 Thanks very much and Happy St Andrews Day to you. This is the project between DIT, IT, TALA and ITB. One of the challenges we are facing is how we encourage academic staff to engage with the national professional development framework. We feel that our project proposal will achieve this. Rwy'n rhan o'n rhaid mewn ysgolion yw yw'r gwlad hir eisiau ei ddalach yn gyfan mor unigol, rydyn ni'n meddwl i'r Prifysgol Cymru, rydyn ni'n meddwl i ystod yn gweithio ar gyfer y strydd, ac ar gyfer esgu mewn ysgolion yn ei ddalach, ac mae holl o rhaid eu perthynas mewn brifysgol newydd CPD yn sefydlu ar y femalefynion ar y Fygl Gwyddiadau. Yn rhan o'n rhaid i'r prifysgol. Yn ni'n dweud o'r ddechrau'r cyfleoedd gyda'r prolesio ar gyfer y prosesio bêrtyn ar gyfer y rhai dynon, ac beth mae'r ffordd gan y dynon yn dweud o'r holl gweithio ar gyfer y prosesio bêrtyn. Mae'n ffordd ar gyfer y prosesio bêrtyn yn dweud o'r holl gweithio'r prolesio bêrtyn. Mae'n dweud o'r holl gweithio ar gyfer y rhai dynon yng Nghymru a'r gweithio ar gyfer y rhai dynon deafoedd. Rydyn ni'n hollad ymlaen o'i troi cyllid鬼adau rwyno a'r produduino a tripodau reidio gyda ni. Rydym yn maen rwynt yn cymdeithasfa ar y bydd cefnod o'r ysgol yma ac mae'n yn yw'r brifredinol yw ni'n gwithio mewn y microscopaiddion mewn cymdeithasfa ar y byddol a gweydd o bobl yn oed. Rydyn ni'n cael ei nifer o'r unrhywbeth cofnodiad ddau cyfnodol yn teimlo. Rwy'n ôl i'n hwych gwirionedd y bwysigol a'r strategaidd. Rydyn ni'n ITI of CVDs round about DIT leadership and the implementation, the skills and competences round and about it and very strong networking links already through the National Forum and other ways. Now you've seen the key tasks and the project deadlines that we have circulated previously. I just want to focus particularly on rather than the outputs we're focusing on the kind of dialogue and the activities that are around the whole process rather than coming out with specific tools at the end of it. We're looking for facilitating a whole kind of dialogue round and about the various processes involved in professional development and that's going to be requiring a variety of engagement with key stakeholder groups using a variety of research methods as part of that. So we are seeking to engage with academics, students, engineers Ireland, alumni who have recently completed programmes, et cetera as you can see. But it's also about embedding and integrating this as a strategy and within policies within our institutions because we feel it's timely and appropriate to be doing this. So just to pull out a couple of the project outcomes which will get us to there, the strength I think in our particular project proposal is this evidence based reflective process, just structure and inform the reflective dialogue round and about the processes where academic leaders will be working with our academic staff to align various strategies to help implement and meet the changing needs of the staff and the needs of their schools. So we are going to be working with them to develop an institutional strategy which would be recognised in kind of the way that Athena Swan is recognised. So stages of development would be appropriately acknowledged and we really want to integrate the whole value process round and about how the framework through the national forum can be implemented and can value this activity. In terms of impact and sustainability there's a variety of ways in which we see this happening and dissemination is obviously core as part of the dialogue. It links into a variety of stakeholder groups who are already working with through various projects that have been involved in over the years, particularly links with SPARKS in Scotland is one and various other networks. Also I suppose we're looking at the effects ultimately on learning, what does that actually mean in terms of the student achievement and we'll be looking at the development of graduate attributes in particular and issues round about student engagement and retention because I think engineering has always has issues round about that. So how can we change managed processes round about it through professional development? I think ultimately we'd like to see change pedagogies and this is about reviewing and rethinking the processes round about informed dialogue, critically reflective dialogue and templates that would help support that and ultimately it's about changing institutional culture in response to changing needs which are part of an evolving process. So that's also about changing our organisational attitudes. Alignment with current strategies so I think you're probably aware of most of these from engineers Ireland right the way through to the national digital road map. I suppose most particularly recently the whole HAA engaging student engagement decision making report I think is kind of instrumental in informing the principles that will underpin our work. You'd also be aware that engineers Ireland have put in the requirements from next January so I suppose this makes the project very timely that all members of engineers Ireland in line with best international practice have to undertake five days or 35 hours per annum round about CPD so they've gone through a fairly extensive process already to recognise and acknowledge the different CPD requirements and these are very much aligned with the factors that are in in obsolescence for engineers at present just to quote that as I noted down there. So I suppose it's the idea of the skills that we want for academics anyway the idea that we should be reflecting and continuously upskilling and to be able to support ourselves and our students to source new material etc and looking at new approaches that would help to do this. If we link in between the actual national development framework and the CPD framework that's been developed through engineers I suppose one looks at the kind of dual identity of the engineer who sees himself as the engineer as a profession and also the engineer as a academic and I suppose sometimes these can be in conflict I think also recognises that we have different learning needs at different stages of our careers whether you've just a recent graduate coming out right the way through to whether you're leading a particular programme and we'll be seeking to acknowledge all these various stages. In terms of academic leadership because we have in place an academic leadership programme already in DIT and plans to roll this out we're looking at the dialogue and reflection right about this in particular and probably linking into PMDS but some of the strategies that we would be engaging in this dialogue is about some kind of taking stock and identifying areas for development facilitating the dialogue around about digital capacity building etc. The whole piece where you're actually thinking and negotiating a learning agreement that is appropriate to your particular individual needs and that that is required strategically within the school how can you document how can you evidence this where are the gaps in there and how can we best address them but also you know at the end of the day having these informed discussions so we can do nothing else through the project we want to be having informed discussions and having structured meaningful dialogue rounded about that and we seek to develop a template rounded about that and of course evaluation and review is very much integral within all of the project proposal if we're looking again at different ways in which we might map on the national framework we're looking at the different typologies of professional development activities and again in line with those that are there with engineers Ireland but I don't think there's any great difference these are ones that would be recognised more universally so there is a broader applicability to this we're also recognising that there's different types of learning and again left hand side the whole kind of area of how they are new learning as part of it as a graduate or in the right hand side how they have identified the learning domains of say a graduate manager mentor strategist and leader and we would see our pieces being the bit in the middle that's aligning the two also as I mentioned the key element is the structured informed reflective dialogue and again this is acknowledged in engineers Ireland guide on the right hand side that reflective and planning process is integrated within that and we feel it's very much reflected in the professional development module on the left so that is going to be core within the process and the templates that we develop. Just final slide is that just to acknowledge the and we are very grateful for the feedback from the international panel we just wanted to acknowledge that there was recognition that there were similarities between our proposal and the one that you're about to hear about after this particular presentation and we did have some discussions and I'm sure Carina and her team will also talk about this over the last week or so around it about possible collaborations and we do see areas where there's possibilities for exchange but we do feel that we would like to continue as separate projects if at all possible. The other issue that was raised was about the clarity of student engagement and involvement and we apologise if this didn't actually come through the project proposal in itself I suppose it's maybe implicit within the the program and is taken for granted but we very much see students as key stakeholders and these are different stages of their academic journey. We've always taken account of the student voice and that would be very much linking into what's actually happening nationally but it's also as key stakeholders in terms of decision making processes throughout because we recognise that the value of this and all the the strategy development as well is because again a strength would see is within the project is that kind of strategic embedding. We do want to review what policies are in place and what is actually happening at a learning teaching assessment strategic view across the three institutions and obviously students are very much involved in that so that's the end of the presentation and we're happy to take questions. I might just introduce the my colleagues as part of the team Kevin Gawkin who is from the College of Engineering, Mara Berkeen from Tala and Daniel McSweeney who is from Vladriestang and hopefully they will be able to field the questions alongside my time so thanks very much.