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From Drop-in to Doctorate: flexibility as a principle for credit-bearing 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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From Drop-in to Doctorate: flexibility as a principle for credit-bearing CPD

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  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 L&T • Master’s 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 L&T 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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