2008 initiative - Life - Charles Sturt University

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2008 STRATEGIC PLAN AND ACTION FRAMEWORK The broad STRATEGY of the Institute is: a) Shared and inclusive: ‐ involving a coordinated university‐wide collaboration Education for practice blurs the boundaries between theory and practice; it is a universal responsibility and a broadly located endeavour not limited to fieldwork locations and personnel. The opportunities for enhancing education for practice are thus richer and more broadly participative than practicum education. All stakeholders in university education and practice preparation (faculties, schools, sub deans, staff, students, fieldwork educators, industry partners, university managers) contribute to this positive and essential outcome. b) Leading ‐ involving: • membership (by the EFPI Director) of the Learning and Teaching Committee and the Professors’ Forum • leadership of the 2008‐9 AUQA Theme 2 program • collaboration in Educational Initiatives Group – i.e. senior staff directly responsible to the DVA (Academic) for leading educational initiatives 5 c) Innovative In keeping with CSU’s mission EFPI will provide responsive and innovative leadership for the advancement of practice‐based education. The University’s Mission: Charles Sturt University will be a bold and innovative leader in providing an accessible, adaptable and challenging learning environment to develop graduates and research that meet the needs of its regional, national and international communities. d) Strategic and developmental The Institute: • ENGAGES the university community in debate on key issues and educational decision making on key questions as part of the re‐development of CSU as a collective centre for excellence in education for practice • INVOLVES the university community and industry partners in collective development of a graduate capabilities profile and strategy • COLLABORATES with other academic and industry communities in shaping the future of practice, and education for practice • PROVIDES LEADERSHIP (in collaboration with CELT and The Flexible Learning Institute) in re‐developing the preparation and support of university and fieldwork educators in creating, delivering and evaluating high quality, 21st century education that is relevant to workplace, graduates’ and community needs • ACTIVELY RECRUITS AND INVOLVES key academic and administrative staff (and wherever appropriate students, fieldwork educators and industry partners) in research, scholarship and development projects (e.g. via staff secondments, time release, fellowships and scholarships) • WORKS WITH PEN to provide comprehensive education, network support, fieldwork quality assurance, policy and infrastructure development, career enhancement, staff development and risk management e) Driven by core questions to shape the discourse, activities and impact of EFPI The basic questions that EFPI – as an agent of transformative change ‐ will address in 2008‐9 include: What is Education for Practice (EFP) – or practice‐based education? What are the desirable characteristics of curricula which optimise practice‐based education? How do these terms and educational approaches encapsulate the best of the current and potential educational goals, visions and endeavours at CSU? Beyond the larger vision of university graduate attributes, what is the nature and importance of work‐ readiness and employability of graduates? What is the place of internships or other strategies in achieving this goal? What is the bigger picture of work readiness for 21 st century careers and the market place? How can the university and industry collaborate more effectively to enhance EFPI and the contributions of CSU graduates to practice and social responsibility? What form and direction could CSU take as a collective centre for excellence in practice‐based education? What are the implications for CSU of being recognised as such as centre? (e.g. student recruitment, curriculum change, staff) 5 A/Prof. M. Tulloch, Director CELT, Prof. J.Higgs, Director EFPI, Prof. M. Keppell, Director FLI, Prof B. Bradley, Chair of CSU Degree Initiative Project 7
What contributions to the scholarship of higher education could be made through stimulating debate, activity and reflection on the nature and place of practice‐based education in universities? What national and international collaborations could be pursued to enhance education both at CSU and beyond, to promote scholarship and discourse concerning practice‐based education? STRATEGIC ACTION FRAMEWORK Through strategic planning activities in consultation with stakeholders and the EFPI Advisory Board EFPI developed an action framework to guide 2008 activities.. KEY CIH Centre for Inland Health PEN Professional Experience Network RIPPLE Research Institute for Professional Practice, Learning & Education CELT Centre for Enhancing Learning and Teaching ARC Australian Research Council J J S L L/F S L/F KEY Leader Project Groups/ Portfolio Collaboration Activities Projects PGP EFPI AUQA Project Groups FLI Flexible Learning Institute RHD Research Higher Degree students RES Research Portfolio ED Education Portfolio SCH Scholarship Portfolio FAC Faculties Staff: Joy Higgs (J), Lindy McAllister (L), Stephen Loftus (S), Franziska Trede (F) 8
Page 2 and 3: CONTENTS Reference: Higgs J and the
Page 4 and 5: INTRODUCTION The Education for Prac
Page 6 and 7: STAFFING A key goal of EFPI in 2007
Page 10 and 11: To pursue the goals and actions ide
Page 12 and 13: 2008 Conference Attendances by EFPI
Page 14 and 15: SEED GRANTS EFPI operated a program
Page 16 and 17: STRATEGY EDUCATION PORTFOLIO REPORT
Page 18 and 19: 2008 INITIATIVE: GLOBAL ALLIANCES I
Page 20 and 21: EFPI COLLOQUIA AT CSU WITH OUR GLOB
Page 22 and 23: 2008 INITIATIVE: FIELDWORK EDUCATIO
Page 24 and 25: Ex Officio MEMBERSHIP OF THE EFPI A
Page 26 and 27: Higgs, J., McAllister, L., & Rosent
Page 28 and 29: CONFERENCE ABSTRACTS 2008 CONFERENC
Page 30 and 31: Trede F (2008). Graduate stories: w

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