from drop-in to doctorate: flexibility as a principle for credit-bearing cpd
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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. - PowerPoint PPT PresentationTRANSCRIPT
Acad
em
ic P
racti
ce
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 TaylorLecturer 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?