from drop-in to doctorate: flexibility as a principle for credit-bearing cpd

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?