Title: From Dropin to Doctorate: flexibility as a principle for creditbearing CPD
1From Drop-in to Doctorate flexibility as a
principle for credit-bearing CPD
- Nicola Reimann and Liz McDowell (Northumbria
University) -
- Participants of the Academic Practice Programme
- Linda Allin
- Richard Buckley
- Julia Charlton
- Joanne Smailes
- Teri Taylor
- Alison Venis
- Cath White
2Overview of paper
- Overview of Northumbria Academic Practice
Programme - Key aspects of flexibility
- Participants experiences
- Problems of flexibility
-
3Northumbria Academic Practice Programme
- Since 2005/6
- Suite of PG modules
- Free-standing professional development
- OR
- Credit-bearing study
- Suite of PG awards
- PGCert
- PGDip
- MA
- ProfDoc
- Paid for by institution
4Underpinning principles
- Flexibility
- Scholarship of Teaching and Learning
- Relevance to work
- Collaboration and networking
- Career development
5Inclusivity
- For everyone who teaches and/or supports students
- Collaboration
- Across Schools and Services
- Across roles
- Diverse teaching team
6Richard Buckley Students UnionRepresentation
and Democracy Coordinator
7Range of opportunities
- Informal ? formal
- Practice development ? pedagogic research
- Open session ? module ? award
- Suite of awards
- Drawing on provision across university
8Cath White,Lecturer in Geography
9Recognition of prior learning and achievements
- AP(E)L
- Against module learning outcomes
- Against programme learning outcomes
- Recognition
- PGCert in HE LT
- Masters in Education
10Julia Charlton,Lecturer in Nursing
11Responding to university strategies
- Research-informed Teaching Initiative
- The Link between Teaching Research module
- Student Well-being Strategy Duty of Care
- Guiding and Supporting Students module
- Assessment for Learning in LT Strategy
- Assessment for Learning module
- Promotions scheme
- Constructing an Academic Practice Portfolio
module - Work-based modules to address emerging issues
12Alison Venis, Project Officer,Research-informed
Teaching Initiatives
13Relevance to practice
- Link to work
- Ownership
- Impact
- Work-based modules
- ProfDoc
14Teri Taylor,Lecturer in Physiotherapy
15Assessment
- Double use
- Negotiable submission formats
- Multiple deadlines
- Statement of CPD activity
- Doctorate
- Thesis
- Portfolio
16Linda Allin,Lecturer in Sports Development
17Joanne Smailes.Learning Teaching Adviser
18Problems arising from flexibility
- Clash with standard delivery, assessment and
admin systems - Administration much more complex
- Logistics of linking to other development
opportunities within institution - Participants
- Workload issues
- Progression less clear
- Complexity of AP(E)L process
19Teri TaylorLecturer in Physiotherapy
20Questions for discussion
- What do you think should credit-bearing
professional development programmes be as
flexible as possible? Why? - How flexible is the credit-bearing programme at
your institution? - Do the advantages outweigh the disadvantages (or
vice-versa)? - How could your programme be made more flexible?
- What problems might arise from making it more
flexible?