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Staff and Educational Development
This new SEDA-PDF named award will help colleagues who, for part or all of their time, undertake staff and educational development functions to develop and gain accreditation for their capabilities.
- Support for staff to develop their capabilities and gain professional accreditation as staff and educational developers.
- To maintain and enhance the quality of staff and educational development undertaken in and around HEIs, and thereby to enhance the quality of academic practice, including teaching, supporting learning, and thus ultimately student learning.
Many more people are undertaking staff and educational development, both full-time and (increasingly) part-time, for example:
- School / faculty / department-based learning and teaching coordinators (with many different role titles)
- Staff from a range of developmental projects and initiatives of various scales, both internally and externally funded. Such projects and initiatives include HEFCE-funded initiatives including CETLs, Higher Education Academy Subject Centres and projects, learning and teaching strategies and widening participation and curriculum development initiatives
- Staff undertaking peer review; mentoring; provision of learning resources and support, including e-learning; programme and curriculum leadership and development
- Quality enhancement staff
- Staff leading and delivering postgraduate certificates in learning and teaching in higher education
- Staff of central educational development units.
Award recipients will have shown how their work is informed by the SEDA Values
Further guidance on the SEDA Values.
- An understanding of how people learn
- Scholarship, professionalism and ethical practice
- Working in and developing learning communities
- Working effectively with diversity and promoting inclusivity
- Continuing reflection on professional practice
- Developing people and processes.
Core Development Outcomes
Award recipients will be able to:
- Identify their own professional development goals, directions or priorities
- Plan for their initial and/or continuing professional development
- Undertake appropriate development activities
- Review their development and practice, and the relations between them.
Additionally, within their organisational and strategic contexts, award recipients will be able to:
- Identify goals for staff and educational development processes
- Plan staff and educational development processes towards achievement of these goals
- Facilitate processes to achieve the agreed goals
- Monitor and evaluate the effectiveness and the acceptability of the development processes
- With the client, identify appropriate follow-up development activity.
Named award co-ordinator
Rachael Carkett email@example.com