Educational Development the ripple effect. Educational Development Dr Debby Cotton Pollyanna Magne Sara Meredith Priska Schoenborn Rosemary George Kieran.

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Presentation transcript:

Educational Development the ripple effect

Educational Development Dr Debby Cotton Pollyanna Magne Sara Meredith Priska Schoenborn Rosemary George Kieran O’Sullivan Andrew Edward-Jones Terri Rees Head of ED Programme Director Programme Administrator Academic Developer Vivian Neal Dr Jennie Winter Dr Sharon Gedye Research Asst PhD student Research Asst Associate tutor

Educational Development What have the Romans ever done for us?

Educational Development supporting teaching and learning funding bids eg CETLs & FDTL hub of the university’s pedagogic research and development activity key events: VC’s teaching and learning conference, e-learning conference supporting internal and external teaching awards eg NTFs leading crucial university enhancement activities  personal development planning  assessment policy and guidelines  gender and diversity strategies  attainment gap action plan  staff development opportunities LTHE & PGCAP

Research informed Teaching (RiT) Attainment gap Personal tutoring

Postgraduate Certificate in Academic Practice PGCAP ‘The modules and the course benefit from highly professional, well informed staff. The expertise and knowledge of their subjects which they display is impressive. This feeds through to the students, many of whom demonstrate an excellent knowledge of the literature on learning and teaching.’ (External examiner’s report, Nov 2008.) ‘The course team works extremely hard to make the course experience relevant to the professional needs of the participants. Assessment preparation and feedback are exemplary. I would again like to commend Plymouth University for the excellent support given to new staff via this course and the course team which run it.’ (External examiner’s report, Aug 2009) Updated in response to:  Feedback from participants  Changing agendas in Higher Education  Internal drivers of university policy and strategy  Innovative ideas of the programme team  Completion possible within 2 terms  Wider focus on academic practice  Electives offer tailored approach  Assignments develop practice  Open to experienced colleagues  PGCAP & HEA fellowship ‘all staff, including current staff in higher education who teach, should be required to have training and encouraged to obtain a higher education teaching qualification.’ (DIUS, 2009)

Educational Development What has Educational Development ever done for us?

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