Future plans Involving students with Peer Review is something that Jo Peat (Head of Academic Professional Development) would like to see developed beyond the URCert. She regards it as important that teaching staff aren’t primarily receiving their feedback from educational developers. Resources constrain development in relation to the training of students, and ensuring that both students and staff are protected. 2.4.3 Case Study – Sheffield Hallam University Sheffield Hallam is the 4th largest university in the UK, with 34,718 students (25,988 undergraduates and 7,114 postgraduates). As of 2013/14, staff totalled 4,494, including 2,114 academic staff and income generated was £257.1m. The University has four teaching faculties – including 18 academic departments - based across two campuses (City and Collegiate). The University encourages work-based learning, with over half of all courses offering integrated practice or work placement opportunities. Approach to CPD for academic staff The approach to CPD for academic staff at Sheffield Hallam University draws upon a peer enhancement strategy informed by the following principles: focussed on teaching and learning practice; authentic; facilitated by using expertise to scaffold learning and application; peer supported; team based; evidence based; and generates reflection and feedforward. The key components of appraisal, CPD and Peer Review and Enhancement continue to be central to this strategy. “Measuring the impact of this work on the staff and student experience remains a challenge, although we routinely reflect on our approach, trial new ways of measuring what we do and adapt our practice in light of experience and feedback” Jackie Cawkwell, CPD Manager
Future plans Involving students with Peer Review is something that Jo Peat (Head of Academic Professional Development) would like to see developed beyond the URCert. She regards it as important that teaching staff aren’t primarily receiving their feedback from educational developers. Resources constrain development in relation to the training of students, and ensuring that both students and staff are protected. 2.4.3 Case Study – Sheffield Hallam University Sheffield Hallam is the 4th largest university in the UK, with 34,718 students (25,988 undergraduates and 7,114 postgraduates). As of 2013/14, staff totalled 4,494, including 2,114 academic staff and income generated was £257.1m. The University has four teaching faculties – including 18 academic departments - based across two campuses (City and Collegiate). The University encourages work-based learning, with over half of all courses offering integrated practice or work placement opportunities. Approach to CPD for academic staff The approach to CPD for academic staff at Sheffield Hallam University draws upon a peer enhancement strategy informed by the following principles: focussed on teaching and learning practice; authentic; facilitated by using expertise to scaffold learning and application; peer supported; team based; evidence based; and generates reflection and feedforward. The key components of appraisal, CPD and Peer Review and Enhancement continue to be central to this strategy. “Measuring the impact of this work on the staff and student experience remains a challenge, although we routinely reflect on our approach, trial new ways of measuring what we do and adapt our practice in light of experience and feedback” Jackie Cawkwell, CPD Manager
HEA__CPD_Project_Report.docx