The Centre for Excellence in Learning and Teaching at the University of Suffolk is committed to ensuring all those directly involved in supporting students' learning have access to a range of opportunities for continuing professional development.
We also sponsor enhancement focussed task and finish groups each year which enable us to collectively focus on areas of practice which will enhance the experience of staff and students within our community.
If you would like to offer a seminar or workshop for our calendar or suggest additional activities, please do email CELT.
The CELT CPD programme has been strategically designed to support and challenge staff involved in different aspects of the student learning journey to provide high quality learning, teaching and assessment experiences. The content has been carefully developed to offer flexible opportunities to engage with CPD, and the CELT CPD programme is a key vehicle in helping us realise the strategic priorities as detailed in our Strategy for Learning, Teaching and Assessment 2023-2030. The CELT CPD programme has been developed in alignment with our Learning, Teaching, and Assessment strategy and the content designed to ensure promotion and embedding of the Professional Standard Framework (2023) and Inclusive Education Framework (2023).
| Research informed and employer engaged (V3, V5, K3, A1, A5) | Professional learning experiences designed to promote outstanding practice for research, innovation, scholarship, professional practice and / or employer engagement, to enhance the student experience and promote educational gain |
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Championing teaching excellence (V3, V4, K3, K5, A1, A2, A5) |
A range of developmental opportunities to empower staff to deliver a consistently excellent and transformative student experience through creative, inspiring, and stretching delivery and supportive learning environment |
| Inclusive and collaborative (V1, V2, V4, V5, K1, K2, K4, A1, A2, A4) | Collaborative professional learning experiences to drive contemplation and implementation of transformative approaches for building community and belonging through inclusive culture |
| Personalised and active (V1, K1, K2, K4, A1, A2, A3, A4) | Explore innovative approaches to enable and encourage independent learning |
| Digitally enabled (V1, V2, K2, K4, A1, A2, A3, A4) | Enrich the student learning experience and design programmes to ensure all of our students can benefit from a high quality digitally enabled learning environment. |
The CELT CPD programme is designed so that there is a general offer for any member of staff who supports and / or delivers learning, teaching and assessment. We have also identified some activities which are especially beneficial for - or are designed specifically for Module Leaders, Course Leaders, those teaching on Apprenticeships and new lecturers, and those new to teaching at the University. These are defined as "Professional Pathways".
Activities will be delivered throughout the year to allow time to regularly reflect upon organisational priorities and to ensure parity with contemporary work across the HE sector. Whilst a variety of professional learning experiences have been identified as essential for supporting enhancement of the student learning experience and appear on the CPD menu, the frequency and content of the sessions may be modified throughout the year in response to emergent training needs, session popularity and to ensure content is up-to-date.
The CPD listed below is provided in addition to shoe activities which have been identified for particular professional pathways. Our professional pathways are designed for:
Each component of the training provided aligns to the AdvanceHE UKPSF which underpin applications for Fellowship. You can see when they are being delivered by clicking on the CPD event calendar tab in the table below.
Professional learning experiences designed to promote outstanding practice for research, innovation, scholarship, professional practice and / or employer engagement, to enhance the student experience and promote educational gain.
| Engagement | Supporting evidence based teaching | |
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Spoon led to student led Explore strategies to enhance engagement, repositioning students as collaborators and not merely consumers A1, A2 |
The Science of learning A review of research-informed approaches to building long-term memory through interleaving and retrieval practices. V3, K1, K3 |
Open Access Repository Suffolk (OARS) Access, explore and contribute to the digital archive of research and enterprise output produced by University of Suffolk staff. V4, A5 |
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EEE Best practice for embedding of employability, enterprise and entrepreneurship in the curriculum. V3, V4, V5 |
Peer review and enhancement An overview of opportunities for professional learning through respectful peer review, self-reflection and structured autonomy. A5, V5, K3, K5
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Rights retention Rights retention is a mechanism that enables authors to maintain ownership and dissemination rights. Find out about the UOS Rights Retention Policy and how you can opt in. V4, A5 |
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Critical Reflective Practice Forum Join colleagues to engage in a systematic and genuinely critical dialogue from which we can learn and develop strategies for improving our teaching. You will examine practice and experiences from different perspectives, questing and assessing deeply held assumptions. K3, V5 |
Research informed learning A review of best practice for enhancing links between research and curriculum to ensure students learn through participating in research and enquiry. K1, K3, V3 |
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A range of developmental opportunities to empower staff to deliver a consistently excellent and transformative student experience through creative, inspiring, and stretching delivery and supportive learning environments.
| Delivery and Support | Assessment and feedback | ||
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Building belonging - creating a safe space for classroom talk Practical recommendations for dialogical teaching for social justice, celebrating and supporting diversity, and building inclusive cultures during learning experiences. V1, V2, V4 |
From passive listener to active learner Best practice for encouraging active learning in lessons to engage students in the learning process beyond listening and passive note taking. A2, K1, K2 |
AI and assessment workshop A balanced review of responsible and ethical use of AI in higher education and solutions-focused discussion of implications for learning, teaching and assessment practices. V4, A3, K4, K5 |
Collaboration enhancer of a social loafers dream? The group assessment quandary Group work can be effective, but how do we prevent acrimony between peers? We deliberate common mistakes and potential solutions for successful group assessment. A1, A2 |
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Using nudge theory and adaptive release An investigation into two approaches to using the 'design of choices' as a valuable means to promote progressive learning and engagement. A1, K1, K3 |
Education for sustainable development Reflection upon interdisciplinary and student-centred approaches to teaching integrated social, economic an environmental dimensions in curriculum. V4 |
Authentic assessment - value beyond the mark A dialogical inquiry in which we ask essential questions and explore strategies for meaningful and authentic assessment opportunities. A3, K5 |
Identifying academic misconduct Student academic misconduct is multifaceted and complex. Practical recommendations for identifying academic misconduct, including use of generative Artificial Intelligence. A3, K5 |
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PASSPoRT Fellowship Mentor Training In this workshop you will receive guidance on the role of the mentor, explore the requirements for PASSPoRT submission at different fellowship levels, and advice on how to support your mentee. |
Introduction to Professional Standard Framework 2023 In this session we will explore the strategic plans to transition to the new AdvanceHE UK PSF and consider the implications for practice and fellowship applications. |
SAR / QIP writing A workshop to support the writing of annual Self Assessment Reports (SARs) and Quality Improvement Plans (QIPs) for apprenticeship courses. K5 |
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Inclusive and collaborative curriculum and delivery. Collaborative professional learning experiences to drive contemplation and implementation of transformative approaches for building community and belonging through inclusive culture.
| Learning Design | |
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Building belonging - universal design and inclusive teaching An opportunity to discuss inclusive education for neurodivergent students through design, effective support and student belonging. A1, V4, K3 |
Building belonging - diversifying the curriculum Deliberate with colleagues how to foster the development of inclusive cultures an liberated curricular through a connected teaching space. A1, V1, V2 |
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Effective questioning Advice on how to use this most frequently used formative assessment strategy to effectively check learning and stretch and challenge apprentices. A3, K5 |
Adaptive teaching Practical tips for planning and delivery to cohorts studying different qualifications and modifying activities for apprentices with varying degrees of 'on-the-job' training. A2, K1, V1, V2 |
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PREVENT in curriculum and delivery Guidance on how to embed PREVENT within curriculum and delivery, and discussion as to how to create a safe learning environment to explore PREVENT. A1, V4 |
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Explore innovative approaches to enable and encourage independent learning
| Interaction and independence | |
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Shaping the future through staff-student curriculum co-creation Space to engage in creative thinking and discussion with colleagues to enhance student learning experience and outcomes through student-staff partnership. V5, A2 |
APTEM APTEM is a platform that supports apprenticeship delivery, management and employability across various sectors and levels. K4, V4 |
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Group profiles Training on how to plan for learning to meet the support and challenge needs of students, including the use of QuickScreen. A2 K1, V1, V2 |
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The Educational Development and Digital Innovation team have developed a vast array of asynchronous development content, which you can access within the UOS Staff CPD Hub. You will need a UOS staff ID to access this space. You can also access the Digipath series there.
| Engagement | Assessment | Learning Design | Interaction & Independence |
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Brightspace engagement insights Navigate and rial Brightspace features for proactive monitoring and insight into engagement. A2, A3, K4 |
Brightspace - quizzes for real-time learning checks Experiment with Brightspace quizzes for inclusive and time-efficient assessment and feedback. A3, K4 |
Page templates Guidance on how to use the Brightspace page templates to helps students navigate learning resources and activities. A3, K4 |
Brightspace - create, share and reuse Harness the potential for enhancing student interaction in asynchronous learning by creating your own H5P content. V5, K2, K4 |
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Brightspace - enter the rubric matrix Enhance assessment scoring consistency through time-saving assessment rubric design practices in Brightspace A3, K4 |