Course Syllabus
M212 What is Different About Postgraduate Taught?
Level
Format
Delivery
Learning Activity
Overview
The module explores both ‘why’ postgraduate academic advising is different and also ‘how’ it is different in terms of implications for academic advising practice/s.
This module will help you to understand that postgraduate taught context is different across so many different elements of higher education provision for example delivery, speed of transition. In addition, how student diversity adds further to this difference.
In identifying this diversity of provision, of students needs, concerns and issues this module enables you to reflect on how these impact on your academic advising practice. In doing so, the module aims to help you explore the diversity of issues postgraduate students bring to the academic advising and the way you can develop strategies for working effectively with post graduate taught students.
What will you learn from engaging in this activity?
By the end of this course, the learner will be able to:
- Describe why PGT Academic Advising is different
- Reflect on how Academic Advising to PGT is different
- Identify appropriate AA approaches for PGT students
- Reflect on which AA approaches are appropriate in their context
What key concepts will you understand as a result of engaging in this activity?
- PGT student cohorts are typically more diverse than UG in intake, delivery, demographic, previous experience
- Academic Advising needs to be individualized and tailored to respond to this diversity
What essential questions will this activity address?
- Why is Postgraduate Taught (PGT) different?
- How does the diversity of PGT students impact on Academic Advising?
- What does this mean for your Academic Advising practice?
Before you engage in this activity, we recommend that you have studied these UKAT Curriculum activities, or attained equivalent experience.
M101 What is Personal Tutoring? [Learning Module]
Framework Competencies Addressed
Conceptual:
C3. Academic advising and tutoring approaches and strategies
Informational:
I5. The characteristics, needs, and experiences of major and emerging student populations
Relational:
R3. Motivate, encourage, and support students to recognize their potential, meet challenges, and respect individuality
Professional:
P1. Create and support environments that consider the needs and perspectives of students, and respect individual learners
P2. Appreciate students’ views and cultures, maintain a student-centred approach and mindset, and treat students with sensitivity and fairness