1. International Conference on Enhancement and Innovation in Higher Education Crowne Plaza Hotel, Glasgow 9-11 June 2015 Welcome

2. Shifting perspectives PGCAP Staff as learners: transitions in academic practice

3. Transition to supporting students Transition into academic practice Two Things Today

4. Nicole Kipar M.A., FHEA, FSEDA Academic Programme Leader

5. Heriot-Watt University (2006-)

6. Academic Enhancement Centre for Academic Leadership & Development

7. Research-led

8. Highly International Edinburgh campus Scottish Borders campus Orkney campus London Associate campus Dubai campus Malaysia campus One third of the 7,800 students on UK campuses are from outside the UK

9. Transnational Education International in-country presence: 11,800 students in 150 countries

10. Guiding Principle on Multi-Mode, Multi-Location Programmes: Identical Academic Standards; Diversity of Learning Experiences

11. Four Strategic Objectives 1. Enhancing Student Learning 2. Reshaping the Learning Environment 3. Developing Staff 4. Growing and Diversifying the Student Population HWU Learning & Teaching Strategy

12. The Vision To deliver world-leading, research- informed education and to be recognised globally for the high quality of our graduates. HWU Learning & Teaching Strategy

13. Transition – supporting learning Transition – academic practice PGCAP redesigned 2014

14. Edinburgh Galashiels

15. Dubai Galashiels

16. Transitions

17. Support for student transitions Transitions: at the start of a programme of higher education Transitions: during study including those relating to placements/work experience Transitions: at the end of a programme of study, into employment Transitions: at the end of a programme of study, into research and further study QAA Enhancement Theme Student Transitions: http://www.enhancementthemes.ac.uk/

18. Support for staff transitions Transitions: at the start of the career in higher education/lecturer role Transitions: during (often) probation in the first years Transitions: at the end of (often) probation and into promotion Transitions: into L&T research and further study?

19. Early Career Academic: Teaching… ? Stress

20. Early Career Academic: Probation Targets Published Papers £ xxx Grants Teaching, supporting Learning, Assessment, Admin

21. What to do? Challenge them? Dumb down teaching?

22. “ The tired, old teaching versus research debate. Boyer, 1990, p.16

23. Vision Enhancing Student Learning Reshaping Environment Developing Staff Grow & Diversify Population HWU Learning & Teaching Strategy

24. Challenge! How did we approach this in the PGCAP?

25. Course 1 Research-informed Learning & Teaching Environments Course 2 Curriculum in Context: Assessment, Feedback & Curriculum Design Course 3 Scholarship of Academic Practice I Course 4 Scholarship of Academic Practice II PGCAP Programme Year 1 Teaching and Assessing for Learning in Higher Education Year 2 Foundations of Leadership in Academic Practice

26. Keywords Programme Learning Outcomes

27. Plan teaching approaches. Apply principles of curriculum design. Relate assessment to student learning. Integrate research into learning and teaching. Engage critically with education literature and practice. Evaluate learning and teaching. Identify and develop academic identity. Adopt a critically reflective approach. Adopt an inclusive attitude to equality and diversity. Apply principles of interculturality. Mentor and supervise students effectively. Evaluate the relevance of technology. Engage in professional dialogue.

28. Research-Teaching Linkages Nexus beyond “research-informed” Scholarship Scholarship of Academic Practice – Good Teaching – Scholarly Teaching – Scholarship of Teaching

29. Keywords PGCAP Aims

30. Establish concepts of learning, of your academic practice, within the integrated dimensions of the Scholarship of Teaching & Learning (SoTL) which is understood and referred to as the Scholarship of Academic Practice (SoAP).

31. Determine when and how innovation is beneficial to promote high quality learning. Support learning in different modes through key policies and theory & practice-informed attitude. Know where your strengths and weaknesses are while challenging yourself. Establish your own academic identity and practice as a 21st century Academic within the global reach of Heriot-Watt University and the context of Scottish Higher Education

32. Result? Have we achieved what we set out to?