Postgraduate Certificate in Academic Practice (PGCAP)
In AY2024-25 the start date for the PGCAP will change from September to January.
The PGCAP is a collaboration between the International Education and Lifelong Learning Institute (formerly the Centre for Educational Enhancement and Development), the Office of the Vice Principal Education, Schools and Units and draws on the expertise of academic and professional colleagues from across the University.
This is a free professional practice programme for all staff at St Andrews who are engaged in university teaching or supporting student learning in a direct student-facing role, regardless of contract type or level of experience. The aim is to give colleagues a supportive space in which they can develop as reflective practitioners in a collegiate, interdisciplinary community, exploring and developing different aspects of their practice in dialogue with peers.
So long as the necessary module pre-requisites have been met, staff can choose to enrol on individual modules as stand-alone units, rather than committing to the whole PGCAP. Not all modules are available in every academic year and/or semester.
Doctoral students who teach who are interested in completing the whole PGCAP should contact Dr Heather McKiggan-Fee on teachingdev@st-andrews.ac.uk.
If you have questions about the PGCAP or enrolling on individual modules please check the Frequently Asked Questions section below and/or email teachingdev@st-andrews.ac.uk.
Programme structure
To achieve the PGCAP you must successfully complete four 15-credit modules over a period of 2 to 4 years, doing a maximum of one module per semester. This delivery mode of 4 semesters of study over a maximum of 4 years recognises that programme participants will often be working full-time and engaging with the modules on top of existing commitments. It allows you to “pause” your engagement with the programme according to your circumstances; modules do not need to be completed in consecutive semesters. The aim is to provide flexibility to support the needs of a diverse cohort while still ensuring a clearly structured developmental pathway.
From AY2024-25, the start date for the PGCAP will be January. Participants will normally do ID5106 as the first module. ID5106 must be passed before participants can progress to ID5107. One elective module must be completed. ID5199 must be done last. There are sections providing more detailed information about the initial core modules, the electives and the Capstone Project module.
Modules run in specific semesters:
- ID5106 Supporting Student Learning (core) – semester 2
- ID5107 Curriculum Design and Assessment (core) – semester 1
- ID5108 Exploring Teaching and Learning Online (elective) – semester 1
- ID5109 Embedding Inclusive Practice in Teaching and Learning (elective) – semester 2
- ID5199 Capstone Project (core) – semesters 1 and 2
Typical sequence of modules:
ID5106 > ID5107 > Elective > ID5199 or ID5106 > Elective > ID5107 > ID5199
Individual module credits may be recognised by other institutions towards their own Postgraduate Certificate requirements.
In the launch year (AY21-22), no elective modules were offered. The elective modules and the Capstone Project became available in AY22-23. From AY21-22 to 23-24 the start date for the PGCAP was September; this changed to January in AY24-25.
How to apply
To enrol on the PGCAP you must be engaged in teaching or directly supporting learners. Before you submit your application, please read the "Initial core modules" section which outlines the teaching requirements. You must also be available to attend all of the live classes.
Enrolment for the PGCAP takes place before the start of semester 2 each academic year; follow this link to apply: Request a place on the PGCAP for AY24-25. The deadline to apply is 9th December. Doctoral students who teach do not use this link; see below for the PGR process.
There is also an enrolment window before semester 1 specifically for those who are able to make a claim of recognition of prior learning towards one or both of the initial core modules. (See the Frequently Asked Questions section.) Please email teachingdev@st-andrews.ac.uk if you are considering a semester 1 enrolment. Deadline is end of August.
Doctoral students who teach may pursue the PGCAP if they are able to meet the teaching requirements for each module and they have the permission of their primary supervisor each semester. (CEED cannot ensure that teaching opportunities will be available.) The registration process is different and is done module by module. Since PGRs often do not know what their teaching commitments will be till very near the start of semester, registration for PGRs opens in November and closes in early January. Use this link if you wish to request a PGR place on the PGCAP for AY24-25.
If you are interested in enrolling on a single module rather than on the whole PGCAP, see the Electives and Frequently Asked Questions sections and email teachingdev@st-andrews.ac.uk if you have any further questions.
Places will be allocated as completed applications are received, and the number of places on a module is normally capped at 20.
Guidance on completing your application to enrol on the PGCAP
As you complete each section of the form, make sure you click the "Save" button. This enables you to leave a partially completed application and come back to it later.
Personal details and Contact details pages are self-explanatory.
Education details:
- For “Current or most recent”, list your most recent higher education degree you hold or are currently working towards.
- For “Qualifications”, please list only your most recent completed degree and then any teaching-related courses and/or qualifications you have done, eg PGCE. We do not require a comprehensive list of every degree or qualification you hold.
- Ignore the “English language qualifications” section. You do not need to upload any English language certificates. (By virtue of the fact that you are already a staff member or PGR student at St Andrews.)
- Upload a copy of your most recent CV. Ignore the “Covering letter” section; you do not need to upload one.
Personal statement:
In this section, please upload a statement that includes all of the following information. If your personal statement is missing any of this information your application cannot be processed.
- Your reasons for wanting to enrol on the PGCAP.
- An outline of the nature and quantity of the teaching you will be doing in semester 2 of this academic year. Note what modules you will be teaching on, the contact hours involved, and when the contact hours occur, ie what weeks of semester. (This is to ensure that you will have sufficient opportunity to achieve all of the module intended learning outcomes.)
- Confirmation that you will be able attend all of the live classes for each core module (see "Initial core modules: delivery format + class dates").
Referees:
We are not looking for a typical academic job reference. Rather, we just require a statement from your Head of School or Director of Teaching for staff (primary PGR supervisor for PGR applicants) which confirms all of the following points:
- You have their permission to enrol on the PGCAP.
- You will be teaching in the semesters in which you plan to do the core modules. (With the titles and module codes of the modules on which you will be teaching.)
An email with this information is sufficient, and you can upload this as part of your application. (For question “Do you have a reference to upload?”, select “Yes” and then the “Upload” button.)
We recommend that you obtain this statement before applying and upload it as part of your application, to avoid delays in processing your application.
Initial core modules: delivery format + class dates
Modules are led and delivered by experienced staff from across the university, from CEED and other units as well as academic staff. As these are 15-credit modules you should expect to put in approximately 150 hours of study across the semester.
All new PGCAP participants must complete the online course TGAP as part of matriculation; allow several hours to complete all aspects of matriculation.
Once accepted onto the PGCAP you will be advised onto the first core module, ID5106 Supporting Student Learning, in semester 2. Each semester thereafter we will contact you to check whether you plan to enrol on the next module or pause for a semester.
Teaching requirements
It is a pre-requisite of the first two core modules that you be teaching in the same semester that you take the module, since both modules include teaching observations and the assessment for each module requires reflection on your teaching practice. To ensure that you can engage effectively with the module intended learning outcomes, you need to have regular contact with students (or other learners according your context); at least 10 contact hours in a minimum of four sessions (eg tutorials, labs, lectures, workshops) spread out over the semester. If you are unsure whether your teaching meets these requirements, please contact teachingdev@st-andrews.ac.uk for advice.
Class times and format
The first two core modules have 17 hours worth of synchronous classes, as well as extensive self-directed study. Classes focus on sharing and exploring practice with colleagues and applying ideas from readings and lectures to your own disciplinary context. You are expected to attend all of the live classes.
The first class for each module is in-person to help develop a sense of community within the cohort, but the remaining classes are online (via Teams) to be as inclusive as possible. All classes take place on Wednesday afternoons to reduce the likelihood of clashes with your own teaching. The number and length of the classes (and the week in which classes start) varies by module, but there is always a break part-way through each class.
Class dates: ID5106 Supporting Student Learning (semester 2)
This module is led by Dr Heather McKiggan-Fee, Head of Educational Development in CEED. This module includes topics such as: Your identity as a university teacher; Becoming a reflective practitioner; Higher education in context; Theories of learning; Creating supportive learning environments; Education for sustainable development; Technology enhanced learning. See the example module handbook for more detail.
Classes for AY24-25 run from 13:00-16:00 on the following dates (you are expected to attend all classes):
- Wed 29 January (week 1) - Welcome
- Wed 12 February (week 3) - Seminar 1
- Wed 26 February (week 5) - Seminar 2
- Wed 19 March (week 7) - Seminar 3
- Wed 02 April (week 9) - Seminar 4
- Wed 16 April (week 11) - Seminar 5
Please use this link to Apply to do ID5106 as a stand-alone module [applications close on 17 January]
Class dates: ID5107 Curriculum Design and Assessment (semester 1)
This module is led by Dr Eilidh Harris, Educational and Student Developer in CEED. This module includes topics such as: Quality assurance and enhancement; Higher education in context; Effective intended learning outcomes; Assessment for and of learning. See the example module handbook for more detail.
Class dates for AY25-26 have not yet been set.
This module will run in semester 1 starting in AY25-26. (It will not be offered in AY24-25.)
Peer observation
Observing the teaching of colleagues and having your teaching observed is a required element of both core modules. PGCAP participants may be able to use the teaching observation by experienced colleagues as part of a fellowship application via the St Andrews Recognition Scheme.
Electives: delivery format + class dates
Elective modules are led and delivered by experienced staff from across the university, from CEED and other units as well as academic staff. As these are 15-credit modules you should expect to put in approximately 150 hours of study across the semester. Not all modules are available in every academic year and/or semester.
PGCAP participants can adivise onto an elective after passing the first core module (ID5106). It is also possible to enrol onto the elective modules as "stand alone" professional development, ie you do not need to be enrolled on the PGCAP, but priority for places will be given to PGCAP participants.
Teaching Requirement
To enrol on either of the elective modules (Exploring Teaching and Learning Online or Embedding Inclusive Practice in Teaching and Learning) you must either be teaching concurrently or have taught in the preceding semester.
Class times and format
Classes are typically online on Wednesday afternoons within the period from 14:00-17:00, to minimise clashes with teaching. Frequency and length of classes varies between electives, and some classes may run in person (which will be noted). In some cases the specific weeks in which classes run may only be finalised after the start of semester.
Class dates: ID5108 Exploring Teaching and Learning Online (semester 1)
This module is led by Margaret Adamson, Head of Learning Technology & IT Skills Development in IELLI. This module is structured around 5 key themes or "lenses".
Classes for AY24-25 will run online via Teams from 14:.00-16:00 (2-4pm) on the following dates, unless otherwise noted (you are expected to attend all classes). The induction and field trip are in-person:
- Introduction (in person): Wed 25 Sepember 14:00-15:00 (week 2)
- Workshop 1, The Teacher: Wed 02 October (week 3)
- Workshop 2, The Learner: Wed 16 October (week 5)
- Optional field trip to Media Studio (in-person): Wed 23 October (week 6)
- Workshop 3, The Institution: Wed 30 October (week 7)
- Workshop 4, The Sector: Wed 13 November (week 9)
- Workshop 5, The Wider Context: Wed 27 November (week 11)
Please use this link if you wish to apply to do Exploring Teaching and Learning Online as a "stand alone" module (ie if you are not on the PGCAP). The application form will close at noon on Wed 11 September.
Class dates: ID5109 Embedding Inclusive Practice in Teaching and Learning (semester 2)
This module is led by Dr Amritesh Singh, Associate Lecturer in Academic English & TESOL in IELLI.
Classes for AY24-25 will run online via Teams from 14:00-16:00 (2-4pm) on the following dates, unless otherwise noted (you are expected to attend all classes). The Welcome and (optional) Debrief-Revision class are in-person:
- Wed 29 January (week 1) - Welcome and module outline (in-person), 14:00-15:00
- Wed 05 February (week 2) - Topic 1, 14:00-16:30
- Wed 19 February (week 4) - Action Learning Set 1
- Wed 12 March (week 6) - Topic 2, 14:00-16:30
- Wed 26 March (week 8) - Action Learning Set 2
- Wed 02 April (week 9) - Topic 3
- Wed 16 April (week 11) - Topic 4
- Wed 30 April (week 13, Revision) - Optional Debrief and Reflection class (in-person)
Please use this link if you wish to apply to do Embedding Inclusive Practice in Learning and Teaching as a "stand alone" module (ie if you are not on the PGCAP). [form closes on 17 January 2025]
Future elective modules
As the PGCAP cohort grows we will introduce additional elective modules. Electives under consideration or development include:
- Enterprise and entrepreneurship education
- Graduate attributes
- Supervising taught/research postgraduate students
Capstone project module: delivery format + class dates
The final module of the PGCAP is the ID5199 Capstone Project, led by Dr Heather McKiggan-Fee or Dr Eilidh Harris. The structure of this module is different from the other PGCAP modules. Although there are 12 hours of synchronous classes, the focus is on self-directed study as you will design and pursue a project of your choice that draws on and synthesises your learning from the PGCAP as a whole, involving both scholarship and some form of data collection and analysis. There are no set topics or assigned readings for the seminars; rather, the focus of the classes will be determined by the needs of the cohort in response to the projects that they choose. The regular seminars provide a space where you can ask questions and share ideas, resources and advice with your peers, and contributions by invited experts.
In the first two weeks of the module the focus will be on finalising the scope of your project and agreeing a set of individual learning goals. I encourage you to start thinking about what your project might focus on before you enrol on the Capstone Project module, especially if it will require getting ethical approval. You are welcome to get in touch with the module lead well before the semester in which you do the Capstone Project to discuss possibilities.
The first class of the module is in-person to help develop a sense of community within the cohort, but the remaining classes are online (via Teams) to be as inclusive as possible. Classes usually take place on Wednesday afternoons to reduce the likelihood of clashes with your own teaching. However, if the module cohort is small we can investigate the possibility of an alternative set time (and day) for classes if we can find timings that suit all participants.
Classes each semester are two-hours long and run every fortnight. The exact dates/times are agreed with the cohort in advance.
Frequently asked questions
Is there a cost to enrol on the PGCAP or individual modules?
Enrolment on the PGCAP or individual modules is free for all University of St Andrews staff, including postgraduates who teach.
Can I start the PGCAP in semester 1?
To be awarded the PGCAP you must successfully complete four 15-credit modules: ID5106 Supporting Student Learning, ID5107 Curriculum Design and Assessment, elective, Capstone Project. ID5106 is a pre-requisite for ID5107, so if you did not do ID5106 (Supporting Student Learning) in semester 2, you would only be able to start in the PGCAP in semester 1 if you are able to make a claim for recognition of prior credited learning towards module ID5106. (See the questions below about modules that can be counted towards the PGCAP.)
Please email teachingdev@st-andrews.ac.uk for more information; we will provide the 1st semester PGCAP application link to those who are able to make a recognition claim. The deadline for semester 1 applications is November.
Another option would be to do the semester 1 elective module as a stand-alone, and then join the PGCAP in semester 2. (See next question.)
Can I enrol on individual modules without enrolling on the PGCAP?
It is possible to enrol on single modules so long as you can demonstrate that you have the necessary background knowledge and skills to engage effectively with the module intended learning outcomes. However, priority for module places will be given to those already enrolled on the PGCAP.
To enrol on either core module (ID5106/07) you must:
- be teaching in the semester you take the module
- be available to attend all of the synchronous classes
- have the permission of your line manager (for staff) or supervisor (for PGRs)
To enrol on ID5107 you must additionally have either successfully completed ID5106, or successfully completed another course or module which included reflective writing as an assessed component.
We take a phased approach to enrolment for the PGCAP modules, with the first phase for participants who are enrolled on the full PGCAP, and the second phase for PGRs and anyone who wants to enrol on individual modules.
Please read the section for the relevant module before completing the application form:
- Use this link to apply for Supporting Student Learning as a "stand alone" module. [applications open in November]
- Use this link to apply for Curriculum Design and Assessment as a "stand alone" module. [applications open in August]
- Use this link to apply for Exploring Teaching and Learning Online as a "stand alone" module. [applications open in August]
- Use this link to apply for Embedding Inclusive Practice as a "stand alone" module . [applications open in late semester 1]
How much and what kind of teaching do I have to be doing in order to enrol on the core modules?
We don't want to be overly prescriptive; our aim is to ensure that you have sufficient teaching experience that you can engage effectively with all of the module requirements, such as linking activities and teaching observations, so that you will be able to achieve the intended learning outcomes. This will be easier if you have regular contact with students or other learners (eg weekly or fortnightly). At a minimum, you should have at least at least 10 contact hours in a minimum of four sessions with students, spread out over the semester. If you are unsure whether your contact hours are sufficient, please contact teachingdev@st-andrews.ac.uk for advice.
Teaching can include: lecturing; facilitating tutorials, seminars or honours project classes; supporting lab or practical classes; project or thesis supervision, etc. You can also enrol if you support student learning in other ways that involve regular contact with students, eg delivering academic skills workshops. Or your students/learners might be other staff. Please contact teachingdev@st-andrews.ac.uk if you have any questions about whether the modules/PGCAP is suitable for you.
What are the dates for the synchronous classes for the different modules?
Please see the relevant sections that cover "delivery format and class dates" for the Core modules / Electives / Capstone.
I've done one or both of the 10-credit Introduction to University Teaching modules. Do those count towards the PGCAP?
The ID5101 (Supporting Student Learning) and ID5102 (Curriculum Design and Assessment) modules which ran from AY2009-10 to AY2021-22 were revised and re-validated at 15 credits each, and now form the core modules (ID5106 and ID5107) of the new PGCAP.
Anyone who has successfully completed ID5101 and/or ID5102 may be eligible for recognition of prior learning (RPL) towards the PGCAP core modules. The modules must have been completed within 5 years of the RPL request. The following information must be submitted and will be considered on a case-by-case basis:
- Evidence at least one semester of teaching after completing ID5101/02
- Provide a short (~250 words) written reflection on a teaching observation and the impact that has on your approach to teaching (for each module being RPL'd)
Please email teachingdev@st-andrews.ac.uk to request the teaching observation forms that must be included as part of an RPL submission.
The total number of semesters you will have to complete the programme will be reduced by one semester for each module for which you receive RPL. For example, if granted RPL for one PGCAP module, you would have a maximum of seven semesters to complete the programme rather than eight. If granted RPL for two modules, you would have a maximum of six semesters to complete the remaining two PGCAP modules.
I have done one or more modules on another university's Postgraduate Certificate. Do those count towards the PGCAP?
Whether these modules are eligible for recognition of prior learning (RPL) will depend on a number of factors, such as how long ago the modules were taken, the credit-weighting of the modules, and how closely the content aligns with our core modules. Modules taken more than 5 years' ago cannot be counted towards the PGCAP. Please email teachingdev@st-andrews.ac.uk to discuss your particular circumstances.
If you have done a 10-credit module elsewhere, it may still be possible to get recognition of prior learning by submitting additional evidence as noted above.
The total number of semesters you will have to complete the programme will be reduced by one semester for each module for which you receive RPL. For example, if granted RPL for one PGCAP module, you would have a maximum of seven semesters to complete the programme rather than eight. If granted RPL for two modules, you would have a maximum of six semesters to complete the remaining two PGCAP modules.
My contract will end before I am able to complete the PGCAP. Can I remain on the programme if I am no longer employed by the university?
At this point in time we are not allowing external participants on the programme, so if you were to leave the university, you would need to withdraw from the programme. But you would have the taught postgraduate credits for any modules that you successfully completed to that point.
Can I transfer credits from individual PGCAP modules to another university's postgraduate certificate programme?
You would need to check directly with the programme leader in the other university to determine whether they will allow recognition of prior learning (RPL). Credit transfer is possible, but depends on a variety of factors such as how long ago the modules were taken, the credit-weighting of the modules, and how much alignment there is between the content on the different modules. The final decision rests with the other institution.
Does completing the PGCAP automatically confer a category of AdvanceHE (HEA) Fellowship?
The PGCAP is not accredited by Advance HE, so does not automatically confer Fellowship. However, in September 2023 the University launched a new Advance HE-accredited scheme to support colleagues interested in achieving a category of Fellowship: the St Andrews Recognition Scheme (STARS). PGCAP participants have priority for the limited places on STARS. It is also possible to apply directly to Advance HE to evidence that you have met the criteria for a category of Fellowship; you do not need to complete a taught programme to do a direct application, as explained on the STARS webpage.
Supporting university strategy
By developing our teaching staff, the PGCAP will promote teaching excellence across the university. It will support the People Strategy priority of “Valuing and developing our people” as well as the Education Strategy aims of ensuring that learning and teaching at St Andrews is:
- World-leading (by developing staff as reflective practitioners who adapt their teaching methods to suit the context in which it is delivered, based on a sound evidence base, and are confident users of technology to enhance learning).
- Global (by providing a space where colleagues from varied disciplines and backgrounds can discuss the latest approaches to education).
- Diverse (by modelling a welcoming and supportive educational environment marked by respect, tolerance, and fairness with a focus on the development of a diverse and inclusive curricula at the core of the programme).
- Entrepreneurial (by encouraging participants to draw connections between what they teach and their students’ lived experiences and design appropriate and authentic learning tasks and assessments).