Academic Practice CPD From Drop-in to Doctorate: flexibility as a principle for credit-bearing CPD Nicola Reimann and Liz McDowell (Northumbria University)

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Presentation transcript:

Academic Practice CPD 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

Overview of paper  Overview of Northumbria Academic Practice Programme  Key aspects of flexibility Participants’ experiences  Problems of flexibility

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

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

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

Richard Buckley Students’ Union Representation and Democracy Coordinator

Range of opportunities  Informal → formal  Practice development → pedagogic research  Open session → module → award  Suite of awards  Drawing on provision across university

Cath White, Lecturer in Geography

Recognition of prior learning and achievements  AP(E)L Against module learning outcomes Against programme learning outcomes  Recognition PGCert in HE L&T Master’s in Education

Julia Charlton, Lecturer in Nursing

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 L&T Strategy ‘ Assessment for Learning’ module  Promotions scheme ‘ Constructing an Academic Practice Portfolio’ module  Work-based modules to address emerging issues

Alison Venis, Project Officer, Research-informed Teaching Initiatives

Relevance to practice  Link to work  Ownership  Impact  Work-based modules  ProfDoc

Teri Taylor, Lecturer in Physiotherapy

Assessment  Double use  Negotiable submission formats  Multiple deadlines  ‘Statement of CPD activity’  Doctorate: Thesis Portfolio

Linda Allin, Lecturer in Sports Development

Joanne Smailes. Learning & Teaching Adviser

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

Teri Taylor Lecturer in Physiotherapy

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?