Session aims and plan • Three different approaches to redeveloping flagship staff programmes – and the challenges and opportunities these presented (25 mins) • Opportunity to reflect critically on how staff development programmes provide institutions with an opportunity to support teaching staff to meet current and future likely challenges (20 mins)

1. Redesigning staff development
programmes to address future
challenges of HE
Julia Horn (Oxford), Jayne Pearson
(King’s) and Alex Standen (UCL)

2. Session aims and plan
• Three different approaches to redeveloping
flagship staff programmes – and the
challenges and opportunities these presented
(25 mins)
• Opportunity to reflect critically on how staff
development programmes provide institutions
with an opportunity to support teaching staff
to meet current and future likely challenges
(20 mins)

3. Russell Group – 2017 perspective
• Move away from
PGCerts towards CPD
schemes
• Mandatory component
made less onerous
• Less ‘theoretical’ (?)
• Increased focus on
enhancement
/community building
• Move towards PGCerts
and Masters
• Not mandated
• Developing future
leaders/ expert
teachers within
institution

4. UCL Arena Centre for Research-based
Education
Since 2014:
• Arena Two – an academic practice route for newly appointed
Lecturers and Teaching Fellows
• Attainment of FHEA is a condition for the successful completion
of probation
• c. 150 participants per year
2017 - 2018:
• Review and re-write of the course based on participant
feedback, institutional priorities and closer alignment
with D2 criteria (HEA re-accreditation this year).

5. What do participants value?
Survey in March 2018 to all previous participants
(35 responses)
• Meeting colleagues and sharing teaching experiences
• New ideas about teaching & awareness of new methods
and approaches - specific comments about flipped
lectures, technological tools and changing assessment
• Linking research and teaching
• Support of preparation for HEA fellowship
• Increased confidence
• Referenced specific reading or ideas (Bloom, Perry,
Brookfield) or referred in general to educational literature
• Reflection, peer review and evaluation

6. Tensions, concerns and opportunities
• Time: how much to cover in a ‘short course’
while maintaining flexibility for participants?
• Balance of theory and experiential learning.
• Balance between institutional priorities and
fostering individual professional development.
• How to maintain engagement once the course is
over?

7. King’s Learning and Teaching Programme

8. Rationale
• Consultations with senior faculty staff and former
PGCAP colleagues: →
• Community building, practical, confidence, sharing
good practice
• Mandatory for all staff new to King’s unless have
prior qualification (but open to all bar PGTAs).
• Not accredited but leads to HEA fellowship.
• 2 cohorts, 3 entry points (Oct, Jan and April).
• First incarnation ongoing: 98 faculty (50% non-
mandatory participants).

10. Eight x two-hour workshop
series over one term.
Two required sessions: pre-term
and exit session.
Three tasks: During the term,
participants are required to
complete at least three
instructional tasks. One of these
tasks is a teaching observation
discussion either with a
departmental colleague or King’s
Academy colleague.
Exit session: in the post-term
workshop, participants return to
analyse and reflect on their
instructional task experiences
undertaken and prepare for
FHEA application
Independent writing of
application.
Attend King’s Academy writing
workshops (open timeframe).
Completion of HEA application.
FHEA
PART 3: HEAPART 2: APPLY & ANALYSEPART 1: CORE KNOWLEDGE
10 MEETINGS AND THREE TASKS

11. Challenges Opportunities
• Diversity of disciplines
and experience
• Purely formative
• Compressed timeframe
in Phase 1
• Sustaining motivation
in Phase 2
• Community building
(online?)
• Developmental
• Community – support and
exchange
• King’s-wide impact
• Space to experiment
• Community building
(online?)

12. University of Oxford
Educational Development Group

13. Prior to 2017
• PG Diploma in Learning and Teaching in Higher
Education (‘established staff’) – 25 places
• Enhancing Teaching Programme (‘postdocs/ early
career’) – 100 places
• Not mandatory for anyone.
• FHEA for both, but some SFHEA for PGDip

14. 2018 onwards
• PGCert in Teaching and Learning in Higher
Education (University of Oxford, mapped to
UKPSF at Descriptor 2)
2 ‘streams’ – sciences; humanities and social
sciences
Not mandated
Balance theory/practice
Career development/ building expertise at
Oxford

15. Challenges in common
• How do we approach disciplinary differences?
• How do we strike the ‘right’ balance of theory
and practice?
• Who should be our target audiences? Are we
preparing individuals to teach in the
institution or elsewhere?
• When does the real transformation in
teaching come?

16. Questions for small group discussion
• Do you share the same concerns as us?
• Or have we left unsaid other challenges that
you would like to discuss?
• Go to menti.com…