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Building capacity among emerging occupational therapy academic leaders in curriculum renewal and evaluation at UQ and nationally. Professor Sylvia Rodger. Background - me- February 2001. Critical Issues –some years later. Capacity building. ALTC Fellowship Emerging Leaders’ Network. - PowerPoint PPT Presentation
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Building capacity among emerging occupational
therapy academic leaders in curriculum renewal and
evaluation at UQ and nationally
Professor Sylvia Rodger
Background - me- February 2001
Capacity building
Critical Issues –some years later
Purpose: To build curriculum leadership capacity within the occupational therapy profession nationally through a community of practice and personal learning networks.
ALTC Fellowship Emerging Leaders’ Network
Development, evaluation and refinement of a curriculum reform framework
Development of evidence-based guidelines/ resources associated with this framework
http://www.olt.gov.au/resources?text=Sylvia+Rodger
Development of a cadre of emerging curriculum leaders nationally who engaged in capacity building opportunities
Key ALTC Programme Outcomes
Curriculum Framework
ELN Community 17 OT academics
nominated by HOS from 15 HEI
7 webinars and 2day
F2F workshop
In or moving into leadership positions
Also used social networking tools
Webinars and F2F Workshop
Focus Framework
Content focussed on each aspect of framework
Guest presenters in each area OT and HE sector
Discussions and questions
Leadership reflections
ELN Reflecting on Leadership
Community –social fabric
Domain – common identity (emerging leaders)
Practice –the shared practice (curriculum leadership)
(Wenger, Snyder & McDermott, 2002)
ELN –‘effective’ Community of Practice
Developed to focus on the Framework
ELN in pairs to develop a GPG
Other GPGs and exemplary Case Studies developed by ALTC Fellow
GPGs peer reviewed, edited and developed as hard copy and pdf for upload
Good Practice Guides
Increase in the number of ELNs coordinating a whole year level with significant and full responsibility 34% pre to 62% post.
Coordination of whole program 19% pre to 50% post.
Post - more responsibilities related to curriculum development, new roles such as course director, program coordinator.
New skills allowed them to discuss and engage in curriculum issues with confidence and a greater vision.
Post ELN Evaluation
Identifying key stakeholder groups, occupational therapy specific and other curricula, and curriculum drivers within their local context.
Identifying curriculum drivers external to their local university.
Developing processes for curriculum mapping and developing processes for discussing curriculum matters with their academic team
Own leadership capacity.
Post ELN Confidence Gains
Peer networking, support Positive experiences of peer collaboration Having the space and time to focus on curriculum
development over one year Resources developed Sharing of expertise by Fellow, guests and peers. Formed relationships with different faculties and
TL communities within their universities.
“Now you feel like you go to conference and you feel connected”
Gains made through
informed their curriculum including planning and evaluation.
communicated and shared their learning with their colleagues.
new teaching and learning leadership roles (all) increased interest in teaching and learning
issues 2 undertaking Grad Cert HE 2 presented at conferences on T/L , attended T/L
conferences for first time Applied T/L grants for first time
12 months later… 11 participants at OTALN
“Specifically its around curriculum evaluation. We’ve evaluated our course even after one semester and we’ve changed about 50% of it we think”
Gateways, capstone courses and learning theories, informing the orientation process, educational methods, philosophy and first year experience
“With the first years I’ve used the threshold concepts and have tried to focus on more kind of pastoral care issues. So those were the important things I picked up”
“In terms of what’s been useful from this group …
Leadership in professional preparation founded on two pillars:◦ knowledge and expertise in curriculum
planning: development, vision, design, stakeholder engagement, mapping and evaluation
◦ capacity for leadership in the contemporary HE sector, with an understanding of contextual drivers and change management.
Modeling effective leadership is critical in developing leadership
Summary
Have a successor!
Working with OLT funding OT Academic Leaders Network – Discipline Specific Network
OLT grants
School and Faculty Teaching and Learning Committee (chair), UQ
Major curriculum reform across OT, PT, SP, AUD at UQ.
Rodger, S. (2011). Final Report. Building capacity among emerging occupational therapy academic leaders in curriculum renewal and evaluation at UQ and nationally. Strawberry Hills, Sydney: Australian Learning and Teaching Council.
Rodger, S. (2011). Good Practice Guides and Cases to Support Curriculum Development and Renewal in Occupational Therapy. Strawberry Hills, Sydney: Australian Learning and Teaching Council.
http://www.olt.gov.au/resources?text=occupational+therapy
References
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