NAP Handbook 2015-16 - University of Manchester
Faculty of Medical and Human Sciences New Academics Programme Handbook 2015-2016 Faculty of Medical and Human Sciences New Academics Programme Contents Introduction and Aims of the New Academics Programme .................................................... 3 Underlying Philosophy of NAP .............................................................................................. 4 Participation and Exemption.................................................................................................. 5 Programme Objectives.......................................................................................................... 6 Programme Timetable........................................................................................................... 7 Participant Assessment....................................................................................................... 10 Submission and Assessment of the portfolio ....................................................................... 12 Programme Evaluation........................................................................................................ 13 HEA Accreditation of the Programme .................................................................................. 13 Appendix 1: University of Manchester Goals, Research Strategy, and Faculty Teaching & Learning Support Office ...................................................................................................... 14 Appendix 2: Programme Content and Intended Learning Outcomes ................................... 15 Appendix 3: Individual Mapping of the UK Professional Standards Framework ................... 21 Appendix 4: Workshop Record Sheet ................................................................................. 24 Appendix 5: Reflective Learning log .................................................................................... 25 Appendix 6: Assessment Criteria for Written Reports and Personal Development Portfolio............................................................................................................................... 27 Appendix 7: Mapping of the NAP Programme against the Higher Education Standards for Registered Practitioners……………………………………………………………………………28 Appendix 8: UKPSF…………………………………………………………………………………30 2 Faculty of Medical and Human Sciences New Academics Programme Introduction and Aims of the New Academics Programme Welcome to the Faculty of Medical and Human Sciences New Academics Programme (NAP). The programme aims to support you in the wide range of duties associated with your academic post helping you to flourish at the University of Manchester. The programme also outlines the University’s academic expectations and the important contribution that you can make towards the University’s ambitious vision and goals (Appendix 1). In addition, participation in this programme will orientate you to the Faculty, connect you with key people and provide valuable support to you in developing your own career, in relation to your aspiration within this University and externally. Staff training and development is an important part of most professions and a commitment to training that is fit for purpose is one sign of a good employer. The New Academics Programme that you have joined reflects a fresh approach to the training and development of staff embarking on an academic career at Manchester (whether funded via HEFCE, NHS or by an independent research grant or fellowship). The programme is administered by the Faculty Academic and Researcher Development Team and is part of an evolving wider framework for academic development being developed by the team and the University’s Academic Staff Development Group. This programme is accredited by the Higher Education Academy (HEA) and successful completion of the programme will entitle you to become a Fellow of the HEA. The completion of the NAP is obligatory for new academic staff on probationary contracts. The University needs to be confident that its members of staff are well prepared for the full range of responsibilities they will have to undertake. However, the NAP is much more than a formal obligation for either you or the Faculty. The programme aims to develop you as a researcher and as someone engaged in teaching and learning. The programme also contains elements that will provide important information on the way the University is organised, on how to find policies which apply to your activities, where to go for support and on the British Higher Education system in general. The assessment strategy for the NAP is based on the idea that the best way to demonstrate your development is through your day to day duties, rather than through additional tasks designed specifically for the purpose of the programme. By developing your skills, providing relevant practical information and integrating the training with your regular duties, we hope that progressing through the programme will provide genuine benefit for you as a participant. 3 Faculty of Medical and Human Sciences New Academics Programme Underlying Philosophy of NAP The programme assumes that all new academic staff holding a substantive contract with the University of Manchester will be eligible to attend the NAP and will embrace the opportunity to develop as a fully rounded academic according to the requirements of their specific contract. It also assumes that the NAP will receive full support from line managers and Heads of School/Institute and that new academics will be encouraged to participate in the programme in the fullest possible sense. The Faculty NAP team hopes you will find participation in the programme stimulating, educative and beneficial in enhancing your academic career at the University of Manchester. Faculty NAP Team Judith Williams Rachel Cowen Academic NAP Lead, Head of Academic and Researcher Development Unit, Senior Lecturer Manchester Medical School Academic NAP Lead, Lecturer Manchester Medical School Contact Details Academic and Researcher Development Medical and Human Sciences University of Manchester Room 3.015, Stopford Building Oxford Road Manchester, M13 9PT Telephone: 0161 275 1365 E-mail: [email protected] 4 Faculty of Medical and Human Sciences New Academics Programme Participation and Exemption The Faculty of Medical & Human Sciences New Academics Programme is part of a University wide approach to support new academics. The Faculty programme has been approved by the University Board of Studies. Completion of the programme is a probationary requirement. You must attend 18 sessions from the NAP programme. Sessions should be selected from across the three themes of Research Excellence, Inspirational Teaching and Personal and Professional development. The NAP team suggest that your selection includes attendance on the induction day, four sessions from each theme and a further five sessions aligned to your academic duties. The table below gives you some examples of the number of courses you may complete in each theme depending on whether you have a research or teaching focus. Induction Day Research Excellence Inspirational Teaching Personal Development Total Research Focus Teaching Focus 1 9 4 4 18 1 4 9 4 18 Research and Teaching 1 6 6 5 18 You must also discuss your selection with your Head of School/Institute, line manager, probation supervisor and/or mentor to ensure that the sessions support you with your probationary targets. The programme will run over 18 months with each workshop running once within this time period. After complete attendance on the face to face programme you must submit an assessment portfolio. The Faculty Academic and Researcher Development team are responsible for the coordination of the programme and workshops will be delivered by senior Faculty staff, Faculty trainers and external experts. Who should participate in this programme? All academic staff appointed to probationary substantive contracts are expected to register for this programme. The programme has been designed to meet the needs of new academics with the full range of duties associated with a clinical or non-clinical academic contract. The full programme should be attended by all participants irrespective of whether they are research and/or teaching focused. This reflects the University expectation that all academic staff contribute to both activities. Satisfactory completion of all aspects of the programme is a prerequisite for passing probation. The programme may also benefit established academic staff beyond probation that require continuing professional development. Their participation is welcomed subject to availability of places. Who is exempt from this programme? Exemption from all (or part) of the NAP will be made subject to evidence of either prior engagement with a similar or identical component or programme in a comparable University or in the professional setting. When writing your case for exemption, please state whether you wish to be exempt from all or only part of the programme. If you wish to be exempt from part of the programme then 5 Faculty of Medical and Human Sciences New Academics Programme please specify which parts you would like to be exempt from attending. Your case for exemption should also include supporting evidence and written support from your line manager and Head of School/Institute. Requests for exemption should be emailed to [email protected] and will be considered by the Faculty exemption panel for approval. Programme Objectives The NAP has five broad objectives: 1. To provide first rate knowledge in relation to the theoretical basis of teaching & learning and research. 2. To deliver first rate skills training in relation to teaching & learning and research. 3. To motivate staff and foster a culture that places a high value on teaching & learning and research across all Schools/Institutes in the Faculty. 4. To encourage experienced staff from across all Schools/Institutes in the Faculty and experts from the University and wider community of practitioners to contribute to the NAP. 5. To promote engagement with additional staff development and/or professionally required continuing professional development activities following completion of the NAP. These objectives will be achieved by providing a stimulating, accessible and attractive programme of activities using a variety of current teaching & learning and research training methods that model best practice. 6 Faculty of Medical and Human Sciences New Academics Programme Programme Timetable The NAP programme takes the University of Manchester Strategic Vision 2020 as its framework and specifically focuses on supporting Research Excellence, Inspirational Teaching and Personal and Professional Development. The NAP is designed to be as undisruptive as possible to your day to day work and the whole programme will re-run every 18 months giving you the opportunity to catch up on any elements you have missed. A detailed description of the content and intended learning outcomes for each element of the programme can be found in Appendix 2. You are encouraged to book as early as possible as many sessions are popular and booked up in advance. Booking is available through the NAP Faculty website pages: http://blogs.mhs.manchester.ac.uk/nap/ You can also book onto NAP courses via the Training Catalogue in the Manchester Working Environment site (visit https://app.manchester.ac.uk/training/). When searching for courses please ensure that the ‘Faculty of Medical and Human Sciences’ is selected as the Training Provider in the search box. Please remember to check the Training Catalogue for the most up to date course information. Session ID1: Induction Day Date/s Time 14/10/2015 09:3013:00 13:0016:30 10:0012:00 G306A Jean McFarlane Building TBC 09.3013.00 09:3013:00 09:3013:00 09:3013:00 09.3013.00 09:3013:00 09:3013:00 Please see Training Catalogue G306B, Jean McFarlane Building 5.210, University Place G306B, Jean McFarlane Building TBC TBC 09.3013.00 13.00 – 16.30 13:00 – TBC TBC 04/05/2016 Writing your NAP Portfolio 30/06/2016 Room TBC Research Excellence RE1.1: Enhancing Research Publications 30/04/2015 RE1.2: Strategic Research Project Planning 01/07/2015 RE1.3 Fundamentals of Research Project Planning 02/06/2015 RE2.1: Research Creativity and Innovation 14/07/2015 RE3: Maximising Your Grant Applications 15/09/2015 RE4: Successful Grant Management 19/11/15 RE5: Research Ethics Application: NHS 19/01/2016 RE6: Undertaking Ethical Research RE7: Using Social Media to Benefit Your Research 17/03/2016 11/05/2016 RE8: Collaboration and Consultancy 06/10/2015 RE9: Undertaking research on your teaching 17/05/2016 7 TBC TBC G306a Jean McFarlane TBC Faculty of Medical and Human Sciences New Academics Programme Session RE10: Research Ethics Application: University RE11: How to evidence your social impact Date/s Time TBC 13/12/2016 16.30 TBC 13.0016.30 Room TBC TBC Inspirational Teaching IT1.1: Introduction to teaching: how do students learn? 15/05/2015 13.3016.00 IT1.2: Small and large group teaching 12/05/2015 IT2.1: Enquiry and Problem Based Learning 06/07/2015 IT2.2: Getting the most out of Blackboard 01/12/2015 IT3.1: Assessment and Quality Assurance 08/09/2015 09.3013.00 09.3013.00 13.0016.30 09.3013.00 IT3.2: The staff:student relationship 12/11/2015 13.0016.30 08/10/2015 13/06/2016 09.3013.00 13.0016.30 13.0016.30 09.3013.00 09.3013.00 09.3013.00 09.3013.00 TBC IT4: PGR student supervision: foundations of good supervisory practice IT5: Curriculum Design 19/04/2016 IT7: Facilitation 05/07/2016 IT8: PGR student supervision: examinations and viva of PhD/MD students IT9: PGR student supervision: maintaining momentum IT10: Micro Teaching 10/12/2015 27/11/2015 23/06/2016 IT11: Strategies for Teaching Statistics TBC St Hanson Room, Humanities Bridgeford St G306B, Jean McFarlane G306B, Jean McFarlane G306b Jean McFarlane St Hanson Room, Humanities Bridgeford St G306B, Jean McFarlane TBC TBC TBC TBC G306A, Jean McFarlane TBC TBC Personal and Professional Development PD1.1: Leadership and Line Management 07/05/2015 PD1.2: Networking 17/07/2015 PD2.1: Strategic Academic Career Planning and Mentoring PD3: Self-Awareness in Leadership and Role of Emotional Intelligence PD4: Influencing with Integrity 18/06/2015 PD5: Coping with Academic Pressure PD8: Performance Management TBC 04/10/2016 14/01/2016 08/03/2016 PD9: Social Responsibility TBC 8 09.3013.00 09.3013.00 09.3013.00 09:3013:00 13:0016:30 TBC 09.3013.00 TBC Please see Training Catalogue G306A&B, Jean McFarlane G306B, Jean McFarlane G306A, Jean McFarlane TBC TBC TBC TBC Faculty of Medical and Human Sciences New Academics Programme 9 Faculty of Medical and Human Sciences New Academics Programme Participant Assessment To complete the programme you must produce an assessment portfolio. We encourage all participants to prepare this through discussions with their line manager and probation supervisor/mentor. The portfolio will be marked by an assessment panel and may also be provided to the probation committee for discussion. The assessment portfolio should contain: A clear statement of your career path to date and an indication of your next steps. Academic CV in the University of Manchester format and career action plan that should be discussed during your annual performance and development review (P&DR). Guidance on the Manchester format for CVs can be found at: http://www.mhs.manchester.ac.uk/intranet/admingroups/humanresources/policiesand procedures/academicpromotions/ Reflective written reports: a report (of approximately 1000 words) for each of the themes within NAP o Research Excellence o Inspirational Teaching o Personal and Professional Development The reports should link to the HEA Standards for Professional Practice. (http://www.heacademy.ac.uk/ukpsf) (see appendix 8) Reflective learning logs: reflections for each session attended Feedback on your teaching/student supervision. This should include your student feedback scores (and/or any additional feedback that you collect from your students, peer feedback and mentor/probation supervisor feedback on your teaching). Record of participation on the New Academics Programme Reflective written reports The approach to assessment has been devised to re-enforce learning and allows you to demonstrate development through your normal academic duties. You will complete a written report for each of the themes (Research Excellence, Inspirational Teaching; Personal and Professional Development). Reports are expected to be around 1000 words each, linked to the HEA Standards for Professional Practice and include evidence of research theory and/or educational scholarship. The NAP assessment panel have provided suggested topics. Alternatively you can identify an area that more closely maps onto your academic role and remit. The reports should provide evidence of: Clear understanding of your Schools’/Institutes’ aims (research and/or teaching) and how your work is aligned to your Schools’/Institutes’ operational plan/strategy. In addition there should be evidence of the University strategic plan and how this influences your academic activity. You should refer to the national (and where appropriate the international) context for your academic activity. You should show awareness of the main external drivers and their impact on Higher Education in general. Your work should be well organised; logically ordered; clearly indexed; concise and statements of achievement should be supported by evidence. 10 Faculty of Medical and Human Sciences New Academics Programme Degree of reflection expected: Brief description of event/activity (sufficient to allow the examiner to judge your work) An indication of what was required (e.g. what skills were needed and how this links to the HEA framework) How did I perform (e.g. what went well, what could be improved) in a problemfocused and strategic manner? What did I think/feel (e.g. how did I interpret events, how did that make me feel?) How did this affect others? (e.g. their behaviour, their beliefs, their feelings) What are the consequences (e.g. short term, long term, for me, for colleagues, for the students?) How can this help me to achieve what I want to in the future? (e.g. planning to achieve goals, improve skills, learn, be happier, less stressed…) When will it be useful to review these goals/activities? Action plan and associated timelines clearly indicating how the plan will be executed and what additional resources are required. Suggested Written Report Topics Research Excellence In consultation with key stakeholders (mentor, probation supervisor, line manager, Head of School/Institute) prepare a plan for your research (including teaching and learning). Highlight key milestones, deliverables and routes for widespread dissemination or engagement. Determine how your research or teaching and learning projects align to the operational plan/strategic direction of your School, the Faculty and wider University Prepare a grant proposal and submit it for internal peer review. Reflect on feedback and outline your action plan for further proof of principle studies and/or submission to external funders. Reflect on how you manage/have managed a successful grant or teaching and learning project. Highlight achievements and areas for improvement. Inspirational Teaching Explore how you may utilise online teaching and learning methods to complement current activities. Discuss the advantages and disadvantages of engaging with technology and identify whether this enhances student learning experiences. Develop an enquiry based or problem based learning activity. Assess success and/or limitations of the approach based on student feedback. Prepare a case study reflecting on how you have managed a student(s). Consider the success of the relationship, how you have managed changing expectations and the importance of giving timely and appropriate feedback. Analyse the current teaching and learning provision you deliver and reflect on the curriculum design. Suggest areas for development and identify any area for CPD (if applicable). Personal and Professional Development Prepare an individual statement indicating your contribution to research, teaching and learning, knowledge transfer and service and leadership. Include evidence of academic and professional standing. Critically analyse and update your CV, align it to the Faculty promotion criteria and identify areas for development with your mentor, probation supervisor, line manager, Head of School/Institute. Research your online academic identity, analyse and update 11 Faculty of Medical and Human Sciences New Academics Programme you University web profile and consider other web 2.0 technologies that would increase your profile. Reflective learning logs Reflection is a key component of the programme. Prior to each workshop identify your expectations and learning objectives. Reflect on whether the workshop met your needs and consider how you can integrate any of the practical training information into your regular duties. A template workshop record sheet is provided in Appendix 4. We would also encourage you to include additional evidence of continuing professional development and reflections on your day to day academic role and responsibilities. This may include internal/external training, conferences (keynotes, proffered papers etc.), collaborations/networks, public engagement, impact on policy or practice, knowledge transfer and consultancy. A template reflective log sheet is provided in Appendix 5. Academic CV and career action plan We recommend preparing your CV following the Faculty guidelines for promotion. Discuss your CV with your mentor, line manager and/or Head of School/Institute and prepare a career action plan outlining your aspirations and how you propose to fulfil them. Feedback on your teaching/student supervision You will undergo peer observation and receive feedback on teaching delivery or student supervision. Reflect on your performance and assess peer observational comments, student comments and feedback scores. Record of participation on the New Academics Programme A record of booking and participation will be kept by the Faculty Training Team and can be accessed online by going to your profile page on the Manchester Working Environment site and selecting ‘My Training and Development’ (please visit https://app.manchester.ac.uk/myprofile). You should regularly discuss your record of involvement and completion with your mentor, line manager or Head of School (for example, as part of your Performance and Development Reviews). This will ensure that relevant elements of the programme and the assessment are completed on time and that you are fully supported if any problems arise. Individual Mapping of the UK Professional Standards Framework To complete your portfolio and become a fellow of the HEA it is essential that you provide evidence of how you meet the HEA Professional Standards Framework. Please use the form in Appendix 3 to capture your evidence. This completed document is to be submitted together with your portfolio. Submission and Assessment of the portfolio The assessment portfolio should be submitted to the Faculty training team within two years of registration on the programme (team contact details on page 4). Please submit your 12 Faculty of Medical and Human Sciences New Academics Programme portfolio electronically to [email protected]. Your portfolio will then be assessed by the Faculty assessment panel. The assessment panel is comprised of academic experts drawn from all Schools across the Faculty. The result of the assessment will be recommended to the NAP Monitoring Group for ratification and you will be given timely feedback in order to successfully complete the programme. You will be awarded a Pass or Refer. The assessment criteria for the programme are provided in Appendix 6. In the case of a referral you will be given detailed feedback on how that grade was determined and what needs to be done to achieve a Pass. Re-submission of written work must be made within 6 months. As completion of the programme is a probationary requirement, reports and assessment portfolios may be provided to your line manager, Head of School/Institute or probationary committee members. Programme Evaluation The programme will be evaluated at three levels. At each workshop you will be asked to complete a questionnaire indicating your immediate reactions and satisfaction with the workshop. In addition you will be asked to complete an overall programme questionnaire allowing you to reflect on whether the NAP has met your needs and supported you in your academic duties. The programme as a whole will be evaluated once per year and the learner pass rate, satisfaction ratings and panel members’ views of how well the programme is meeting its intended learning outcomes will be reviewed. Feedback will be offered to workshop leaders and the annual programme review report made publicly available via the NAP website. The report will also be submitted to the University NAP Quality Assurance/Annual Monitoring Group. HEA Accreditation of the Programme The programme was accredited by the Higher Education Academy in 2010. The content and quality of the programme has been verified by them and matched against the Higher Education Standards for Registered Practitioners (Appendix 6). Once you have successfully completed the programme you will be able to seek the status of Registered Practitioner/Fellow of the Higher Education Academy. For further information about the Academic Register of the Higher Education Academy go to http://www.heacademy.ac.uk. If you wish to pursue additional qualifications, the programme prepares you to take a postgraduate (PG) programme in Teaching and Learning in Higher Education. The University’s Staff Training and Development Unit also offers a wide range of individual courses covering a number of topics related to the profession which may be of value to you. Full details of the courses available and how to register for these can be found on the STDU website at http://www.staffnet.manchester.ac.uk/employment/training/. 13 Faculty of Medical and Human Sciences New Academics Programme Appendix 1: University of Manchester Goals, Research Strategy, and Faculty Teaching & Learning Support Office The University of Manchester Strategic Vision 2020 (To access the full document please go to http://documents.manchester.ac.uk/display.aspx?DocID=11953) Goal One – World-class Research The University will be one of the top 25 research universities in the world, where internationally-leading researchers produce research of the highest significance and impact. We will be recognised for our interdisciplinary research, for training outstanding researchers and giving parity of esteem to discovery, application, knowledge transfer and impact. Goal Two – Outstanding Learning and Student Experience The University will provide a superb higher education and learning experience to outstanding students, irrespective of their backgrounds, and will produce graduates distinguished by their intellectual capabilities, employability, leadership qualities, and their ability and ambition to contribute to society. Goal Three – Social Responsibility The University will contribute to the social and economic success of the local, national and international community by using our expertise and knowledge to find solutions to the major challenges of the 21st century, and by producing graduates who exercise social leadership and responsibility. University of Manchester Research Strategy To access the University of Manchester’s Research Strategy please go to http://documents.manchester.ac.uk/display.aspx?DocID=9823 Faculty Teaching & Learning Support Office To keep up to date with the latest policies, information and activities related to teaching and learning please visit http://www.mhs.manchester.ac.uk/intranet/admingroups/teachingandlearning/. 14 Faculty of Medical and Human Sciences New Academics Programme Appendix 2: Programme Content and Intended Learning Outcomes University Induction Day (ID1) Intended learning outcomes You will: Be guided through the NAP programme, its aims and objectives and the expected level of engagement of participants. Make networks with, and draw on the experience of, other participantsLearn about the process of portfolio generation.Receive guidance on career planning and CPD activity.Understand the importance of reflective learning in your CPD. Research Excellence Theme Enhancing research publications (RE1.1) Julian Davis and Rachel Cowen Intended learning outcomes Reflect on what makes a high impact research paper Understand the peer review process and how to navigate it successfully Understand the criteria for reviewing a journal article Develop a publication strategy Learn how to respond to reviewers’ comments Strategic research project planning (RE1.2) Karina Lovell and Judith Williams Intended learning outcomes Discuss managing risk in a research setting, key milestones and avoiding dead-end projects Understand key project-management techniques Focus on how to manage time effectively and prioritise different demands in line with your broader career goals Fundamentals of Research Project Planning (RE1.3) Rachel Cowen Intended learning outcomes Consider the benefits of project management for your research Understand project planning and management essentials Begin to apply project planning tools to your own research and career Research creativity and innovation (RE2.1) Adrian West, Rachel Cowen and Catherine O’Neill Intended learning outcomes An understanding of the logical and mental principles behind having new ideas of value, and an awareness of the techniques for a systematic approach to idea generation. To have a case-study experience of translating innovation into the exploitation of those ideas, and the costs and benefits to the researchers involved. To have seen how knowledge transfer principles operate in reality, and how the process is supported by the University of Manchester intellectual property company. 15 Faculty of Medical and Human Sciences New Academics Programme Maximising your grant applications (RE3) Elly Cartwright, Rachel Cowen and Mike Grant Intended learning outcomes Identify key funders in your research area Research the internal and external peer review process Be able to identify grant application criteria for relevant funding schemes Identify the common features of successful grants Successful grant management (RE4) Rachel Cowen, Shirley Hannan and Melissa Westwood Intended learning outcomes Fully cost and justify a grant application Understand the drivers and outline the key features of full economic costing Identify the role of the Research Office/RBM network and key administrative support staff Research Ethics Application: NHS (RE5) Lynne Macrae, Ann Wakefield and Judith Williams Intended learning outcomes Understand the key processes involved when applying for ethical approval Be able to navigate NHS ethics committees Identify the attributes of good and bad ethics applications Undertaking Ethical Research (RE6) Penny Trayner, and Judith Williams Intended learning outcomes How to ensure the care and protection of research participants How to decide whether a study has to go to ethics committee Identify the attributes of good and bad ethics applications Using social media to benefit your research (RE7) Rachel Cowen and Scott Taylor Intended learning outcomes Avoiding information overload and keeping on top of the literature in your field Collaborating using social media Extending research conferences and seminars online Managing and building your online reputation Collaboration and Consultancy (RE8) Paul Townsend, Naomi Sells and Rachel Cowen Intended learning outcomes Determine different approaches to collaboration Identify how to initiate collaboration appropriate to your discipline Understand how to increase your reputation through consultancy Undertaking research on your teaching (RE9) Intended learning outcomes Understand ways that research can inform your teaching 16 Judith Williams Faculty of Medical and Human Sciences New Academics Programme Develop methods of undertaking research into your teaching Understand the importance of formulating a publication strategy Research Ethics Application: University (RE10) Lynne Macrae, Jamie Sergeant and Judith Williams Intended learning outcomes Understand the key processes involved when applying for University ethical approval Be able to navigate the university ethics committees Identify the attributes of good and bad ethics applications How to Evidence your Social Impact (RE11) Suzanne Spicer and Judith Williams Intended learning outcomes To understand the importance of social impact Begin to evidence your impact Topics covered: What is social impact? - explore the social landscape, common definitions. Who do I need to work with? - finding stakeholders and partners. Why do I need to know about social impact? - what is expected of researchers by funders. How can I evidence social impact? - writing an impact plan. Inspirational Teaching Theme Introduction to teaching: How do students learn? (IT1.1) Steven Jones and Judith Williams Intended learning outcomes Be able to identify four different learning styles and measurement techniques Learn a range of techniques to tailor your teaching to meet the learning needs of students Learn ways to engage students in active learning Small and large group teaching (IT1.2) Alison Fisher, Alan Jack and Judith Williams Intended learning outcomes Share experiences of small and large group teaching Identify common challenges and propose solutions to them. Look at ways of engaging students to encourage participation in each setting Plan a teaching session Enquiry and problem based learning (IT2.1) Drew Tarmey, Jane Mooney and Judith Williams Intended learning outcomes Demonstrate understanding of the concepts in PBL and EBL Identify the settings in which PBL or EBL are successful or limit learning Identify what constitutes good facilitation and how this is integral to PBL and EBL Getting the most out of Blackboard (IT2.2) Diane Bennett, Judith Clegg and 17 Faculty of Medical and Human Sciences New Academics Programme Rachel Cowen Intended learning outcomes Identify the blended learning techniques appropriate for your setting Understand how e-technology can enhance or inhibit learning Be familiar with the resources and support structures for blended learning Assessment and Quality Assurance (IT3.1) Fiona Kevan and Harsha Palmer Intended learning outcomes Be able to describe the role of assessment Understand the two main types of assessment and range of methods used To understand how assessment fits into the broader remit of evaluation and quality assurance The staff: student relationship (IT3.2) Emily McIntosh, Elizabeth Wilkinson and Judith Williams Intended learning outcomes Identify common problems encountered when supervising and methods for resolution Learn how to manage expectations and identify boundaries Understand the impact and value of giving feedback Understand the metrics by which the staff:student relationship is assessed Demonstrate an awareness of how to work with students with disabilities and be aware of the dignity at work policy PGR student supervision: foundations of good supervisory practice (IT4) Judith Williams Intended learning outcomes Deciding who to supervise, what to supervise and being supported in your development Establishing and maintaining good supervisory practice Starting to supervise - the importance of clear objectives Concepts of research: choosing research methodologies and methods Supervisory roles and dialogues - empowerment or challenge? Curriculum design (IT5) Christine Furber and Judy Williams Intended learning outcomes Explore the central features of good curriculum design and development Considering aims, intended learning outcomes, the syllabus and assessment Learn how to accommodate different teaching and learning styles so that students achieve the learning outcomes Facilitation (IT7) Denise Fieldhouse and Judith Williams Intended learning outcomes Contrast facilitation with traditional teaching Understand the role of a facilitator Identify the key skills required to be a good facilitator and why you need them Practice facilitation techniques 18 Faculty of Medical and Human Sciences New Academics Programme PGR student supervision: Examinations and Viva of PhD/MD students (IT8) Pete Bower and Judith Williams Intended learning outcomes Understand the thesis submission and viva process at Manchester Consider how to select examiners and prepare your students to survive their viva Understand the alternative thesis format Learn how to become a PhD/MD examiner PGR student supervision: Maintaining Momentum (IT9) Judith Williams Intended learning outcomes Dealing with difference Developing critical thinking and good writing styles Writing transfer reports and progress documents Supervising cross culturally and at a distance Helping students to help themselves and each other Micro Teaching (IT10) Rachel Cowen and Judith Williams Prior to arriving participants will develop a 10 minute teaching session that will be recorded during the workshop. Intended learning outcomes Deliver teaching and receive feedback in your technique and style Reflect on your teaching highlighting key areas for development Consider alternative teaching styles that could be incorporated into your teaching Personal and Professional Development Theme Leadership and Line Management (PD1.1) Jane Worthington and Judy Williams Intended learning outcomes Learn how to recruit the best staff Be able to identify gaps in staffing within your team and how to recruit the most appropriate person Develop techniques to empower and motivate staff Understand key aspects of leadership and management Networking (PD1.2) Judy Williams Intended learning outcomes Assess your interpersonal skills Develop techniques to maximise your personal impact Identify networking opportunities within your discipline and setting Develop confident networking 19 Faculty of Medical and Human Sciences New Academics Programme Strategic Academic Career Planning and Mentoring (PD2.1) Judith Willia Intended learning outcomes Understand the promotion process and essential criteria Identify how to raise your profile internally and externally Develop your CV to build evidence for promotion Understand benefits of mentors Self-Awareness in Leadership and the role of Emotional Intelligence (PD3) Judy Williams Intended learning outcomes Be introduced to the concepts of emotional intelligence Better understand your emotional and social functioning Consider your most effective leadership style Influencing with Integrity (PD4) Deborah Dalley Intended learning outcomes Examine the difference between influence and manipulation Explore the traits that influential people have in common Identify what is within their circle of influence Use a systematic six step approach to preparing a case to influence Review ways to recognise and manage resistance from others Coping with academic pressure (PD5) Sarah Littlejohn Intended learning outcomes Discuss academic pressures that might lead to emotional fatigue Learn how to recognise the traits and indications Consider the consequences of emotional fatigue Look at your own role and environment and identify elements that might unnecessarily add pressure. Learn coping strategies and identify support mechanisms Performance Management (PD8) Greg Pass and Rachel Cowen Intended learning outcomes Understand the aims, benefits and barriers to effective performance management Identify how to develop a performance management culture Consider existing processes to help you with performance management Develop a framework for constructive confrontation Social Responsibility (PD9) Christopher Cutts and Judith Williams Intended learning outcomes Learn about the University Goal 3 strategy (social responsibility) and associated Faculty activities Describe key social responsibility issues including widening participation, patient and public involvement/engagement and environmental sustainability Plan your contribution to the social responsibility agenda 20 Faculty of Medical and Human Sciences New Academics Programme Appendix 3: Individual Mapping of the UK Professional Standards Framework To complete your portfolio and become a fellow of the HEA it is essential that you provide evidence of how you meet the HEA Professional Standards Framework. Please use this form to capture your evidence. This completed document is to be submitted together with your portfolio. This form has several uses (keep electronic copies): It can be used as a personal ‘aide memoire’ when attending sessions, to jot down ideas which might need further investigation. It can help personal reflection to make some notes when you’ve just done some teaching. It highlights those areas where you might need to do further work. For the purposes of accreditation and final assessment, it summarises your experience in all the required areas. Please see: www.heacademy.ac.uk for further information relating to the United Kingdom Professional Standards Framework (UKPSF). Areas of Activity Brief Summary of Experiences Reflected Upon in the Portfolio A1: Design and plan learning activities and/or programmes of study A2: Teach and/or support learning A3: Assess and give feedback to learners A4: Develop effective learning environments and approaches to student support and guidance 21 Portfolio Page References Faculty of Medical and Human Sciences New Academics Programme A5: Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices. Core Knowledge K1: The subject material K2: Appropriate methods for teaching, learning and assessing in the subject area and at the level of the academic programme K3: How students learn, both generally and within their subject/disciplinary area(s) K4: The use and value of appropriate learning technologies K5: Methods for evaluating the effectiveness of teaching K6: The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching 22 Faculty of Medical and Human Sciences New Academics Programme Professional Values V1: Respect individual learners and diverse learning communities V2: Promote participation in higher education and equality of opportunity for learners V3: use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development V4: Acknowledge the wider context in which higher education operates recognising the implications for professional practice. 23 Faculty of Medical and Human Sciences New Academics Programme Appendix 4: Workshop Record Sheet What were your objectives from attending this workshop? _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ What did you learn? _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ How will you use this learning? _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ What are the implications for your personal development plan? _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ Any further action required? _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ 24 Faculty of Medical and Human Sciences New Academics Programme Appendix 5: Reflective Learning log Name: What did you do? (e.g. training activity, new academic duty, meeting, shadowing, P&DR) Job title: Date you did this? Why did you do this? What did you learn from this? 1. 2. 3. 4. 5. 25 How/Has this learning made a difference to you? How will you use this? Any further actions Faculty of Medical and Human Sciences New Academics Programme Appendix 6: Assessment Criteria for Written Reports and Personal Development Portfolio Criteria Written Reports Portfolio Refer Does not grasp or address the problem or task. No clear objective and limited exploration of possible approaches to the problem or task Pass Broadly addresses the problem or task. Demonstrates clarity or shows consideration of contextual issues Very little evidence of reference to relevant literature or current practice Use of relevant literature or current practice applied to the problem or task Inadequate collection or analysis of information. Limited to personal view and lacks input from others. Collection and analysis of information and application to the problem or task. A clear demonstration of collecting evidence from others. Conclusions or final outcomes not clearly communicated No CPD activities Conclusion or final outcomes are logically developed. Addresses some of the key issues with action plans and timeframes. Key issues are addressed and potential barriers or difficulties identified. Evidence of CPD activities No evidence of critical reflection Evidence of critical reflection and resultant action Incomplete record of workshop attendance Complete record of workshop attendance No attention given to evaluation of own teaching Evaluation of teaching activities including peer observation feedback, student feedback and selfreflection. 26 Faculty of Medical and Human Sciences New Academics Programme Appendix 7: Mapping of the NAP Programme against the Higher Education Standards for Registered Practitioners Areas of Activity Programme Activity Assessment A1. Design and plan learning activities and/or programmes of study IT1.1, IT1.2, IT2.1, IT2.2, IT 3.1, IT5, IT7 Reflective learning logs Peer observation of teaching Portfolio assessment A2. Teach and/or support learning IT1.1, IT1.2, IT2.1, IT2.2, IT3.1, IT3.2, IT4, IT5, IT7, IT8, IT9 Reflective learning logs Peer observation of teaching Portfolio assessment A3. Assess and give feedback to learners IT3.1, IT3.2, IT4, IT8, IT9, PD4, PD8 A4. Develop effective learning environments and approaches to student support and guidance IT1.1, IT1.2, IT2.1, IT2.2, IT3.1, IT3.2, IT4, IT5, IT7, IT8, IT9 Reflective learning logs Peer observation of teaching Portfolio assessment Reflective learning logs Peer observation of teaching Portfolio assessment A5. Engage in continuing professional development in subjects/disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practices RE9, IT10, PD2.1, Reflective learning logs Peer observation of teaching Portfolio assessment K1. The subject material IT5, RE9 K2. Appropriate methods for teaching and learning in the subject area and at the level of the academic programme IT1.1, IT1.2, IT2.1, IT2.2, IT5, IT7, IT10, RE9 K3. How students learn, both generally and within their subject/ IT1.1, IT1.2, IT2.1, IT2.2, IT5, IT7, IT10, Reflective learning logs Peer observation of teaching Portfolio assessment of subject specific teaching materials Participants are assessed through: Reflective learning logs Peer observation of teaching (assessment of delivery and subject specific teaching material) Portfolio assessment Participants are assessed through: Reflective learning logs Core knowledge 27 Faculty of Medical and Human Sciences New Academics Programme Areas of Activity Programme Activity Assessment disciplinary area(s) RE9, K4. The use and value of appropriate learning technologies IT1.1, IT1.2, IT2.1, IT 2.2, IT5, IT10 K5. Methods for evaluating the effectiveness of teaching IT2.1, IT2.2, IT3.1, IT5 IT7, IT8, IT10 K6. The implications of quality assurance and quality enhancement for academic and professional practice with a particular focus on teaching IT3.1, RE9 Peer observation of teaching Portfolio assessment Participants are assessed through: Reflective learning logs Peer observation of teaching Portfolio assessment Participants are assessed through: Reflective learning logs Portfolio assessment Participants are assessed through: Reflective learning logs Portfolio assessment Professional values V1. Respect individual learners and diverse learning communities ID1, RE9, IT1.1, IT1.2, IT3.1, PD8 V2. Promote participation in higher education and equality of opportunity for learners ID1, RE9, RE11, PD9, IT1.1, IT1.2, IT5, PD8 V3. Use evidence-informed approaches and the outcomes from research, scholarship and continuing professional development ID1, RE9, IT1.1, IT1.2, IT2.1, IT2.2, PD2.1, V4. Acknowledge the wider context in which higher education operates recognising the implications for professional practice ID1, RE1.2, RE1.3, RE2.1, RE9, IT3.1, PD1.1, PD1.2, PD2.1, , PD4, PD5, PD8 28 Participants are assessed through: Reflective learning logs Peer observation of teaching Portfolio assessment Participants are assessed through: Reflective learning logs Peer observation of teaching Portfolio assessment This area is fundamental to the course and the assignments reflect this commitment Participants are assessed through: Reflective learning logs Peer observation of teaching This area is fundamental to the course and the assignments reflect this commitment Participants are assessed through: Reflective learning logs Portfolio assessment Faculty of Medical and Human Sciences New Academics Programme Appendix 8: UKPSF Please see attached 29
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