Acad

em

ic P

racti

ce

CPD

Lifelong learning of Northumbria staff:

what does the Academic Practice

programme have to offer?

Workshop

Northumbria Conference

9 September, 2008

Workshop overview

1. Introduction

2. Your own learning and development needs

3. Information about Academic Practice

4. Experiences of current participants

5. What could you do?

Your own professional development needs

What are your current roles and responsibilities in relation to teaching and the support of student learning?• E.g. module tutor, programme leader, guidance tutor,

committee chair, researcher, placement coordinator, dissertation supervisor etc.

What innovations, developments and problems are you dealing with at present?• E.g. designing a new module, developing distance

learning, making more use of the eLP, preventing plagiarism, giving students better feedback, teaching large groups etc.

What (new) skills and understanding do you need? What areas of your practice do you want to develop? What are your priorities?

Features of the Academic Practice Programme

Free-standing PG modules Awards: PGCert, PGDip, MA, ProfDoc Paid for by HR Flexibility: timetabling, attendance mode,

assessment Closely related to work Sharing, collaboration and discussion across

schools/services and roles Accreditation of prior (experiential) learning

Available modules Constructing an academic practice portfolio NEW The link between teaching and research Enabling e-learning in HE Supporting and guiding students Developing and managing distance learning Pedagogy within a diverse student group Assessment for learning Developing work-based learning Postgraduate research supervision Work-based project work-based Academic recognition of CPD work-based Dissertation-type modules not compulsory for MA Scholarship of teaching and learning core for MA

and ProfDoc Research methods core for MA and ProfDoc

Simone Lamont-Black:module development

School of Law, Senior Lecturer, Programme Director LLM Full Time (Commercial Programmes)

Development of new module to integrate student participation in an international ‘mock arbitration’ event into the curriculum

Benefits of Work-based Project Module: motivation & inspiration, multi disciplinary sounding board, excellent tutor support & guidance to maximise output

Difficulties: finding time, dealing with set-backs, ‘thinking outside the box’, fitting a new approach into a narrow programme structure

WBP: an ideal way to test new ideas and to obtain the support needed to progress idea to fruition

Highly recommended

Tim Howarth:project development

School of the Built Environment, Teaching Fellow & Director of Student Affairs

Completed 3 modules – The Link Between T & R Developing & Managing Distance Learning P-G Research Supervision (QS Status) Now doing Scholarship of T & L module & Assessment for Learning (partially)

Benefits Provides an ’oasis’ – for reflection and

critically development (project, self, etc) 2 funded R-T Projects: The Construction

Site Safety Multimedia Project & The Student Sustainability Conference

Directed engagement with theory & practice

Opportunity to discuss and meet with colleagues from across the University

Re-entering the life-world of the student

Barriers, problems Oneself – not prioritising Juggling attendance with other

commitments

Advice Choose a module and sign up

Julia Charlton:doctorate development

• School : HCES, Role: Senior Lecturer in Nursing

• What done: AP(E)L against MA• Benefits: Doing AP(E)L made me think

about my personal philosophy of teaching

• Barriers/problems: perennial shortage of time, poor understanding of professional doctorate initially. Why this and not a traditional PhD?

• Advice: talk to people on the course before making your decision, do some modules

What could you do?

Think back at what you discussed at the beginning.

How could you use the Academic Practice programme in order to meet your own professional development needs?