Description
I co-led the staff development frameworks 'PCAP' to develop a newPG programme, likely similar to the existing PGCHET. I contributed to the design of a comprehensive pathway for the new academic staff, focused on building a step-to-step guide centered around copre principles of effective pedagogy, curriculum design and assessment, framed by the 'curriculum traingle' content, teaching methods & assessment.I contributed to the design of a comprehensive development pathway for new academic staff, focused on building a step-by-step guide centered around core principles of effective pedagogy, curriculum design, and assessment, framed by the ‘curriculum triangle’ content, teaching methods & assessment.
contributed to the design of a comprehensive development pathway for new academic staff, focused on building a step-by-step guide centered around core principles of effective pedagogy, curriculum design, and assessment, framed by the ‘curriculum triangle’ content, teaching methods & assessment. contributed to the design of a comprehensive development pathway for new academic staff, focused on building a step-by-step guide centered around core principles of effective pedagogy, curriculum design, and assessment, framed by the ‘curriculum triangle’ content, teaching methods & assessment.This new programme aims to provide staff with a formal credential in teaching and learning within higher education. The new qualification built upon the foundation of the PGCHET, potentially incorporating updated approaches to teaching and learning in higher education, and aligning with current professional standards.
I highlighted how new educators often bring prior learning experiences that may not reflect best teaching practices, underscoring the need for the programme to challenge assumptions and promote critical engagement with pedagogy theory and practice. I also addressed the gap between subject expertise and teaching skills, emphasizing the role of peer observation, mentorship, and reflective learning to foster continual professional development. Recognizing the diversity of disciplinary approaches, I debated the adaptability of teaching methods like flipped classroom, stressing the importance of long-term effectiveness.
Operational aspects such as familarization with institutional platforms (e.g., Canvas), university teaching cycles, and academic processes were acknowledged as essential components of the programme, despite their lower immediate appeal. The group proposed establishing a repository of good teaching practices. Inclusion and diversity considerations shaped our discussions on tailoring content to diverse staff backgrounds and ensuring accessibility. i identified the importance of linking the programme to career progression pathways within QUB, offering a clear developmental trajectory for educators aspiring to senior roles.
| Period | Apr 2024 → Jun 2024 |
|---|---|
| Degree of Recognition | Local |