Introducing the CPAD Programme…

1. Introducing the CPAD Programme… • Strong history and reputation in the institution • Taught by teachers; and not just of academic practice • Draws on internal and external experts to support learning opportunities • Engagement is fundamental; group work, group assessment, group led learning, peer review, peer feedback and peer support are essential characteristics • We believe in modelling the practice that we want our students to embody with their own students; high expectations on us but high reward for them • We believe in modelling the experience that our students should want to provide for their own students and variety is key; teaching and learning methods, feedback, assessment tools and evaluation techniques • PGCert in Learning and Teaching in Higher Education

2. What’s new for 2012? • Reduction to a PG Cert, increase in progression routes In line with UH guidance on class size, greater choice beyond • Alignment with the standard UH calendar Modelling practice, avoiding pinch points • Alignment with the standard UH grading system, moving away from pass/fail Modelling practice but also conducive to progression • Document the innovations of recent years Been a long process of reflection and change • Flexibility to teach in blocks or weekly Experience overseas has shown the possibilities • Review in the light of changes to the UKPSF Further enhanced the discipline-pedagogy focus

3. Teaching and SupportingLearning (CPAD1 as was) • Approach Being the first module, it is very practically based and includes specific activities like: • Microteaching in supportive peer groups • Survival skills and classroom management techniques • Instructional sessions in plagiarism and technology • What does it cover? The nature of learning and teaching; linking assessment and learning including levels and learning outcomes; quality assurance and enhancement in learning, teaching and assessment; identifying supporting resources; professional roles and responsibilities; microteaching; reflective practice concepts. • Assessments include: Blogging and action planning

4. Considering the StudentExperience (CPAD3 as was) • Approach This module is seen as an opportunity to discuss the wider student experience both within and beyond the classroom and therefore makes good use of guest speakers and includes specific activities such as: • Swap shop where a practical teaching activity linked to good practice is shared in small interdisciplinary groups • Weekly journal articles to provide theoretical context to institutional practice • What does it cover? Professional standards, relevant policies (external and internal) and legislation; theories, concepts and practices that impact upon the student experience; reflection upon practice; planning and evaluation of teaching activities; exploring the diverse needs of learners. • Assessments include: Critique of literature in group wiki, swap shops

5. Linking Pedagogic Theoryto Practice (CPAD2 as was) • Approach This module is at a time when anxieties about classroom management and beginning to teach have usually settled and students are ready to engage in more depth with the pedagogic literature, and as such includes activities such as: • Learning about and engaging in peer review of articles • Student-led teaching, where small interdisciplinary groups take the floor each week and lead the teaching as researched by them which must also include a method of seeking feedback from the wider group • What does it cover? Theories and approaches to learning, teaching and assessment; scholarship, research-informed teaching and critical reflection; learning environments; inter and intra professional learning and teaching; assessment theory and practice; aims of higher education and professional standards. • Assessments include: Journal article writing and peer reviewing

6. Understanding CurriculaDesign & Mgmt (CPAD4 as was) • Approach This module refocuses student efforts on work in their disciplines and as such includes activities such as: • Working in broad disciplinary groups, with learning and teaching leads from their academic Schools • Writing and critiquing discipline specific documentation, to understand processes that they are likely to engage it at the end of an academic year and beyond • What does it cover? Theories, concepts and practices in curriculum design and management; role of research and evidence based practice; curriculum in practice; professional standards; quality assurance and enhancement; leadership and roles in curriculum management; reflection and evaluation. • Assessments include: Toolkit analysis and multimedia review of quality, plus a teaching log for NMC Teachers

7. Supporting Higher Level Practice in Healthcare (CPAD5) • Approach This module specifically supports the needs of our Practice Teachers and as such includes activities such as: • Group and workplace learning • Exercises in leadership in the workplace • What does it cover? Analysis of higher levels of practice and exploration of the practice context, issues relating to equality in meeting learning needs, Assessment of higher levels of practice: issues in competency, Standards of Proficiency and personal accountability, approaches to effective working in the inter-professional learning environment, developing an evidence based approach in practice, evaluation of leadership strategies in the development of an effective learning environment • Assessments include: assessment of student proficiency, reflective practice log and written analysis of practice learning enviroment

8. What are our defining successes? Over500 teachers, at UH and beyond supporting UH students to learn