivering training) at least 20 hours across the year in a context in which you can be observed – once by a member of the Eden Centre and once by a peer. The observations can occur either in Autumn or Winter terms.

The PoTHE programme is aimed at early career teachers in higher education and is available to colleagues based at LSE who have a substantive role in teaching and supporting student learning. For example, you may be a GTA or guest teacher or you may have a student-facing role in another area of the School such as the Library.

The programme is accredited by the UK Higher Education Academy (HEA), which is part of AdvanceHE and offers national and international recognition for the award. Upon successful completion, PoTHE participants are eligible for Associate Fellowship of the HEA (AFHEA). Completion of the PoTHE programme also enables participants to register for the LSE PGCertHE programme with transferred credit.

In this programme, you will;

• Develop an Opening Year Statement (OYS) in which you reflect on your approach to teaching and student learning
• Participate in workshops in Module 1: ‘Teaching in our disciplines’
• Prepare a written assignment for Module 1
• Have 2 teaching observations – one from a member of  LSE Eden Centre and one from a peer
• Develop an End of Year Statement (EYS) in which you reflect on how the teaching year has gone and your intentions for future development.

These materials are drawn together, along with feedback on your teaching from both TQARO and formative surveys, into a portfolio that is submitted in Summer Term or the following Autumn Term.  Once the portfolio is deemed complete it is submitted to a Board of Examiners.

10 hours of workshops in the AT. 4 hours of workshops in the WT. 2 hours of workshops in the ST.

Teaching for this course will take the form of interactive workshops and digital interaction. Moodle will be used as the learning environment.

Formative feedback is available for every aspect of the summative portfolio.

Participants receive both spoken and written feedback on their teaching practice and opening pedagogic reflection. They also receive formative feedback on drafts of the main essay before it is assessed as part of the final portfolio. The writing assignments and feedback exchanges are designed to encourage a reflexive approach to academic practice.

• Ahmet, A (2020) What Exactly are Inclusive Pedagogies? LSE Higher Education Blog https://blogs.lse.ac.uk/highereducation/2020/06/29/what-exactly-are-inclusive-pedagogies/
• Brookfield, S. (2017) Becoming a Critically Reflective Teacher, Jossey-Bass, San Francisco CA
• Biggs, J.  & Tang, C. (2011) Teaching for Quality Learning at University. Maidenhead: McGraw Hill Open University Press.
• Case, J. (2008) ‘Alienation and engagement: development of an alternative theoretical framework for understanding student learning’. Higher Education 55 (3)  321–332.
• Dismore, H., Turner, R. and Huang. R. (2019) ‘Let me edutain you! Practices of student engagement employed by new lecturers’ Higher Education Research & Development, VOL. 38, NO. 2, 235–249 https://doi.org/10.1080/07294360.2018.1532984
• Gopal,P. (2012) ‘On decolonisation and the university’ Textual Practice, Vol. 35, No. 6, 873–899
• Hughes, G (2011) ‘Towards a personal best: a case for introducing ipsative assessment in higher education’ Studies in Higher Education Vol. 36, No. 3, May 2011, 353–367
• Quinlan, K.M (2019) ‘What triggers students’ interest during higher education lectures? Personal and situational variables associated with situational interest’ Studies in Higher Education, Vol. 44, No. 10, 1781–1792 https://doi.org/10.1080/03075079.2019.1665325
• Schulman, L.S. (2005) ‘Signature pedagogies in the professions’, Daedalus, Vol.134, Issue 3

This course is assessed entirely by coursework - formative and summative. There are no exams. The assessed portfolio comprises a practice-based written assignment (or poster) and reflective pieces. 

All assignments are assessed on a Complete/Not Yet Complete basis, and all assessments are viewed as developmental opportunities. Participants are offered detailed feedback for assignments and, where appropriate, they have the option of developing assignments further based on feedback from the teaching team.