From Drop-in to Doctorate: flexibility as a principle for credit-bearing CPD
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Transcript of From Drop-in to Doctorate: flexibility as a principle for credit-bearing CPD
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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
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Overview of paper
Overview of Northumbria Academic Practice Programme
Key aspects of flexibility• Participants’ experiences
Problems of flexibility
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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
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Underpinning principles
Flexibility Scholarship of Teaching and Learning Relevance to work Collaboration and networking Career development
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Inclusivity
For everyone who teaches and/or supports students
Collaboration • Across Schools and Services• Across roles
Diverse teaching team
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Richard Buckley Students’ Union
Representation and Democracy Coordinator
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Range of opportunities
Informal → formal Practice development → pedagogic
research Open session → module → award Suite of awards Drawing on provision across university
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Cath White,Lecturer in Geography
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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
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Julia Charlton,Lecturer in Nursing
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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
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Alison Venis, Project Officer,
Research-informed Teaching Initiatives
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Relevance to practice
Link to work Ownership Impact Work-based modules ProfDoc
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Teri Taylor,Lecturer in Physiotherapy
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Assessment
Double use Negotiable submission formats Multiple deadlines ‘Statement of CPD activity’ Doctorate:
• Thesis• Portfolio
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Linda Allin,Lecturer in Sports
Development
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Joanne Smailes.Learning & Teaching
Adviser
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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
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Teri TaylorLecturer in Physiotherapy
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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?