Case Studies of SEDA-PDF in Practice

PDF at the University of OXFORD

SEDA-PDF Awards and Programmes: Teaching, Learning and Assessing, and Supporting Learning

What prompted you to accredit your programmes through SEDA-PDF?
We were looking for accreditation that had a clear focus on the development of the individual teacher. For us, the SEDA Professional Development Framework offered a participant-centered framework that mapped well on to our ethos and approach. It was also important to us that our programmes were mapped to the UK Professional Standards Framework for Teaching and Supporting Learning in Higher Education, and the two SEDA-PDF awards are mapped to descriptor 1 and 2, as well as to the SEDA Professional Development Framework.

How is SEDA-PDF being used to support individuals (participants and/or programme leaders) and/or institutional agendas?
SEDA-PDF underpins our two taught programmes at Oxford. Our taught programmes have two main goals: one, to support the development and enhancement of teaching and learning at Oxford; and two, to offer career development to early career academics who are currently in Oxford.

From your perspective, what are the benefits of SEDA-PDF accreditation to individuals  (participants and/or programme leaders) and/or institutional agendas?
SEDA-PDF represents very clearly the process of reflection and development, and this is particularly important to us. We want to support our teachers to continue to think about their teaching beyond the taught programme and/or beyond their time at this institution.

What was your experience of the mentoring and/or accreditation process?
Very positive indeed. The accreditation team offered timely support and mentoring. They spent a significant amount of time with us and entered into a constructive conversation about the strengths and weaknesses of our programmes. They really engaged in understanding the institutional setting and appreciating the opportunities and challenges afforded to us. We have taken on board their suggestions for improvement and have also been delighted to hear about the strengths of our current programmes!

Julia Horn, Head of Educational Development at Oxford Learning Institute

PDF AT RYERSON UNIVERSITY, TORONTO

SEDA-PDF  Awards and Programmes: Graduate Professional Developing in Teaching Program, Levels 1 and 2, and University Teaching Development Program
  
What prompted you to accredit your programmes through SEDA-PDF?
The Learning and Teaching Office (LTO) at Ryerson University had been offering teaching development programming to the Ryerson community for over 20 years. The decision to accredit our graduate student programs came from a desire to bring additional credibility, by way of accreditation, to these programs, not long after they were launched. Ryerson has an ever growing international graduate community, and the SEDA-PDF accreditation allowed us to offer an internationally recognized certification. 

The success of these programs, partly because of the accreditation, led us to seek accreditation for one of our most popular faculty programs.
How is SEDA-PDF being used to support individuals (participants and/or programme leaders) and/or institutional agendas?
The SEDA values align very nicely with the current Ryerson 2014-2019 Academic Plan, "Our Time to Lead", and they have helped guide the way in which our accredited programs are offered.

From your perspective, what are the benefits of SEDA-PDF accreditation to individuals   (participants and/or programme leaders) and/or institutional agendas?
The LTO acknowledges the importance of the external accreditation of our programming with the office's current strategic plan, and will continue to develop programming within the accreditation framework to ensure a consistent standard of delivery for our facilitators and learning experience for our participants.

Our SEDA accredited programs benefit the faculty and graduate students who participate in our programming in many ways. Perhaps the most obvious benefit is to their CV. Their participation demonstrates a commitment to educational development and teaching excellence, and helps them in terms of job applications. Many of our programs' graduates have gone on to receive tenure and full-time teaching positions on our campus and across the country.

What was your experience of the mentoring and/or accreditation process?
The LTO was very well supported throughout the mentoring and accreditation process. We were provided with ongoing communication with our mentor, and were more than satisfied with the quality of the formative feedback provided, which helped us to not only accredit our programs, but also to improve their quality. We appreciated that despite our location in Canada, we were provided with an in-person visit from the accreditor. This personal touch allowed our office to truly feel a part of the SEDA family.

Any other comments
The accreditation process was very straight forward. We were provided with great recommendations that helped shape the direction of our programming.

John Paul Foxe, Director of the Academic Integrity Office


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