Welcome back from Glastonbury (maybe!) and to the July edition of our Academic Enhancement and Professional Development (AEPD) newsletter.

With summer upon us this edition covers all things AEPD related, for you to digest over a cooling peppermint tea.

In this newsletter you will find:

• A celebration of and Information on our professional accreditation scheme
• Artificial Intelligence (AI) latest
• Reflections on the Universal Design for Learning conference
• Book club details

If you'd like even more inspiration do not forget our AEPD website, where you can find all our upcoming events. 

This summer marks the ten-year anniversary of the CUFPA scheme! Since its accreditation by Advance HE in 2014, approximately 1,200 staff members have applied for professional recognition through CUFPA. We want to highlight the significant impact this professional recognition has had on our staff and the numerous opportunities it has provided.

In September 2023, the University Leadership Team received a commendation from the Office for Students, acknowledging the importance of the CUFPA scheme for achieving the Gold Teaching Excellence Framework (TEF). The letter noted:

 "The provider uses an outstanding evidence-based scheme, providing a clear progression framework in teaching and learning for all staff."

and.....

"There is evidence of outstanding levels of support for staff professional development through the provider’s professional recognition scheme, and excellent academic practice embedded across the provider, in which all staff, including non-teaching staff, are supported to deliver an outstanding academic experience for students."

This year, the CUFPA scheme will undergo re-accreditation, aiming to align with the PSF2023 in time for our Spring Panel. CUFPA Panels are held three times a year - in Autumn, Spring, and Summer. The panel dates for the next academic year will be advertised shortly on the AEPD website. Monthly webinars are also conducted to help staff prepare their applications.

As we celebrate this milestone, we look forward to continuing our commitment to professional development and excellence in teaching and learning.

The June Fellowship board saw further great results for staff at Coventry University Group and our partners.  A total of 28 staff were recognised at different levels with the majority of staff being awarded "Senior Fellow" which is awarded to

"individuals whose comprehensive understanding and effective practice provides a basis from which they lead or influence the learning and teaching practices of others (peers, colleagues, mentees, etc.) who teach and/or support high-quality learning." (Advance HE, 2024).  The breakdown of awards is as follows:  

Associate Fellow - 2, Fellow - 6, Senior Fellow 18 and Principal Fellow - 2

Congratulations to all those who achieved different levels of fellowship, including our two new Principal Fellows, Dr Parveen K. Samra from the College of Engineering, Environment and Science and Dr Peter Harrison from Academic Enhancement and Professional Development.

References - Advance HE. (2024). The Professional Standards Framework (PSF) 2023 and Senior Fellowship. https://www.advance-he.ac.uk/fellowship/senior-fellowship

I recently had the privilege of attending and presenting at the 7th International Conference on Education Quality (ICEQ) hosted by the University of Worcester, in collaboration with the INCLUDE Collaboratory. The conference dedicated to exploring the transformative potential of Universal Design (UD) and Universal Design for Learning (UDL) for all learners; thus the Power of Potential. It brought together a diverse group of educators, students, policymakers, and researchers from over 10 countries around the globe to share insights and practical approaches that have revolutionised lifelong learning through UD and UDL.  

Reflecting on my experience at the conference, I am filled with inspiration and a renewed sense of purpose in my educational journey. The innovative educational practices presented during the event were eye-opening. It showcased how digital tools and flexible learning environments can accommodate different learning styles, ensuring that all students have equitable access to education. This demonstration filled me with hope and excitement about the possibilities for my future practice. One session that particularly stood out to me was the sharing of the lived experiences of four students who were disabled and neurodiverse. Hearing the challenges these students had to face in navigating their learning journey filled me with a sense of urgency to advocate for the UDL framework at Coventry University.

I was also particularly moved by the numerous case studies showing how UDL principles have been seamlessly integrated into curricula to support diverse learning needs. A study from a South American university, for example, illustrated how UDL frameworks significantly reduced dropout rates and increased student retention by making learning more accessible and inclusive. Another study delivered by an African educator detailed how community-based learning initiatives leverage UDL to enhance educational outcomes in rural areas. This highlighted the incredible impact of UDL in even the most challenging environments, thus filling me with a sense of global solidarity. These global perspectives, including others from Asia, Oceania, and the Global South, broadened my understanding of the challenges and solutions in diverse educational contexts. The insights I gained underscored the necessity of policy support in achieving equitable quality education for all, and I left the panel with a deeper understanding of the systemic changes needed.

I have to say, the conference was a profoundly impactful experience. It reinforced my belief in the power of UD and UDL to create inclusive educational environments and ignited a passionate commitment to advocate for "education for all." I left the event with a heart full of inspiration and a mind buzzing with new ideas to implement and share at Coventry University. If you are one of those who believe in UD/UDL, do connect with us at the community of practice: Inclusive curriculum. Alternatively, you can express your interest in joining by emailing Annie Bryan at ac5949@coventry.ac.uk. It is always pleasant to work with like-minded people in the room.  

Dr Misrah Mohamad - Academic Developer (Curriculum Development)

June 27th 2024 saw the launch of the new Quality Assurance Agency Quality Code with its new "principles based" focus.  Colleagues in AEPD use the Code in numerous ways but  fundamentally it is HE sector developed and theoretical base to underpin our teaching and learning support. QAA describe the Code as follows 

"Built on a shared understanding across the UK, the Quality Code enables providers to see what is expected of them and what they can expect of each other, irrespective of the regulatory framework in which they operate. It informs the public, protects students’ interests and champions the UK’s world-leading reputation for high-quality education provision" (QAA, 2024)

Many staff working at the University, whether academic or professional services, can benefit from a better understanding of what is expected of Universities in the UK.  To learn more please view the Quality Assurance Agency Quality Code.

References - Quality Assurance Agency. (2024). QAA Quality Code. https://www.qaa.ac.uk/the-quality-code/2024