CPD Portfolio

ME

This is my E-portfolio that documents my continuing professional development. Each post represents a CPD activity that I’ve undertaken or achievement I have attained – and some of these are linked to my ongoing development as a fledgling researcher in Vitae.

 

 

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NWYTG meeting

10/07/18 – Hosted by University of Huddersfield this time.

I have a confidential reflective account of everything we discussed at the meeting.

Posted in A1 Design and plan learning activities and/or programmes of study, A4 Develop effective learning environments and approaches to student support and guidance*, K2 Appropriate methods for teaching, learning and assessing in the subject area and at the level of the academic programme, K6 The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching | Tagged , , , , | Leave a comment

MEDs Training

03/07/18 – Consultancy & Training

I delivered a training package to the psych team in Northampton at Campbell House.

 

Posted in RESEARCH DOMAIN A1 KNOWLEDGE BASE, RESEARCH DOMAIN D1 WORKING WITH OTHERS, RESEARCH DOMAIN D2 COMMUNICATION & DISSEMINATION, RESEARCH DOMAIN D3 ENGAGEMENT & IMPACT | Tagged , | Leave a comment

Regulations Reformulation 2018

April-June 2018 – Invited.

This work is the first extensive pass at reworking the institutional regulations and associated codes of practice for PGR. It involved blending strategic with operational thinking about the future of Bradford’s approach to its research degree management and awarding.

In addition to contributing to the overall redrafting endeavours, I also contributed:

  • IPR information and links.
  • Identifying cross-sector approaches to handling extenuating circumstances with LSP.
  • Working with SH on the specifics around training and development.
  • Offering feedback and insight on proposed new approach to viva voce process and administration.
Posted in A3 Assess and give feedback to learners*, K3 How students learn, both generally and within their subject/disciplinary area(s), K5 Methods for evaluating the effectiveness of teaching, K6 The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching, V4 Acknowledge the wider context in which higher education operates recognising the implications for professional practice | Tagged , , | Leave a comment

PGR Connect

27/06/18 – with Penny Aspinall, Sanderson Room, Richmond Building.

This was my first meeting of this group who has secured Catalyst funding of £31k (with a match from Bradford) to look at PGR candidate mental well-being. A project lead has now been appointed and will be starting soon.

I’m pleased to be included, given my daily work with our doctoral researcher community, and I feel I’ll be able to make a positive contribution.

 

Posted in V1 Respect individual learners and diverse learning communities, V2 Promote participation in higher education and equality of opportunity for learners, V4 Acknowledge the wider context in which higher education operates recognising the implications for professional practice | Tagged , , , | Leave a comment

Learning, Teaching & Research Conference

14/06/18 – Horton Building

This year’s conference theme was Cultivating Scholarly Communities: Belonging and Identity.

I was able to catch most of the day, and had the honour of being asked to meet, greet and orient the keynote speaker, Professor Gavin Schaffer.

I delivered a session (Cultivating scholarly communities with ‘lone wolves’ – research culture and the doctoral experience), of which I have included the abstract below. The feedback seemed largely positive but it was a shame to only have half an hour, as I felt the discussions that the ‘hot potato’ instilled would have benefited from further debrief.

PARALLEL SESSION 1 – ROOM D0.24

Cultivating scholarly communities with ‘lone wolves’: research culture and the doctoral experience

Dr Russell Delderfield, Postgraduate Research Development, Student Academic Services

We have a small but impressive group of doctoral researchers at Bradford. As a relatively small, campus institution we can offer a close-knit community feel, a community that can create a sense of belonging for its PGR students. So, why do we continue to garner consistently poor PRES outcomes when it comes to a key element of research intensive HEIs: research culture?

This is a notoriously slippery concept to pin down, as (at first glance) there is no unitary, agreed-upon definition of it. For some, it is about having world-leading facilities available to them, for others it is about building fruitful relationships. Without consensus as to what ‘research culture’ means, exploring effective strategies to enhance student experience of it remains difficult.

The aim of this interactive session is to investigate shared perspectives on research culture. Participants will have the opportunity to engage with three core questions that capture the challenges faced:

  1. What does ‘research culture’ mean to you?
  2. What nurtures and sustains any scholarly community?
  3. How is this ‘community’ created when doctoral projects naturally involve extended periods of lone-working on an independent project?

The session encourages a critical, open-minded approach to improving the experience of research culture. As part of Bradford’s commitment to excellence, we need our research culture to be vibrant, self-sustaining, and enriching – so that our doctoral researchers become not only alumni but future ambassadors of our dedication to creating tomorrow’s world experts.

Posted in K6 The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching, V1 Respect individual learners and diverse learning communities, V3 Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development, V4 Acknowledge the wider context in which higher education operates recognising the implications for professional practice | Tagged , , , , | Leave a comment

Making Diversity Interventions Count 2018 Conference

26/07/18 – 15:30 @ Norcroft Conference Centre – Keynote

With Dr Mel Cooper, Catherine Waskett & Diana Flores.

This presentation was a critical reflection about the emergence of the University of Sanctuary, with Diana providing real-life context and we three reflecting on what has underpinned the journey.

We struggled for time but it seemed to be well received, and my inclusion of Rogerian person-centred practice appeared to generate interest and resulted in a question.

We had preparatory Skype meeting and this was a good example of working together to collaborate on something that could have been quite dry, that we managed to create some scholarly impetus. I felt that my influence was well-represented in the work we did, whilst taking into account individual’s practical and intellectual strengths.

Diversity Conference FINAL VERSION

Posted in RESEARCH DOMAIN A1 KNOWLEDGE BASE, RESEARCH DOMAIN A3 CREATIVITY, RESEARCH DOMAIN D1 WORKING WITH OTHERS, RESEARCH DOMAIN D2 COMMUNICATION & DISSEMINATION | Tagged , , | Leave a comment

Open Day Talks: Research Proposals

23/06/18 – Delivering RP talks to prospective students

As part of my commitment to UoB’s endeavour to attract the max number of high quality candidates for doctorates, I worked the Saturday Open Day to deliver 2 talks on RPs.

I researched, wrote and designed the scholarly training materials but with a ‘lay person’ pitch to encourage candidates to apply.

Page 4:

https://www.bradford.ac.uk/undergraduate/open-day/University-of-Bradford-Open-Day-June-2018-Programme.pdf

Posted in A1 Design and plan learning activities and/or programmes of study, A4 Develop effective learning environments and approaches to student support and guidance*, RESEARCH DOMAIN D1 WORKING WITH OTHERS | Tagged , , , | Leave a comment