Who should attend? The half-day conference is aimed at all academic staff - teaching + research, research-only and teaching-only - and postgraduate research students who are interested in professional development and the CPD opportunities available at the University. It will be suitable for individuals from all disciplines and with all levels of experience. What will be covered? This conference will promote the CPD opportunities available to academic staff and research students. In particular it will:

Introduce the Academic CPD project and its outputs

Promote research integrity

Provide an update from HEA on learning and teaching development and innovation

Showcase new development resources for academics, including the new Epigeum research ethics & integrity and university & college teaching courses

Contribute to the discussion on the role CPD in enhancing the student experience

The conference’s programme is outlined overleaf

Continuing Professional Development (CPD) is the ongoing updating of knowledge and skills related to professional occupations. For academics this involves teaching and research practices, as well as more general personal development. This event will highlight some of the CPD opportunities available at Sheffield Hallam, and explain how they fit into and respond to broader developments across the sector. Logistical matters such as accessing and recording CPD, will be addressed alongside keynote overviews from the University's Chancellor, Professor the Lord Winston, and Professor Phil Levy from the Higher Education Academy.

PROGRAMME

About the speakers:

Professor the Lord Winston is Chancellor of Sheffield Hallam University. He is also Professor of Science & Society, and Emeritus Professor of Fertility Studies, at Imperial College London

Professor Phil Levy is Deputy Chief Executive (Academic Practice) at the Higher Education Academy

Professor Ann Macaskill is Professor of Health Psychology and Head of Research Ethics at the University. She is also Chair of the Academic CPD Working Group

Dr David Lefevre is Director of Educational Technology at Imperial College London and Chairman of its spin-out eLearning company Epigeum

Dr Sally Bradley is Professional Recognition Adviser in the Quality Enhancement and Student Success section of SLS

Jackie Cawkwell is CPD Manager in the Quality Enhancement and Student Success section of SLS

Dr Keith Fildes is Researcher Development Adviser in the Research and Innovation Office

Booking

Reserve your place at this conference by going to: https://shuacademiccpd.eventbrite.co.uk/. You do not need to print out the ticket generated through your booking. Places are limited, so if the site has stopped accepting bookings, please email k.fildes@shu.ac.uk to be added to the waiting list.

Time Item Lead

12.45–13.00

Registration + tea and coffee

13.00–13.30

Academic CPD project Background and drivers Researcher resources Epigeum online courses

Professor Ann Macaskill Dr Keith Fildes Dr David Lefevre

13.30–14.15

Good research practices – what is research integrity and why is it important? Keynote presentation

Professor the Lord Winston

14.15–14.35

Tea and coffee break

14.35–14.50

Developing your academic profile at SHU CPD at SHU Programme

Jackie Cawkwell

14.50–15.20

Learning and teaching development and innovation Presentation on sector developments

Professor Phil Levy

15.20–15.50

The role of CPD in enhancing the student experience and promoting teaching excellence – a step change for SHU? Perspectives on how SHU could respond to the future of teaching and learning

Dr Sally Bradley

15.50–16.00

Closing questions and remarks Professor Ann Macaskill

Dr Keith E. Fildes 21 November 2013

Academic CPD Project and Researcher Resources

Academic CPD and Researcher Resources

Delivered by a range of directorates - QESS, RIO, HR, Library,

Secretariat, Careers, Finance, H&S + locally

Accessed from different places and located on different platforms

(Wordpress, SharePoint, Blackboard, CORE, intranet)

Organic evolution without University-wide oversight or co-ordination

Academic CPD project to improve SHU's offer - make more

cohesive and support the expansion of provision

Internal and external drivers for this agenda, including: student

experience, HEA accreditation, research funders' expectations, REF

environment, QAA

Academic CPD at SHU

Academic CPD and Researcher Resources

Academic CPD Portal

https://portal.shu.ac.uk/sites/acpd

Academic CPD and Researcher Resources

Academic CPD Portal

Academic CPD and Researcher Resources

SHaRD (Sheffield Hallam Researcher Development) Programme -

new offer - 25 themes under five broad sections: Research

Essentials, Research Skills, Communicating Research, Managing

Research, Career Management

o http://shardprogramme.wordpress.com/

o http://shardprogramme.wordpress.com/upcoming/

Resources ('on demand CPD')

- Epigeum - Research Skills and Research Integrity suites (now on

Blackboard site called 'Academic CPD Online Courses'). Research

Leaders, Statistical Methods and Supervision coming in 2014

- Pansophix guides, videos and recommended reading

o http://shardprogramme.wordpress.com/resources/

Researcher Resources

Academic CPD and Researcher Resources

RDF Planner - an online development management system for

DNA, PDP, accessing development and then recording CPD

(ePortfolio). Practicality aligns SHU's provision with the professional

standards framework for researchers - Vitae's Researcher

Development Framework

o http://shardprogramme.wordpress.com/cpd/

o http://shardprogramme.wordpress.com/framework/

SHaRD, resources and the Planner will continue to be rolled-out

incrementally through 2014

Researcher Resources

Academic CPD Conference

Developing Your Academic Profile

Jackie Cawkwell - CPD Manager

j.cawkwell@shu.ac.uk

Academic CPD Portal

• All the following information and resources can

be accessed via the Academic CPD web portal

through this link:

https://portal.shu.ac.uk/sites/ACPD/ltd

Follow the Learning & Teaching Development tab

Staff new to teaching in HE or new to

SHU

• Induction+ Open access online resource for all

staff involved in teaching at SHU or teaching a

SHU course in a partner organisation

http://tinyurl.com/qyjduay

• Teaching Essentials Online resource providing

all SHU staff with one place to access learning,

teaching and assessment (LTA) resources

Taught teaching and learning courses

• Researchers Who Teach Short non-

accredited course designed for all research

staff who teach and for Associate Lecturing

staff with less than 30 hours teaching

• Postgraduate Certificate Learning &

Teaching in HE Formal accredited course for

both experienced and newly appointed

academic staff and staff supporting learning

Other professional development

opportunities

• CPD at SHU events Informal CPD sessions for all

colleagues to share their practice

https://blogs.shu.ac.uk/inspire/

• Learning & Teaching Conference An annual event which recognises the commitment and interests of academic staff and students

• Get published Student Engagement and Experience Journal

Professional Recognition for your

Teaching

• Fellowship of the Higher Education Academy Our own internal recognition panels can award HEA fellowship status for:

Associate Fellow

Fellow

Senior Fellow

Involves a reflective account of how practice demonstrates achievement of the UK Professional Standards Framework & a record of CPD activities

Opportunities beyond SHU

• Academic Calls External

conferences in UK HE sector

https://blogs.shu.ac.uk/academiccalls/

• Professional bodies

• HEA Subject Centres

Professor Philippa Levy, HEA DCE (Academic) Academic CPD Conference, SHU

21 Nov 2013

Learning and teaching development and

innovation - sector developments

“Courses of higher

education should be

available for all those

who are qualified by

ability and attainment to

pursue them and who

wish to do so”

The Robbins Principle 2

Looking back

Diverse UK policy landscapes and continuous change

3

The current landscape

Students at the heart, at the centre

Teaching quality

“Teachers who have teaching qualifications … have been

found to be rated more highly by their students than

teachers who have no such qualification” (Gibbs 2010,

Dimensions of Quality)

Providing training and development for those who teach

through a teaching development programme is likely to

support individual teachers to be more student-centred and to keep up to date on current teaching practices and

pedagogies that can have a significant positive impact on the student learning experience (Parsons et al 2012, Impact of

Teaching Development Programmes in Higher Education)

i 4

Qualified to teach

5

HEA accredited CPD

• development

mapped to

professional

standards

• career progression

• remaining in good

standing

Capacity for innovation and

development is at the heart

of the UKPSF (Aim 2)

‘Foster dynamic approaches

to teaching and learning

through creativity,

innovation and

continuous development in diverse academic and/or

professional settings’

6

UKPSF, development & innovation

7

Flexible learning

PACE

• e.g. accelerated and decelerated programmes, part-time learning, recognition of prior learning and associated credit frameworks

PLACE

• e.g. work-based learning and the exchange of effective practice through employee learning and employer engagement

MODE

• e.g. the use of digital technologies to support learning (‘e-learning’, ‘technology-enhanced learning’)

• Learning empowerment

• Future-facing education

• Decolonising education

• Transformative

capabilities

• Crossing boundaries

• Social learning

“Conveners of PGCE HE

programmes could consider

ways to address flexible

pedagogy themes and to

support the CPD needs of

educators to take these

pedagogical developments

forward” (Ryan & Tilbury 2013)

8

“New pedagogical ideas”

• Social platforms

• Mobile and BYOD

• Open - OERs & MOOCs

• Digital literacies

• Learning design

Appropriate pedagogies: how to

use digital technologies to achieve

desired transformations of learning &

teaching?

e.g. flipped classroom

9

ePedagogies

from Conole, 2013

HEA PVC Network

MOOCs

Badges to accredit learning

Learning analytics

Seamless learning

Crowd learning

Digital scholarship

Geo-learning

Learning from gaming

Maker Culture

Citizen inquiry

10

Into the future

An interactive timeline of UK MOOCs

http://www.dipity.com/sbayne/UK-MOOCs

Bayne & Ross (forthcoming 2014) – HEA Report

http://www.michaelbransonsmith.net/blog/2012/12/19/day-of-the-mooc-now-

animated/

New spaces

Inter-disciplinarity

Problem-based learning and

action methodologies

New ‘literacies’ –

‘psychological literacy’,

‘STEM literacy’

Online laboratories

11

Development & innovation in the

disciplines: STEM

Inter-disciplinarity – e.g. LSE100

Authentic data (online)

Simulation and mobile learning

12

Development & innovation in the

disciplines: social sciences & health

13

Students as partners

“The future of HE must be based on engaged

partnership and shared responsibility between

academics and students” (Paul Ramsden 2008)

Diverse policy landscapes: students ‘at the heart’ ‘at the centre’

Engagement through partnership – including but beyond ‘you said, we did’ (UUK

2013) and ‘student voice’

Quality Assurance Agency Quality Code (2012) and theme for Institutional

Review (2013-15)

Partnership’ embedded in Scottish and Welsh enhancement themes, student

partnership agreements (Scotland)

A Manifesto for Partnership (NUS 2012)

Numerous initiatives across UK HE providers

‘New Hefce-funded Student Engagement Partnership (2013)

The Welsh vision for HE: ‘from engagement to full partnership’ … ‘true

partnership relies upon an environment where the priorities, content and

direction of the learning experience are all set by students and staff in

partnership’ (Policy Statement 2013)

14

The environment

15 Talking about partnership…

For belonging

and community

For learning and

research

For quality

enhancement

For graduate

capabilities

For

transformational

HE, for a better

world

Co-creators, producers not consumers

‘Pedagogies of partnership’ e.g.

inquiry-based and social learning, peer

tutoring, Learning Partnerships model

(Baxter-Magolda 2009), and more

An affinity with empowering

technologies

Teaching for engaged learning - a

strong evidence base: principles and

practices fostering engagement with

studying in ways that bring learning

gains (e.g. Gibbs 2010; 2012)

Robust measures of engagement (US

National Survey of Student

Engagement NSSE)

16

Engagement with learning

Inquiries that engage

students with open-ended

questions

Research projects –

curricular and co-curricular

Communicating and

authoring

e.g. BCUR, journals

A strong evidence base

17

Engagement with research

Inquiries that engage

students with open-ended

questions

Research projects –

curricular and co-curricular

Communicating and

authoring

e.g. BCUR, journals

A strong evidence base

18

Engagement with research

Pedagogical consultants and

ambassadors

Co-designers of courses, co-

creators of learning and teaching

resources (e.g. OERs)

Institutional researchers and

scholarship of teaching and

learning (SoTL) practitioners

Strategy and policy developers and

advisers, contributors to decision-

making and governance, sharing

leadership

Emergent evidence base

19

Engagement with development &

innovation

“Nearly 60% of students want to be

more involved in the design of their

education” NUS/QAA 2012

• The impacts of policy changes on student approaches to

learning in contemporary HE: implications for student

engagement (HEA, March 2014)

• Pedagogic stratification and the shifting landscape of

higher education (HEA, March 2014)

• The Pedagogy of the MOOC, the UK view (HEA,

February 2014)

20

Development underpinned by

research and evidence

21

1. That that teaching and learning are fundamental core missions of our

universities and colleges

2. That active student involvement is essential in governance, curricular

design, development and review, quality assurance and review

procedures

3. That the preference of research over teaching in defining academic

merit needs rebalancing

4. That academic staff are employed not just to teach, but to teach

well, to a high professional standard

5. That it is a key responsibility of institutions to ensure their academic

staff are well trained and qualified as professional teachers and not

just qualified in a particular academic subject

Improving the Quality of Teaching and Learning in Europe’s Higher Education Institutions

(Report to the EC 2013, Guiding Principles, p.15) http://ec.europa.eu/education/higher-

education/doc/modernisation_en.pdf

High Level Group on the

Modernisation

of Higher Education, 2013

22

1. That this responsibility extends to ensuring new staff have a teaching

qualification or equivalent on entry or have access to credible

teacher training courses in the early years of their career

2. That this responsibility extends to providing opportunities for

continuous professional career development as a professional

teacher and not just as a subject/discipline specific academic

3. That it is a key responsibility of academic staff to ensure they are

qualified to teach and able to teach well

4. That this responsibility extends over their entire career from start

to finish so that they remain up-to-date and proficient in the very

best pedagogical practices and all that excellence in teaching

requires.

This understanding of teaching as a high-priority contractual obligation to

the students who are partners in the co-creation of knowledge

underpins our report.

High Level Group on the

Modernisation

of Higher Education

philippa.levy@heacademy.ac.uk

23

Thank You

The role of CPD in enhancing the student experience and promoting

teaching excellence

Dr Sally Bradley

Professional Recognition Adviser

Teaching quality, student experience or learning experience?

Teaching Qualifications, Continuing Professional Development: An old

conversation?

UK Professional Standards Framework 2011

• But what does this mean for staff at SHU?

Where does CPD happen in our daily lives?

Continuing Professional Development - informal activities

– presenting internal seminars, such as the CPD programme

– updating, and delivery of teaching

– secondment and work shadowing

– sitting on internal recognition panels

– mentoring and supervision

– reading and reviewing journal articles

– undertaking research and the presentation of papers

– peer supported review

– extending range and scope of teaching practice

– undertaking research ethics training

– external examining

– discussion and networking

– consultancy activity

– observing and reviewing teaching practice

– participating in meetings, conferences and seminars

– critical review and preparation of teaching materials

Realising our Potential:

HEA Accredited

CPD Scheme

Appraisal CPD Activities

PSR Research and Scholarship

HEA recognition

Comments from staff who have engaged in the internal recognition

scheme • HEA Application?! It’s one of those things you do unwillingly- realise

it was worth it- and will others to do it!

• I began my application for HEA accreditation longer ago than I care to recall. It just seemed like too much effort, between the teaching and research activities, to complete, edit, reflect...and find two referees. But when I completed the process, to have others acknowledge my work, made this one of my most life enhancing experiences.

• Going through the process of writing my HEA Fellowship application made me reflect on my journey, discipline my writing and realise how far I had come in understanding my teaching and learning.

• I've come through this process feeling it was a genuinely rewarding process - not a means to an end.

For more information on

• Professional Recognition at SHU

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