The TLU have developed a CPD programme entitled ‘EAT-PD: Enabling Academic Transitions through Professional Development' aimed at new and early career academic staff, i.e., staff that have been teaching full-time for three years or less (or some equivalent). This programme enables staff relatively new to teaching to develop their competencies in the classroom. The focus of this programme is to expose staff to a range of research-based teaching strategies that can be used to enhance lectures and support learning.
Information on the EAT-PD Programme
A short recording introducing you to EAT-PD: Enabling Academic Transitions through Professional Development and outlining what it entails is available below. If you would like to learn more about this exciting CPD opportunity for new and early career lecturers at MTU, i.e. lecturers who have been teaching full-time for three years or less, please get in touch with Dr Eileen O’Leary (firstname.lastname@example.org).
EAT-PD is a 15-week, semester-long, experiential programme (1 hour per week) using proven teaching strategies in a supportive, friendly and constructive environment. Learners will subsequently deploy these activities in their classrooms and gain useful feedback from other learners and peers through reflective practice.
Feedback from previous programme participants has been overwhelmingly positive, not just about course content and processes but also about the collegiality and community of learning that emerges among the cohorts. This community is more important than ever as staff starting out on their MTU teaching careers are doing so in different and changing circumstances.
Please note the following key dates for Semester 1 2022:
- Closing date for applications is Thursday, 16th June 2022 at 13:00
- Applicants will be notified by Friday, 17th of June 2022
This programme was enabled by funding from the National Forum for the Enhancement of Teaching & Learning in Higher Education as part of the Strategic Alignment of Teaching and Learning Enhancement Funding in Higher Education Call 2019.
What support is available to engage with the programme?
Successful applicants will have their assigned teaching load reduced by 1 hour for 15 weeks (once approved by Head of Department / Function).
How will the programme operate?
We intend to operate a primarily online delivery approach with an opportunity for small group face to face activity if circumstances allow.
Some introductory material will be made available on Canvas on enrolment and sessions will commence in Week 1 of Semester 1 on Wednesdays from 13.00 – 14.00 - all sessions will be recorded and made available afterwards.
We will primarily operate a flipped classroom style approach to the course where we will direct you to content prior to the session and the live sessions will centre more on key points and discussion relating to how you can apply your learning to your content and in your context.
How does the programme benefit participants?
It will provide opportunities for participants to:
- Integrate proven, high quality teaching strategies into their regular teaching practice
- Develop their teaching practice using feedback from students, feedback from peers, self-reflection and through engagement with the literature.
- Develop a personal understanding of what is meant by “student-centred learning”
- Build their professional network by meeting and working with early career staff from across the university
- Enhance their professional and personal development by obtaining the EnTICE (Enhancing Teaching through Interactive Classes that Engage Students) Digital Badge, from the National Forum for the Enhancement of Teaching and Learning in Higher Education
Has this programme been run previously?
This programme has been offered on 4 previous occasions – once in 2019/20, twice in 2020/21 & once in 2021-22. During this time we recruited and successfully delivered this programme to over 60 early career academic staff from across a variety of disciplines in both faculties. So far, feedback has been extremely positive, despite the disruption caused by COVID-19, and indeed a number of participants have commented that the programme really benefitted them in the current crisis as it enabled them to utilise some of the strategies learned and observed to enhance their remote teaching.