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To bring together existing Learning and Teaching CPD Activities into a menu of training and development activities for staff.

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Pedagogically driven framework underpinned by evidence. Mapped to the HEA UKPSF and will incorporate Open Digital Badges where possible

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1. Support all staff to continually improve quality of teaching

2. Offer a programme of professional development activities for all staff

3. Set expectations in relation to professional development

4. Develop and support a wide range and broad definition of CPD

5. Improve the quality of the student learning and outcomes for students

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A Communications Plan

Regular monitoring and evaluation of engagement, take up and impact

Revised Career Pathways

Peer Observation Policy

An enhanced approach to learning and teaching CPD within PDR

CPD Definitions and Expectations

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https://salt.swan.ac.uk/cpd/

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CPD - Continuing Professional Development may be a term you dread.

"I had to go on this course as I was told to by my line manager"

"I had to pick a course to do this year as part of my PDR. It seemed the best option ..."

"None of the courses are run at convenient times"

"I have to fill in my CPD log for professional recognition."

For a definition and purpose of CPD - see here.

There are many issues regarding both delivery and implementation of CPD from the staff member's perspective. If you are a member of a professional body which requires an annual return of your CPD activity, you may be frustrated that the approaches used by that body and your employer duplicate or worse still differ substantially. However, "effective CPD focuses on improving teaching and evaluates its impact on learning" ( http://tdtrust.org/what-makes-effective-cpd-2), accessed September 2 2016).

CPD isn't just about attending a course. CPD (or sometime CPL - Continual Professional Learning) can take a variety of approaches depending on its "formality" (See https://www.icsa.org.uk/professional-development/cpd/formal-and-informal-cpd).

At one end of the formality continuum are organised activities, e.g. accredited course or programmes leading to a formal qualifications (PhD, MA, PG Certificate in learning and teaching fall in this category). Moving along, there are seminars and workshops, conferences, conducting research, delivering teaching to peers, external examiner duties, committee contribution and participation leading to the ultimate in informality in 'teacher' contact - self-directed reading and learning. (Students themselves are encouraged to undertake CPD or PDP - Personal Development Planning - at Swansea they can complete the Swansea Employability Award and often in professionally accredited programmes, reflection is critical.)

Evidencing the informal CPD can be difficult, but open digital badges which SALT will be piloting can be one means of doing that.

Whatever CPD you choose to undertake to support your development in supporting learning in higher education, it's probably good to have a variety. However, the most important feature of your CPD is that you are reflective about what issues have arisen for your own improvement, whether what you attended/did/read has influenced that, and what you will do about it in the future. Put simply:
(Borton, 1970)
There is a substantial body of literature on reflective practice and reflective writing, with some selected readings on the SALT website. However, for a short explanation, this website offers a good start about this important key life skill.

Key to this is keeping a Reflective portfolio of what you did and learnt. You can do this in a written journal, in a spreadsheet with your notes against the CPD that you've done, or in electronic means through creating your own blog, in software such as Pebble+ or other means such as PADLET. Just ensure that you fill in the key questions and provide evidence for whether you know that it works. You should keep a link (or print out if maintaining a paper portfolio) to the material that you read/activity you undertook wherever possible.

This reflective approach is fundamental to your continual development as a teacher (and a researcher too - reflect on what you've learnt through that process), provide a foundation for an application for Fellowship of the HEA or demonstrate that you remain in good standing.

We'd be pleased to help you in your reflection.

Webinars
Often held monthly and over lunchtime you can listen while you eat- you just need headphones. You don't need to necessarily contribute. The sessions are often recorded and additional resources made available, even if you can't watch live. Particularly if not run at convenient GMT.

Click here for more (Click to expand / contract)

Twitter / Google Communities/Google Collections
At one end of the "formality continuum" you could introduce the possibilities of use of "bitesize" CPD afforded by Twitter, tweet chats, and other communities cultivating your Personal Learning Network.Twitter and Google Communities/Collections are social media tools in which you can post and/or gain information about key topics or individuals who maybe leading in your subject or in teaching. You can 'follow' people or organisations in Twitter and at specific times, some groups host a 'Twitter Chat' on a particular topic. If you want to find out what a Twitter Chat is, read this blog: https://blog.bufferapp.com/twitter-chat-101 If you can't join in/lurk live, then software (e.g. Storify) is used to collect all the tweets in which the hashtag used by the Twitter Chat is mentioned so that you can read over the questions and answers at a later time.

Click here for more (Click to expand / contract)

Self-Study/academic practice literature

Organisations (Click to expand / contract)

Other Suggested Reading (Click to expand / contract)

PG Cert teaching in Higher Education

Information is currently being updated.

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CPD - Continuing Professional Development may be a term you dread. "I had to go on this course as I was told to by my line manager" "I had to pick a course to do this year as part of my PDR. It seemed the best option ..."

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- Blackboard

- Clickers

- Lecture Capture / eStream

- Lecture Theatre Equipment

- Pebble⁺

- Turnitin

- WebPA

- Xerte

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For Upgrade and Rollover information, please click here
Blackboard (branded as MyStudies) is the University's virtual learning environment, that can be used from anywhere, at any time of the day or night.

Blackboard is widely used as a way to get resources for your subject or module, to your students. In addition there are also many other tools for:

Content delivery

Communication

Assessment

Interactive learning tools

Blackboard allows you, and your students, to create (amongst other things) blogs, wikis and pod casts. It enables opportunities for students to be involved in collaborative group work and individual assessments. There are self marked tests and plagiarism checking facilities through Turnitin.

To get started with Blackboard, the first step is to get to know the Blackboard system ... to log in and navigate around the system and try things out. Contact the Blackboard team for an account if you haven't got one - blackboard@swansea.ac.uk

There are regular drop in sessions (usually every week) to help you in using the system, where you can come, ask questions, get things fixed and get help with what you are trying to do. These sessions are advertised on a weekly basis.
University Minimum Requirements for Blackboard Modules
In order to enhance the information provided to students and develop the use that the University makes of Blackboard, a minimum requirement has been set for Blackboard module sites by the University Learning & Teaching Committee.

All new Blackboard module sites will be created with a course template matching the list below:

Home
Module Information
Module Content
Assessment & Feedback
Staff Contacts
Staff Support ( this menu item is for staff only and is not viewable by students)

Additionally all lecture materials should be made available on Bb in advance of the lecture (at least 24-hours in advance).

You can download the Learning & Teaching Committee Papers that outline the Minimum Requirements for each module site below.
Original Blackboard Minimum Requirements Amendment to Blackboard Minimum Requirements for Inclusive Culture

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For Upgrade and Rollover information, please click here Blackboard (branded as MyStudies) is the University's virtual learning environment, that can be used from anywhere, at any time of the day or night. Blackboard is widely used as a way to get resources for your subject or module, to your students.

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https://saltconference2017.wordpress.com/

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The 9th Annual SALT Learning and Teaching Conference took place on the 5th July 2017 at the Taliesin Arts Centre, Singleton Campus, Swansea. The Conference was open to all colleagues at Swansea University. #SUSALT17 represented an opportunity for colleagues to come together as a community to reflect on the conference theme of ' Reaching for Teaching Excellence'.

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The Swansea University Postgraduate Certificate Teaching in Higher Education is for Swansea University staff who wish to explore and develop their teaching. In addition, it is a probationary requirement for those with less than 3 years full time teaching in the UK.

The Programme consists of 4 modules of 15 credits at FHEQ 7. As you can see below, each module is made up of a number of Patches, which cover a variety of topic areas.

This programme works on the basis of a generic skill base, required of all teachers but also the flexibility of specialist components via the Patchwork assessment to develop the specialist skills of each participating teacher. As participants complete their Patchwork elements they will use reflection to 'weave' connections between them to enable them to meet the course outcomes in the final module, which involves completing an application for HEA Fellowship.

The PG Cert HE is pedagogically driven, underpinned by a theoretical evidence base and applicable to practice. It is mapped to the UK Professional Standards Framework (UKPSF) (https://www.heacademy.ac.uk/recognition-accreditation/uk-professional-standards-framework-ukpsf)

The Programme uses a "blended learning" approach where participants learn in part through standard delivery and in part through the delivery of content/instruction via digital / online media with some flexibility. The design incorporates an intense pedagogic engagement at the start of the programme in Year 1, changing to more flexibly organised input in Year 2. This is to take account of the incremental nature of teaching practice which takes place during the period of study.

To express interest in the programme, please complete the form below:

Notice: JavaScript is required for this content.

Or for more information, please contact:

Chris Hall - Programme Director
Room 307, SALT, CDS Building
c.m.hall@swansea.ac.uk
01792 513473

or ...

Jenny Alders - Programme Administrator
Room 308, SALT, CDS Building
j.alders@swansea.ac.uk
01792 518595

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Postgraduate Certificate Teaching in Higher Education

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The Swansea University Postgraduate Certificate Teaching in Higher Education is for Swansea University staff who wish to explore and develop their teaching. In addition, it is a probationary requirement for those with less than 3 years full time teaching in the UK. The Programme consists of 4 modules of 15 credits at FHEQ 7.

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https://salt.swan.ac.uk/elta-essa/

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http://swansealearninglab.pbworks.com/w/page/47356043/Case%20Studies

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Below is a growing collection of learning and teaching innovations by staff here at Swansea University on a wide variety of learning and teaching innovations in areas such as using clickers, discussion boards, group work.....

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swansea academy of learning and teaching (salt)

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swansea academy of learning and teaching (salt) tickets

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Swansea Academy of Learning and Teaching (SALT)

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SALT Event Programme 2017/2018 These events are arranged by the SALT Team as part of our ongoing learning and teaching development activities. Events are free to attend and are open to all Swansea University Staff, however please note that booking via Eventbrite is essential and places are limited.

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SWANSEA APPLICATION  ROUTE (SAR) to HEA FELLOWSHIP

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SWANSEA APPLICATION  ROUTE (SAR) to HEA FELLOWSHIP

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The Swansea Application Route offers four pathways for staff seeking recognition as Fellows of the Higher Education Academy dependent on length of experience and/or contractual status.

Current Postgraduate Research students who are employed on a temporary contract to provide demonstrating/teaching support roles have access to a supported pathway to AFHEA.

1. Swansea Application Route - Pathway for experienced staff - full or part-time and/or for staff pursuing the PGCert Education for the Health Professions, they are encouraged to seek recognition by engaging in the same requirements as experienced staff. Leads to AFHEA/FHEA or SFHEA as appropriate to level of experience.

2. Swansea Application Route - Supported Taught Pathway - a blended course, with SALT tutor support for part-time staff who are unable to attend the PGCert scheduled sessions. Leads to AFHEA. Applicants will complete the application form and be assessed using the same criteria as outlined for the SAR for experienced staff.

3. Swansea Application Route - Pathway for Part-time staff employed to provide teaching support who are also PGR students. A blended course, with tutor support from College-based tutors. Leads to AFHEA. This has a separate Handbook outlining the support. Applicants will complete the application form and be assessed using the same criteria as outlined for the SAR for experienced staff.

4. PGCert HE - this is a separately accredited programme with HEA Fellowship.

There are three fellowship descriptors supported through the Swansea Application Route: Associate Fellowship, Fellowship and Senior Fellowship. Staff interested in applying for Principal Fellowship must apply directly to the HEA, but can gain support in doing so from the Director of SALT, Professor Jane Thomas and from SALT staff.

Prospective PFHEA applicants can also access this PADLET for tips:

What Category and pathway are best for me?

The HEA has a Fellowship Category tool to help you to decide which category is best for you: https://www.advance-he.ac.uk/form/fellowship-decision-tool

You might also consider following this basic flowchart to help in your decisions: See the Choosing the Fellowship level - Flowchart:

Within the Swansea application process, there is a mandatory self assessment process and needs analysis to review appropriate examples and evidence in support of the category.

New academic staff who have not previously taught in Higher Education and/or have limited experience will be required to pursue one of the Postgraduate Certificates available and would not normally apply using the pathway for experienced route staff.

If you are a member of staff with some teaching responsibilities or are actively supporting learning, such as a librarian, technician, learning technologist etc., or an early career academic with some teaching responsibilities you should consider submitting an application for Associate Fellowship, but you may also qualify for the Fellowship category or Senior Fellowship, depending on the scope of your activities.

PGR students employed to teach should also consider gaining Associate Fellowship recognition.

If you are a member of teaching staff with at least 3 years full-time experience, you should submit an application for Fellowship.

If you are an experienced member of the teaching staff with leadership responsibilities that you have fulfilled for some time (e.g. a mentor, programme director, head of department) and have had influence over others in learning teaching, learning or assessment initiatives, then Senior Fellowship may be appropriate to you.

If you are a highly experienced academic who has had sustained impact at a strategic level beyond the University, e.g. at national or international scales, then Principal Fellowship (direct application to the HEA) would be appropriate.

The typical roles and evidential requirements appropriate to each fellowship descriptor are set out in the SAR Applicants guide and in this link to a UKPSFSummary2017 - RaceandBrown.

Further details for staff supporting learning (e.g. librarians, learning technologists, careers etc) in a Guidance Document on Advance HE's Dimensions of the Framework website.

For more details

Contact the Recognition Team in SALT: Louise Rees or Darren Minister

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The Swansea Application Route offers four pathways for staff seeking recognition as Fellows of the Higher Education Academy dependent on length of experience and/or contractual status. Current Postgraduate Research students who are employed on a temporary contract to provide demonstrating/teaching support roles have access to a supported pathway to AFHEA.

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HIGHER EDUCATION ACADEMY (HEA) FELLOWSHIP

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HIGHER EDUCATION ACADEMY (HEA) FELLOWSHIP

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https://salt.swan.ac.uk/swansea-fellows/

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If you are considering seeking recognition for your teaching through an HEA Fellowship, sign up via Eventbrite for our information sessions that are taking place in October and January

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https://padlet.com/susaltysalt/bitesize
Inclusivity https://salt.swan.ac.uk/inclusivitycpd/

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"A journey of a thousand miles begins with a single step" - Laozi (4th century BC)
Even a single small change in your teaching practice can bring profound results. This is what the Make One Change project has been suggesting for the last 21 months, and our archive ( which can be accessed here) is a testament to that.

We are always keen to hear about any changes you have made and we'd love to share them through these pages.

There are two recent changes listed in the menu on the right of page ( Silent Seminars and Challenges) as well as a link to the archive.

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"A journey of a thousand miles begins with a single step" - Laozi (4th century BC) Even a single small change in your teaching practice can bring profound results. This is what the Make One Change project has been suggesting for the last 21 months, and our archive ( which can be accessed here) is a testament to that.