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Advancing Professional Development Through a Multilevel Approach in Human Geography and Planning

This paper discusses a comprehensive multilevel approach to professional development within the Department of Human Geography and Planning at Utrecht University. It highlights challenges such as student critiques and accreditation pressures, while emphasizing the importance of teaching innovation. With 750 students and 40 staff members, the department implements strategies like a Centre of Excellence for teaching, annual conferences, and regular staff meetings to enhance educational practices. The findings suggest that while obstacles exist, the multilevel approach fosters significant improvements in academic skills and interdepartmental collaboration.

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Advancing Professional Development Through a Multilevel Approach in Human Geography and Planning

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  1. A multilevel approach to professional development The example of the Department of Human Geography and Planning in Utrecht Leo Paul, Tine Béneker & Rob van der Vaart

  2. Professional development: a major issue • Internal: raised awareness, critique from students • External: accreditation criteria, competition for students • Under pressure: research, ill-funded

  3. Context • Utrecht University: large classical university • Human Geography & Planning: 750 students, 40 full staff • 3 years bachelor, 8 masters • Long tradition of innovations • University policy: more weight to teaching & learning

  4. University level • Centre of Excellency in University teaching • For promising teachers, role in management • Each year 15, whole university • 1,5 year, monthly 24 hour meetings, individual project, two study trips • ‘incubators of innovation’ • Annual conference on teaching practice

  5. Faculty level • Honours Programme: since 1997 • In our department: plans to expand to whole faculty • Strong position in national network • Plans to start international cooperation

  6. Level of School of HG & Planning • Yearly ‘Teaching & Learning day’ • Outside university building • Practical information • Social element • With students

  7. Staff level • Regular lunch meetings • Each 4-6 weeks • Good practices • Discussion

  8. Introduction bachelor/master • Using all opportunities of multilevel attention • Discussion about number and quality of assignments • Fine-tuning academic skills • Coping with reduction of staff

  9. Side-notes, conclusion • CEUT-course: expensive • Turnout lunch meetings could be higher • Hardly contacts between departments • But: multilevel approach is fruitful

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