The Adelaide Development Program for Educators and Professionals who Teach (ADEPT) provides academic and professional staff in teaching, and support for teaching roles, with the opportunity to develop their capabilities, knowledge, and skills to create and deliver contemporary, student-focused and collaborative learning experiences for students.
Vision and mission
ADEPT is designed to provide staff with the capabilities and underpinning knowledge, skills and values to create and deliver contemporary, student-driven and evidence-based higher education learning environments.
The program provides staff with the capacity to effectively translate research-based and inclusive teaching practices to their discipline specific learning environments, enabling students to succeed in all aspects of the University of Adelaide’s Graduate Attributes.
It provides the tools to examine educational practices through critical self reflection and peer review, developing and enhancing professional identity as educator in higher education actively engaged with students in the teaching and learning process.
The program offers opportunities to engage in scholarly activity by belonging and contributing to scholarly communities of practice, assisting staff in their ongoing navigation of the Australian higher education landscape.
The program promotes and value the development of academic leadership skills through a peer-based delivery approach that underpins all facets of the program.
- Inclusivity meeting the needs of all staff with an educational role
- Integrity and Dignity all members of the community respected, valued and acknowledged
- Professionalism continual self-development and focus on quality improvement
- Collegiality trusting, collaborative and supportive environment, underpinned by mentorship, social learning and sharing of practice
- Scholarship evidence-based and reflective
What are the benefits of participating in ADEPT activities?
ADEPT enables colleagues to share their challenges and innovations with peers and to discuss how to effectively translate evidence-based and inclusive teaching practices into discipline specific learning environments.1
Participant feedback since 2020 has shown that the opportunity to hear about the teaching practice of peers is highly valued and all ADEPT activities are designed with social learning principles in mind. 2
It provides a platform to help with the navigation of the Australian higher education landscape with a particular focus on the strategic directions of the University of Adelaide.
Participants that complete tasks will receive non-award certificates for their professional development records. Certificates of attendance will be provided to participants who attend for 30 minutes or more of a 2-hour session.
I have participated in several ADEPT modules during 2021, and each time have learned about new tools, new methods, and new ways of thinking about teaching. This, combined with the opportunity to meet and chat with fellow staff dealing with many of the same teaching challenges, has been a real highlight of the ADEPT program. All this has been made possible through the dedication of the ADEPT teachers, which has been a significant motivator for engaging with the modules and furthering my own professional development as an educator; I cannot speak about them highly enough. I would thoroughly recommend the ADEPT program to anyone who has a teaching role, whether it is giving just a few lectures to teaching across an entire course - there is benefit to be gained from engaging with one or more of these modules.
Dr James Botten, School of Biological Sciences
I liked how the ADEPT team modelled good practice - pre-reading/tasks, engaged us with multiple break out rooms with colleagues and specific tasks to do in those rooms, post-course tasks. I enjoyed there being a diversity of participants and the opportunity to hear from everyone but work with those at a similar level/amount of experience to me.
Participant, anonymous feedback survey
1 Boud, D., & Brew, A. (2013). Reconceptualising academic work as professional practice: Implications for academic development. International Journal for Academic Development, 18(3), 208-221.
2 Lave, J., and E. Wenger. (1991). Situated Learning: Legitimate Peripheral Participation. New York: Cambridge University Press. Gibbs, G. (2013). Reflections on the Changing Nature of Educational Development. International Journal for Academic Development 18 (1): 4–14.
Are you new to teaching?
The ADEPT program supports academic and professional staff who are new to teaching or new to teaching at the University of Adelaide in the following two ways.
Introduction to University Teaching (Online)
Online self-paced MyUni course for continuing & fixed-term staff with teaching responsibilities
In this module, you will reflect on your experiences as both a student and educator in order to inform your own approach to teaching within the contemporary higher education context. You will explore key principles in the design of learning and student-centred approaches to enabling active learning for the diverse student cohort. You can self-enrol at any time.
Introduction to University Teaching (Synchronous Zoom session)
This is an opportunity for you to discuss active, inclusive and digitally-enhanced approaches to learning and teaching with peers. Please see the schedule below to register.
If you are a casual staff member with teaching responsibilities, please ask your School contact about localised induction opportunities.
View the ADEPT Program Outline with detailed descriptions of each session, and view the sessions below to register.
Please note: You will be required to attend and participate for at least 75% of a synchronous session to be eligible to receive a certificate of attendance. This is to ensure that you have benefited from the peer learning available in the sessions.
Professional development activity
|Introduction to University Teaching (Online)||Self-paced course delivered via MyUni||Available for self-enrol across the year|
|Designing Blended Learning||Self-paced course delivered via MyUni||Available for self-enrol across the year|
|Learning Analytics||Self-paced course delivered via MyUni||Available for self-enrol across the year|
|Prep for Integrity||20 January 2023||Registrations closed|
|Planning for Action Research Workshop||15 February 2023||Registrations closed|
|Active Learning: Strategies for online and on-campus||22 February 2023||Registrations closed|
|Using Turnitin||17 March 2023||Registrations closed|
|Reflective Practice||12 April 2023||Registrations closed|
|Introduction to University Teaching||14 April 2023||Registrations closed|
|Check for Integrity||9 June 2023||Registrations closed|
|Reflective Writing||15 June 2023||Registrations closed|
|Assessment Foundations||27 June 2023||Registrations closed|
|Authentic and Flexible Assessment||10 August 2023||Registrations closed|
|Introduction to University Teaching (online)||19 September 2023||Registrations closed|
|Student Partnership and co-creation of learning||8 November 2023||Registrations closed|
|Introduction to University Teaching in person session||9 November 2023||Registrations closed|
Feel free to contact us for more information.