Continuing Professional Development

Colleagues without previous university-level teaching experience enrol on our highly regarded post-graduate course where they’ll work with others from all disciplines to learn what inclusive, innovative and student-centred learning looks like in every university setting from the lab to the lecture theatre. More experienced staff may join the programme to reflect on and refresh their practice. The teaching team draws on senior colleagues from across all Schools of study to help with supportive teaching observations and to make expert contributions across the modules.

Successful completion of CPAD leads to two qualifications: the Postgraduate Certificate in Learning and Teaching in Higher Education and Fellowship of the Higher Education Academy (FHEA). This is because the programme is aligned with the UK Professional Standards Framework It is studied part-time and can be completed in a single academic year though frequently staff choose to take longer.

The programme comprises four modules which are offered in a variety of ways from intense block-taught days on campus or online to half-day sessions across a semester involving both collaborative and individual working. We welcome all UH staff who support learners including lecturers, demonstrators, educational technologists and PhD students who teach.

We’ve worked hard as a team to decolonise and diversify our curriculum, keeping abreast of educational developments to offer a relevant and innovative programme which encompasses a range of themes and educational experiences designed to be inclusive and stimulating. Reflective practice is threaded through the programme and assessment, both formative and summative, is used to scaffold the application of ideas and theory to the day-to-day practice of participants.

Staff with limited teaching responsibilities may choose just to do the foundational first module, Teaching and Supporting Learning. This introduces fundamental principles, theories and concepts of learning, teaching and assessment. Participants experience a supportive introduction to teaching which includes an exercise where everyone leads a ‘microteaching’ session with a small group of colleagues. The basics of lesson planning are covered and everyone will submit an annotated design for a session. They’ll also reflect on the teaching of a colleague in their own (or closely related) discipline.  An experienced tutor will observe them teach and engage with them in extended discussion about their approaches. Successful completion of this module leads to the award of Associate Fellowship of the Higher Education Academy (AFHEA).

The second module Developing Inclusive Practice is built around the principles of deploying compassionate interaction. Small interdisciplinary groups enquire together into an aspect of inclusive practice and devise a resource to address their chosen focus of inclusion be that cultural, educational, social or dispositional. Individual plans for action are written and elements of these often emerge in the individually assessed presentations about inclusive learning activities which conclude the module.

In the third module Linking Pedagogic Theory to Practice participants explore the theoretical underpinnings of a number of pedagogic strategies for enhancing teaching, learning and assessment. Interactive workshops explore, for example, concepts of research-informed teaching and 'impact'.  A series of tasks are used to scaffold participants in drafting a research question about an issue relevant to their practice. By the end of this module everyone will have completed an academic journal-style article.

The final module Designing and Enhancing the Curriculum brings together many threads looking at internal and external influences on our curricula and examining mechanisms for quality enhancement and assurance. Participants explore this complex landscape from the perspective of their particular role, undertaking reflective ‘diagnosis’ of their practice and making connections from their own position to the wider context.

What graduates say

I thoroughly enjoyed the entire course and you all made it a fantastic experience. I have taken away so much and I really feel it has affected the way I deliver materials. The changes you have implemented in me are deep rooted and here to stay – both for my students and others, as I spread what I’ve learnt. (Lecturer, School of Health and Social Work)

Big thank you to you and all the team I learnt a great deal doing this, things that might have taken me years to learn ‘on the job’.  It was the perfect course to do while starting my academic career and whilst I found it incredibly difficult - and would never have made it without the support of the team - I would recommend everyone does it.  (Participant from School of Physics, Engineering and Computer Science)

To find out more Visit Herts Hub – Canvas website

We recognise that it is important to support new programme leaders to learn about the multi-faceted role requirements and the crucial knowledge and skills that characterise effective and successful leaders.   This resource will help newly appointed programme leaders to adjust or acclimatize to their new leadership role and working environment and make the transition as smooth as possible. By working through the programme leader induction checklist within the resource it is hoped that greater knowledge of the role will be gained and particularly the pivotal academic leadership aspect of the role.  The University’s policies, processes and practices that impact on the wide ranging responsibilities and duties of the programme leader will be explored alongside the support strategies that are available to support staff appointed to the role. We support staff developing their understanding of being a Programme Leader through our One Note site (UH log required).

At UH we commit to a Personal Tutoring System which will provide each student with a named member of staff who will support students in their academic progress and goals; personal and professional development; well-being and sense of belonging. Through signposting and referral students can also access specialised central support from areas including Careers and Employment, Finance, Counselling, Disability Services, Herts SU, Study Success/Academic Skills teams.  Recognising the variety in programmes and modes of study at UH, we don’t require a one-size-fits-all approach to personal tutoring.  Programme teams should design a Personal Tutoring System that reflects their curriculum, learning and teaching approaches, and the specific needs of their students. We support staff developing their understanding of Personal Tutoring through our One Note site.  (UH log required).

Advance HE promotes individual recognition of teaching staff through its HEA Fellowship Scheme. The scheme is referenced to the UK Professional Standards Framework (UKPSF) and provides individuals with the opportunity to gain recognition as an Associate Fellow, Fellow, Senior Fellow or Principal Fellow. We support staff gaining professional recognition through our CPD Framework, the information about which can be found on this One Note site.  (UH log required).