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From Dropin to Doctorate: flexibility as a principle for creditbearing CPD

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From Dropin to Doctorate: flexibility as a principle for creditbearing CPD – PowerPoint PPT presentation

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Title: From Dropin to Doctorate: flexibility as a principle for creditbearing CPD


1
From 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

2
Overview of paper
  • Overview of Northumbria Academic Practice
    Programme
  • Key aspects of flexibility
  • Participants experiences
  • Problems of flexibility

3
Northumbria 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

4
Underpinning principles
  • Flexibility
  • Scholarship of Teaching and Learning
  • Relevance to work
  • Collaboration and networking
  • Career development

5
Inclusivity
  • For everyone who teaches and/or supports students
  • Collaboration
  • Across Schools and Services
  • Across roles
  • Diverse teaching team

6
Richard Buckley Students UnionRepresentation
and Democracy Coordinator
7
Range of opportunities
  • Informal ? formal
  • Practice development ? pedagogic research
  • Open session ? module ? award
  • Suite of awards
  • Drawing on provision across university

8
Cath White,Lecturer in Geography
9
Recognition of prior learning and achievements
  • AP(E)L
  • Against module learning outcomes
  • Against programme learning outcomes
  • Recognition
  • PGCert in HE LT
  • Masters in Education

10
Julia Charlton,Lecturer in Nursing
11
Responding 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

12
Alison Venis, Project Officer,Research-informed
Teaching Initiatives
13
Relevance to practice
  • Link to work
  • Ownership
  • Impact
  • Work-based modules
  • ProfDoc

14
Teri Taylor,Lecturer in Physiotherapy
15
Assessment
  • Double use
  • Negotiable submission formats
  • Multiple deadlines
  • Statement of CPD activity
  • Doctorate
  • Thesis
  • Portfolio

16
Linda Allin,Lecturer in Sports Development
17
Joanne Smailes.Learning Teaching Adviser
18
Problems 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

19
Teri TaylorLecturer in Physiotherapy
20
Questions 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?
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