Faculty of Engineering and Physical Sciences

New Academics Programme

Handbook

PROGRAMME CONTACTS:

Rosemary TomkinsonAcademic Support Teaching Innovation and Development Advisor Rosemary.Tomkinson@manchester.ac.uk Tel: 0161 30 64854Faculty of Engineering and Physical SciencesC5, Sackville Street BuildingUniversity of ManchesterM13 9PL

Stephanie BallNew Academics AssistantStephanie.Ball@manchester.ac.uk Tel: 0161 30 64150Faculty of Engineering and Physical SciencesC4, Sackville Street BuildingUniversity of Manchester

M13 9PL

Engineering and Physical SciencesNew Academics Programme Handbook

CONTENTS:

Page

Foreword by Prof Colin Bailey, Dean of the Faculty of Engineering and Physical Sciences

ii

Introduction to the Programme 1

Requirements of the Programme 1

Assessments 1

Support and Exemptions 2

SECTIONS:

A: Background, Principles, Learning Outcomes 3-4

B: Programme Duration and Timeline 5-6

C: Mapping to the Higher Education UK Professional Standards Framework 7

D: Programme Unit Descriptions 8-11

E: Assessment Criteria 12-16

F: Teaching Observation Details and Teaching Observation Form 17-20

G: School and Faculty Support 21

H: Suggested Reading 22-23

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FOREWORD

I would like to welcome you to the Faculty of Engineering and Physical Sciences at the University of

Manchester. You are at the beginning of what I hope will be a fruitful and exciting academic career.

The broad aim of the New Academics’ Programme is to equip you with some of the information and

skills that you will need in your new post. The formal aspects of the course will be complemented by

guidance and mentoring provided within your School where appropriate discipline-based support

can best be given.

The Faculty is committed to playing its part in the delivery of the University’s New Academics’

Programme in order to achieve the goals of Manchester 2015, looking towards 2020 and it is

Faculty policy that all new academic members of staff complete the programme. All of the Associate

Deans within the Faculty (Teaching and Learning, Research, Graduate and External Affairs) have

contributed to the programme as each has a remit that covers important aspects of an academic

career. You will therefore find that the programme includes sessions on teaching and learning,

research, grantsmanship, the student experience and student support, postgraduate supervision,

collaborating with industry, project management and time management.

Colin Bailey

Vice-President & Dean

Faculty of Engineering & Physical Sciences

January 2010

ii

INTRODUCTION TO THE EPS NEW ACADEMICS PROGRAMME (NAP)

Basic Information: (Please see more detailed background information in Section A)The programme is designed to enable academic staff to increase their awareness and proficiency in all aspects of their role, relating to research, teaching, administration, external affairs and professional development. It will provide an introduction to key academics, to the University and Faculty and provide valuable support for career development. Facilitators on the EPS course represent all areas of experience within the Faculty.

The Programme has three sections: • 1 day University Central Session run by the Staff Training and Development Unit (STDU)• Engineering and Physical Sciences (EPS) New Academics Programme (NAP), 2 day

Introductory Elements • EPS NAP Core Elements Week (4.5 days)

In September 2009 the four Faculty Pathways of the University of Manchester received accreditation from the Higher Education Academy with regard to meeting the UK Professional Standards Framework for teaching and supporting learning in higher education.(Please see more detailed information at: www.heacademy.ac.uk/ and in the mapping document and Unit descriptions in Sections C and D)

Requirements:Attendance at the NAP and successful completion of the assessments are mandatory aspects of passing probation. All new members of academic staff are required to attend and fully engage in the STDU one day and the EPS block programmes. There are additional required day courses, such as ‘Grantsmanship’ (currently run in conjunction with EPSRC) or ‘The Scholarship of Teaching and Learning’, which are provided for staff on different career paths.

It is strongly recommended that participants attend the whole programme as soon as possible in their careers at Manchester, though it is permitted to ‘catch up’ on sessions which have been missed previously. As elements of the Programme may only be running once a year, this early attendance is even more important. As probation decisions are likely to be held in the January of the 3 rd year, it is vital not to miss any sessions.

Exemptions may be considered, based upon prior successful completion of similar programmes elsewhere.

Optional lunchtime sessions will be run throughout the year to complement the NAP and these are open to all members of staff.

Assessments: These should be submitted at least 3 months before the end of the probationary period.

Following attendance at the NAP sessions, participants are required to submit:• a reflective portfolio with accompanying evidence (please see Section E) which contains

comments on: • 2 teaching observations performed by the School (please see Section F)

NB: In case of Research Fellows, these observations need to be organised for participants by the School well in advance.

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It is very important that participants submit 2 ring or comb bound copies of their assessments:• one to the Senior Mentor in their School (please see Section G)• one to Rosemary Tomkinson or Stephanie Ball, Academic Support in the EPS Faculty

NB: It is important to note that should any section of the assessment be deemed unsatisfactory, the participant will be required to re submit this section, following mentor support. There will only be one opportunity for re submission.

Support:The Programme is run through Academic Support which is part of Academic Services and located in Sackville C5. (Please see Section G for further information on support). All staff should be appointed a mentor in their own School when they join the university and there are likely to be a number of colleagues who can assist in different aspects of professional development. The mentor should be a different person to the line manager, otherwise there is a conflict of interest in the roles.

Mentors should provide support for new staff in a variety of ways, including preparation for the assessments of the NAP. Further information on mentoring can be found on the EPS Academic Support website (www.academicsupport.eps.manchester.ac.uk) and the New Academics’ Blackboard site https://blackboard.manchester.ac.uk/webct/entryPage.dowebct

Exemptions:For those candidates who can provide evidence of meeting the standards required for any section of the Programme, the Head of School, or a nominated deputy, will be able to propose exemption for that section. Approval of the exemption will be given by the Associate Dean for Teaching and Learning in EPS but this must also be monitored in Schools to ensure that standards are continuing to be met. Where a candidate has undertaken a similar programme elsewhere, the Faculty will need to check the nature of that programme to ensure that there is parity in achievement and content.Exemption Forms can be obtained through Stephanie Ball (Stephanie.Ball@manchester.ac.uk).

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SECTION A

BACKGROUND TO THE NEW ACADEMICS’ PROGRAMME (NAP): N.B: The Programme is set in the context of an evolving wider framework for academic staff development.

• The NAP is intended to equip new academic staff to operate effectively within the University of Manchester in relation to the full range of tasks associated with their post. Satisfactory completion of the Programme and its assessments are prerequisites for passing probation.

• The overarching University NAP, with its four individual Faculty pathways, now meets the UK Professional Standards Framework and accreditation by the Higher Education Academy (HEA). As a result of this accreditation, participants who have successfully completed the programme and its assessments are recognised as ‘Fellows of the Higher Education Academy’, the ‘benchmark’ standard for teachers in HE. Further information can be found on the HEA website: www.heacademy.ac.uk/ourwork/professional

• Recognition has been backdated for those joining the EPS NAP in September 2008. Participants who joined the course earlier and who wish to apply for HEA recognition are being encouraged to follow the Individual Route of the Professional Recognition Scheme (please see HEA website, as above).

• Accreditation by the HEA is limited to aspects of teaching and learning, the EPS Programme encourages developmental thinking in all aspects of the role, hence the term Academic Practice.

• The EPS Programme has undergone some revisions in January 2010, following the above accreditation and significant changes in the provision of what has now become the NAP Central University Induction Programme, a one day course delivered through Staff Development and Training.

Principles:• The Programme should cover the complete range of activities undertaken by academic staff;• Staff on parallel tracks, eg: teaching only or research only, should be expected to complete

relevant parts of the Programme as well as other units appropriate to their needs. While the minimum requirements should be determined by the individual’s immediate appointment, Schools may elect for an individual to complete other parts of the Programme, particularly where these may bear on potential future roles;

• The mode of delivery should be that most appropriate to the material and may be through more than one medium. Generally, as much as possible should be through interactive methods;

• Wherever possible, the Programme activities should build on the normal operational activities expected of a new member of staff and assessment should normally be based on reflections on tasks independently required as part of the job;

• As part of a progressive approach to academic staff development, the Programme should ultimately aim for validation as a postgraduate programme within the university, though this may involve some additional work from those participants who opt to undertake it.

• There will be a website and e-learning aspects to support the Programme. EPS Academic Support website (www.academicsupport.eps.manchester.ac.uk) and the New Academics’ Blackboard site https://blackboard.manchester.ac.uk/webct/entryPage.dowebct

• The STDU NAP Central Induction Programme will be for staff across the university and will concentrate on the expectations of Manchester 2020 and career development.

• All Schools in EPS develop their own tailored induction programmes for their staff and these will include vital elements such as Health and Safety.

• Schools will have strong mentoring systems in place to support new staff in different aspects of their role. Each participant will have been allocated a mentor (who is not their line manager) on appointment by their School and each School in EPS has a designated Senior Mentor who plays a key part in the Programme. The mentoring role may be different to that assumed in some Schools in the past and, hence, there will be a need for training.

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• Schools are expected to familiarise themselves with the latest developments in teaching and learning as disseminated through the Higher Education Subject Centres and elsewhere, possibly through Learning Enhancement Officers and/or networks supporting those on Teaching Track contracts.

• Where the levels of clarity in spoken and/or written English are found to be weak, particularly in the case of teaching staff, Schools are required to arrange appropriate support from the University Language Centre.

Learning Outcomes:

The intended learning outcomes for the Programme are shown in Section D. These are arranged by theme Core (EC), Research (ER), Teaching (ET), External Affairs (EX) and Professional Development (ED) but in many cases the themes will intersect.

Having completed this Programme, participants should be able to:• Apply ethical approaches to all aspects of their role;• Adopt high standards and values across all academic activities;• Select appropriate responses for working in a multi-cultural institution with an emphasis on

equality and sensitivity towards issues of diversity and disability.• Conduct their academic activities in a safe and responsible manner;• Demonstrate critical reflection on all aspects of their academic role;• Develop and implement plans for their own personal development;• Collaborate across disciplinary boundaries for both research and teaching;• Understand the context in which they work, in particularly the significance of working towards

Manchester 2020; • Recognise and develop excellence in teaching and other forms of educational opportunity; • Recognise and monitor aspects of the quality agenda within their own work and that of peers;• Plan a taught programme, including individual teaching sessions, with appropriate means of

delivery: • Select appropriate use of eLearning tools and apply appropriate pedagogy to the use of those

tools;• Select and apply appropriate assessment techniques, in a variety of situations, including

setting questions and marking;• Proficiently deliver teaching sessions; • Proficiently apply timely and appropriate feedback to students;• Understand the academic, social and other needs of students from non-traditional

backgrounds and build these into their everyday work;• Understand the basic principles underpinning one-to-one tutoring of students and successfully

employ them;• Apply constructive feedback from peers and from students to improve their performance in

their academic role; • Understand the principles of postgraduate student supervision and successfully employ them;• Effectively manage research projects;• Develop strategies for effectively gaining funds from external sponsors;• Select appropriate media for the promulgation of research results and successfully

communicate such results;• Evaluate their own research for its IPR and exploitation and utilise appropriate regional and

local opportunities for research, development and the enhancement of teaching;• Understand the importance of the emerging ‘Sustainable Development’ agenda.

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SECTION B

PROGRAMME DURATION:

It is expected that a new member of staff will normally take 18 months to complete the course, but this may be shorter if previous experience replaces some of the courses or it may take longer if there are interruptions, for instance because of career breaks.

While the EPS NAP is mandatory for all those on the probationary path, because of the nature of delivery and individual tailoring, it is not possible to give exact figures for the amount of time to be devoted to the Programme. Except in the case of those whose English needs considerable improvement, the normal expectation would be about 50 ‘contact’ hours. In addition there will some time devoted to mentoring opportunities and satisfying the assessment requirements: much of this will be based on tasks undertaken as part of normal duties but there will be a need to evidence more thoroughly than might otherwise have been the case.It is intended to deliver further optional lunchtime sessions during the year which will be of interest to both new and experienced staff. These are intended to complement the EPS NAP and provide aspects of continuing professional development for more experienced staff. Some aspects of the EPS NAP may also be of value to PDRAs.

Annual Cycle:

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September:2 Day Introductory

Elements

Planning with Line Manager and

Mentor (not to be the same person)

January: NAP Core Elements

Week & Central Session

Spring/Summer:Lunch Time Sessions (e.g. Grantsmanship,

E Learning, etc)

Teaching Observations when

applicable

Spring/SummerPortfolio

Development/Submission

Development Plan/Timeline – Based on 3 year probation

NB: Please ensure that teaching observations are completed well in advance of portfolio submission to allow time for reflection

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YEAR 1September NAP Introduction (2 days)

Central NAP SessionCore Modules in January NAP Week (4.5 days)

Discipline “days” 1Teaching Observation 1

Lunchtime sessionsSocial activities

YEAR 3Teaching Observation (if missed)

Lunchtime sessionsCatch up of any missing sessions

Portfolio Development and Submission

YEAR 2Microteach 2

Teaching Observation 2Discipline “days” 2

Initial Portfolio DevelopmentLunchtime sessions

Catch up of any missing sessionsSocial activities

SECTION C

MAPPING TO HIGHER EDUCATION ACADEMY STANDARDS FOR FELLOWSHIP STATUS (See www.heacademy.ac.uk for further details)

The ‘registered practitioner’ demonstrates an understanding of the student learning experience through engagement with all areas of activity, core knowledge and professional values; the ability to engage in practices related to all areas of activity; the ability to incorporate research, scholarship and/or professional practice into those activities.

The table below indicates where the standards are developed in the EPS NAP though with a wide range of experienced presenters there is bound to be some overlap in different courses. Evidence of reflection on these areas is expected in the NAP assessments.

Areas of activity Where demonstrated 1. Design and planning of learning activities and/or programmes of study ET4, ET52. Teaching and/or supporting student learning ET2, ET3, ET83. Assessment and giving feedback to learners ET64. Developing effective environments and student support and guidance ET2, ER45. Integration of scholarship, research and professional activities with teaching and supporting learning ET4, ET10,ET116. Evaluation of practice and continuing professional development ET11,ED1,ED4,EC1

Core knowledge Knowledge and understanding of:1. The subject material ET102. Appropriate methods for teaching and learning in the subject area and at the level of the academic programme ET9,ET103. How students learn, both generally and in the subject ET14. The use of appropriate learning technologies ET75. Methods for evaluating the effectiveness of teaching EC56. The implications of quality assurance and enhancement for professional practice EC5

Professional values1. Respect for individual learners ET2,EC2,EC32. Commitment to incorporating the process and outcomes of relevant research, scholarship and/or professional practice ET4,ET10,ET11 3. Commitment to development of learning communities ET34. Commitment to encouraging participation in higher education, acknowledging diversity and promoting equality of opportunity

EC4

5. Commitment to continuing professional development and evaluation of practice ED1 and STDU,EC6,EC7,EC8

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SECTION D

PROGRAMME UNIT DESCRIPTIONS

EPS Core Elements

Code TitleOn completion of this element participants should be able to

Method of Assessment

Mode of DeliveryApproximate contact hours

EC1Introduction to reflective Academic Practice

Demonstrate critical reflection on all aspects of their academic role

Demonstrated within portfolio

Presentation/small group/online 1 hour

EC2The Ethics of Academic Practice

Adopt high professional standards and values across all academic activitiesConduct their academic activities in a safe and responsible manner;Increase awareness of ‘Green’ issues

Demonstrated within portfolio

Presentation/ small group/ online 1 hour

EC3 Learning Across Cultures

Adopt a sensitive and understanding approach to working with colleagues and students from all parts of the world and from different creeds and cultures

Demonstrated within portfolio

Presentation/small group/online 1 hour

EC4Issues of equality, diversity and disability

Adopt an informed and responsible approach to colleagues and students throughout their activities.

Reflective statements within portfolio

Presentation/small groups/online 2 hours

EC5 Embedding qualityDemonstrate a quality approach in every aspect of the academic role

Reflective statements within portfolio Presentation/online 1 hour

EC6Communicating in English (Microteach)

Make oral and written presentations in a clear, high standard of English

Portfolio of written materials together with reports on oral presentations and the formative ‘Microteach’

‘Microteach’, small group

Variable (no less than 2 hours)

EC7 Portfolio DevelopmentUnderstand and carry out portfolio development for the NAP Formative discussion Discussion 1 hour

EC8**Presentation Skills Practice

Improve their skills in lecturing and/or small group work

Reflections within portfolio

Presentation/small groups 1 ½ hours

NB: Relating to EC6 - This core session gives participants the opportunity to receive formative feedback on a short presentation to a group of their peers. This is a core requirement, but one that we would expect the majority of participants to have satisfied at selection. Participants found to have an unsatisfactory level of English will be referred, through their Schools, to the University Language Centre. Also see course EC7.

**These elements are delivered as optional lunchtime session

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EPS Research Elements

Code TitleOn completion of this element participants should be able to

Method of Assessment

Mode of DeliveryApproximate contact hours

ER1Managing a research portfolio

Develop a strategy for developing and managing a grant portfolio. Understand and employ the principles for developing research teams

Reflections within portfolio

Presentation/small groups 2 hours

ER2

Publication strategy including broad dissemination

Develop an individual strategy. Select appropriate media for the promulgation of research results and successfully communicate such results

Execution of agreed dissemination plan

Presentation/small groups 1 hour

ER3 GrantsmanshipDevelop strategies and practical skills for effectively gaining funds from external sponsors

Normally through actual application

Interactive presentation/ action learning/ mentoring 6 hours

ER4

Postgraduate Recruitment and Supervision

Understand and employ the principles of postgraduate recruitment and supervision

Case studies within the portfolio (preferably from own practice)

Presentation/small groups 3 hours

ER5Developing ideas in research Consider new ideas for creative developments

Consider new ideas for creative developments

Presentation/small groups 1 ½ hours

EPS Teaching Elements

Code TitleOn completion of this element participants should be able to

Method of Assessment

Mode of DeliveryApproximate contact hours

ET1 How students learnHave awareness of different learning styles of students and themselves

Reflection on own practice

Presentation/online with mentoring support 1 hour

ET2Effective environments for student support

Develop awareness and skills in the variety of ways in which students can be helped, both through the curriculum and in tutoring and guidance roles

Reflections and examples in portfolio.

Presentation/ small group/online 2 hours

ET3 Approaches to teachingConsider and select teaching roles, styles and methodologies appropriate to different contexts

Reflection on own practice

Presentation/small group/online 1 hour

ET4 Integrating Research and Teaching and Learning

Reflect innovatively on ways in which research and teaching can interact in a way that is beneficial to

Example from own practice

Presentation/small group

1 hour

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learning. Understand the principles of PBL/EBL to develop student learning and research skills

ET5Good Lectures and Tutorials

Understand the principles and practical issues behind the planning of programme and course units, with appropriate means of delivery

Reflective comments on local programmes and own course units

Presentation/small group work/online 2 hours

ET6 Assessment

Select and apply appropriate assessment techniques, in a variety of settings, including considerations of: quality assurance, feedback, setting questions and marking and appropriate decision making in examination boards

Actual assessments with reflective comments

Presentation/small group work/online 3 hours

ET7 E-learningApply different forms of ELearning appropriate to learning outcomes

Reflections on development of some online T&L activity Presentation/online 1 hour

ET8Teaching in Practical Classes

Understand the design and delivery of workshop and laboratory teaching in relation to learning outcomes and disciplines

Reflections on developments in teaching.

Presentation/small group/ online 1 hour

ET9**Guiding students on field work

Understand the planning and execution of field work in relation to learning outcomes

Reflections on experiences in developing fieldwork. Small group/ online 1 hour

ET10Teaching in the discipline (Schools)

Be aware of, and be able to apply, the latest developments in teaching in their subject areas and the developments within Schools

Reflections on strengths and difficulties in portfolio.

Through Schools: small group/mentors/online 2 ½ hours

ET11The Scholarship of Teaching and Learning

Develop pedagogic awareness and skills including writing papers, gaining grants and conference presentations

Reflections and examples in portfolio.

Presentation/ small group/online 6 hours

**These elements are delivered as optional lunchtime session

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EPS External Affairs Elements

Code TitleOn completion of this element participants should be able to

Method of Assessment

Mode of DeliveryApproximate contact hours

EX1

Knowledge Transfer: university policy, networks and discipline application

Understand the university External Affairs agenda; evaluate their own research for its IPR and exploitation and utilise appropriate regional and local opportunities.

Personal knowledge transfer plan with reflections in portfolio

Presentation/small groups/online 2 hours

EX2

Issues regarding: • Collaborating with

Business & Industry• Regional

Development• Public Engagement• Working with Alumni

Understand different approaches to a variety of collaborations and initiate appropriate links Reflections in portfolio

Presentation/small groups/online 6 hours

EX3Communicating with the public, press etc

Design communications tailored to specific audiences

Reflections and evidence in portfolio Presentation/online 1 ½ hours

EPS Professional Development Elements

Code TitleOn completion of this element participants should be able to

Method of Assessment

Mode of DeliveryApproximate contact hours

ED1Career development and progression

Develop and implement plans for their own professional development Reflections in portfolio

Presentation/small groups/online/mentoring 2 hours

ED2Balancing the demands of university life

Develop skills of time and project management and mentoring Reflections in portfolio

Presentation/small groups/ online/mentoring 1 hour

ED3**Understanding the British University System

Understand structures and processes peculiar to the British system Reflections in portfolio Presentation 1 hour

ED4Pulling the Strands Together

Have the opportunity to voice concerns and further training needs in any aspect of Academic Practice

Attendance and reflection

Workshop/ mentoring 2 hours

**These elements are delivered as optional lunchtime session

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SECTION E

ASSESSMENT OF THE PROGRAMME

Each Faculty is responsible for setting out the detailed assessment requirements, but these should follow the principle of constructive alignment and assessment tasks should not only relate to learning outcomes, but also be based on the normal work tasks expected of a new academic.

In the Faculty of Engineering & Physical Sciences, participants will be required to have the following assessed.

1. Portfolio (see also Section A)

As these Portfolios are reflective in nature it is expected that mentors will discuss their preparation with participants and encourage developmental thinking. A lunchtime session on Portfolio Development is held by Academic Support from time to time.

The actual marking of these will be arranged by Senior Mentors in the Schools in conjunction with EPS Academic Support. A sample of these will be moderated by the Associate Dean for Teaching and Learning (for purposes of quality and consistency of marking standards).

The submitted portfolio should consist of a reflective narrative of no more than 5000 words (+/- 10%) together with relevant, carefully selected supporting evidence submitted as Appendices. The Portfolio will be a collection of writings which have been stimulated by professional experience and the New Academics Programme and which are directly related to the work of the academic.

NB: Each Portfolio will be different, as each participant and their background, experience and role is different. The main objective is to encourage individuals to take some time to reflect on their current practice in a range of areas; to stimulate discussion with others, to formulate positive plans for the future and to evidence developmental thinking in all areas.

Possible items for inclusion in the various sections of the Portfolio are listed below. It is important to realise that these are only suggestions; other aspects could be included. If the participant is not involved in activities falling under any particular heading then they could use the narrative to illustrate the approach to analogous activities.

For example:• If a participant has not yet done any supervision or student support, they could write about the

experience of being supervised and tutored, and how that would influence future practice as a supervisor or tutor.

• If someone has a ‘teaching track’ appointment, it is expected that they would comment on research/ scholarship in teaching and learning.

• Research fellows might like to comment on aspects of learning and teaching (e.g. enquiry based or e-learning) which they might like to include, when they have the opportunity to do some teaching.

2. ‘Teaching in Action’ via Teaching Observations (see Section F)

These observations should be included as appendices to the Portfolio and commented upon in the main text of the Portfolio.

NB: Where the participant is experiencing difficulties in communication regarding teaching delivery, assistance is available from Central Staff Training and Development and the University Language Centre.

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Teaching (the Teaching Observation) is assessed within Schools (please see Observation Form.

3 Portfolio Sections (please refer to Annex for assessment criteria):

3.1 Reflective introduction which sets out the participant’s overall personal philosophy in teaching, research and other aspects of their role. This section describes the participant’s personal and academic background, previous history and experience and how these may have influenced their approach to teaching and research. This identifies the current role and gives an indication of past experience, i.e. it introduces the ‘writer’ and sets the scene for the reader so that they can understand the experience to date and the individual path which is being taken. (Note: This should not be a CV)

3.2 Reflective comments on development in research skills (or evidence of sound scholarship in teaching & learning), with linked and annotated evidence where possible (e.g. a research or pedagogic development proposal; publication and dissemination strategy; details of any collaboration; research and project management; etc). Reflective comments on postgraduate supervision (see previous page for how to deal with this if it does not currently form part of your role) with linked and annotated evidence where possible (e.g. a supervision diary, with reflection on the role, interaction with the student and other issues). (When citing cases and examples regarding individuals either in the narrative or evidence, their identity must be anonymous.)

3.3 Reflective comments on development in teaching skills and facilitation of learning, with linked and annotated evidence where possible (e.g. evaluation of teaching including a critical reflection of the feedback that has been received from both students and peers and actions taken as a result of this; unit and assessment plans with schemes of assessment used and examples of feedback given on assessed work etc); innovations, such as developments in e-learning or the development of new curricula.) This should also include, as appropriate, reflections on lecturing, tutorials, laboratory teaching (e.g. working with demonstrators) and fieldwork supervision. Participants should take into account the requirements of the UK Professional Standards Framework (see HE Academy web pages and Section C).Reflective comments on your two teaching observations (arranged in the School) to show how skills are developing.

3.4 Reflective comments on student support/student experience, with evidence of developmental work, mindful of issues such as equality and diversity. This could be any aspect of tutoring or student welfare which you have been involved in and include working with different agencies (e.g. Counselling Service). Evidence is likely to include a couple of case studies, preferably highlighting different concerns. (When citing cases and examples regarding individuals either in the narrative or evidence, their identity should be anonymous.

3.5 Reflective comments on experience and development of abilities in knowledge transfer, with annotated evidence where possible (e.g. personal knowledge transfer plan; reflections on collaborations, outreach activities etc). Where experience in this area is currently limited, participants are required to comment on future potential developments.

3.6 Reflective summary which comments on development in professional skills (including ethical approaches and professional values relating to the whole academic role and including any administrative roles which have been undertaken, with annotated evidence where possible). The summary should link back to the introduction, discuss perceived strengths and potential training needs and identify personal action plans regarding career development. It should also include information about membership of professional bodies and/or other external interests. This section should also have a conclusion which incorporates personal action plans regarding career development and key milestones.

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Criteria for Assessment of the Portfolio

The criteria for the assessment of the portfolio are set out the Annex. A participant will normally be expected to have each section judged as “Pass”. Any section deemed to be “Unsatisfactory” will be referred back for further reflection, with support from the mentor. There will only be one opportunity to re submit.

The material contained in the portfolio is confidential to the author and examiners. Details of its content will not be released without permission.

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Annex: ASSESSMENT CRITERIA FOR PORTFOLIO

The Portfolio is assessed in terms of the scheme below and should be read in conjunction with the Portfolio Guidelines. The assessment is carried out by two independent tutors (at School and Faculty level) and may be verified by the Associate Dean for Teaching and Learning and an external examiner.

NB: It is essential that where evidence is given to support reflection on an aspect of your work, you give detailed comments as to why that particular evidence has been chosen. This linking is important for the assessors to understand your developmental path in that particular area.

The categories for assessment are Good, Pass and Unsatisfactory (in the last case, aspects of the portfolio will be returned for further reflection, following formative feedback). The category of Excellent may be awarded where all assessments (Portfolio and Teaching Observations) reveal a very high level of proficiency and reflection.

Good Pass Unsatisfactory 1: ReflectiveIntroduction(see note 1)

-Evidence of thoughtful and critical reflection on all activities with appropriate resultant actions.-Carefully organised, very well presented, neat with few if any grammatical errors. Length and bulk not excessive.-Excellent standard of English

Some evidence of critical reflection.-Generally satisfactory in presentation and with a generally good standard of English, good organisation and of an appropriate length (within the guidelines).

-Scant or no evidence of critical reflection.-Unacceptably careless

presentation and organisation.

-Inadequate English.

2: Reflections onResearch

-Reflection on philosophy and methodology of research with good evidence of application to a research proposal and scientific outputs.-A postgraduate supervision diary demonstrating full and frequent support with critical reflections on the postgraduate experience. Fully documented (not necessarily successful) research proposal with reflections on outcomes and future strategy. -Evidence of high-level communication of research ideas through refereed publications, conference papers and other media with reflections on communication strategy; OR strong evidence of scholarship in teaching and learning (where the current role does not include research e.g. Teaching Track Staff).

-Evidence of research application through a research proposal and scientific outputs but with limited reflection on philosophy and methodology , or:-Good level of reflection but not grounded in a practical example-Postgraduate supervision at an adequate level with limited reflection. -Some evidence of publications and communication of results, but with some reflection on this. Or: Evidence of scholarship in teaching and learning but currently limited in application.

-Incomplete or inadequate research and scholarship or limited evidence suggesting a casual attitude to postgraduate supervision.-Scant reflection on publications or other communication of research results.

3: Reflections onTeaching

(See also criteria for HEA accreditation and Professional Standards Framework):

www.heacademy.ac.uk

and Section C

-Evidence of careful planning and attention to detail with appropriate teaching aids and proper consideration of the students to be taught.-Appropriate feedback from several teaching sessions with more than one observer and from student questionnaires or other comments, including review of the feedback and critical self-examination.-Evidence of careful setting and marking of questions

or assignments (with model or outline answers) for both formative and summative assessment over a range of teaching activities, together with helpful feedback to students.

-Evidence of understanding of a wide range of approaches to teaching including eLearning and group work, where appropriate.

-Some evidence of planning, but limited with regard to tailoring to student needs, learning outcomes and teaching aids.-A limited range of evaluation activity (eg only one or two sessions and only one observer or no student feedback) with limited self-evaluation.-Limited evidence of careful setting

and marking of questions or assignments (with model or outline answers)

-Evidence of adequate feedback to students.

-Little or no evidence of planning and preparation or use of teaching aids according to needs.-Scant or no attention given to evaluation of own teaching.-Questions or assignments presented without a marking scheme or evidence of marking or student feedback.

4: Reflections onStudent Support and development

-Evidence of good, well organised student support, with full details of appropriate cases (without names). (This includes any aspects of student support and/or aspects of tutoring which participants have been concerned with). -Reflection on, and self-assessment of these activities.

-Evidence of satisfactory student support but possibly with some limitations in organisation. -Some critical reflection on these activities.

-Lack of evidence of student support or poor organisation.-Scant or no attention to self development in this field.

5: Reflections onKnowledge Transfer

-Evidence of strong and productive collaboration with business, industry, government or the voluntary sector where appropriate.-Evidence of press and public relations or outreach activities, where appropriate, with critical reflection.-Evidence of research papers in refereed journals-Reflection on outcomes and on future activities.

-Evidence of some collaboration with business, industry, government or the voluntary sector where appropriate-Evidence of some contact with press and public and outreach activities, where appropriate, with limited critical reflection.- Some evidence of research papers in refereed journals.-Some reflection on potential future activities.

-No evidence of collaboration with business, industry, government or the voluntary sector.-No contact with press or public or outreach activities-No evidence of research papers in refereed journals.-No evidence of reflection about possible future activities.

6: Reflections onProfessional Skills Development

-Soundly based and reasoned action plans for self development, with critical comment.

-Evidence of application of ethical principles and professional values throughout.

-Plans for self development, but limited in scope.-Some evidence of application of ethical principles and professional values.

-No plans for self development.-No evidence given to support an ethical approach to the role and scant attention to professional values.

Note: Account may be taken of dyslexia or lack of familiarity with the English language but the standards must not fall below what would be acceptable in a teaching situation.

SECTION F

OBSERVATION AND ASSESSMENT OF TEACHING

It is a formal requirement that all staff should have their teaching observed and assessed on at least one occasion by their School. Other observations may be carried out by experienced colleagues, including mentors, from the participant’s School and should be included in the Portfolio (here 2 observations are required, with comments on progress and development in teaching skills). These observations should all be formative in nature, with helpful, constructive notes to aid in professional development.

Rationale The mechanism of observed teaching sessions is designed to:• raise awareness of good teaching practice;• identify generic criteria of good teaching;• encourage reflection and self-evaluation;• focus on student learning outcomes: What must I teach?' becomes' what must they learn and

understand?'and thereby raise the standard of teaching.

Receiving constructive feedback (as well as by observing colleagues' teaching), should: • help staff become more aware of what constitutes effective teaching;• encourage them to review their own teaching;• stimulate them to modify techniques and to try out new ideas;• generate confidence.

Micro-teach The first experience of observed teaching may be on the EPS NAP when participants are required to present 15 minutes of a teaching session to a group of about 5 participants, including a tutor. Participants are encouraged to prepare for this session, and then, in presenting it, indicate the student group for which it is intended, together with learning outcomes. The debrief follows the practice of self-evaluation, followed by peer evaluation. In-depth discussion is encouraged, but with a focus on constructive feedback. The objectives of this session are to:• raise awareness of good teaching practice• encourage reflection and self-evaluation• diffuse anxiety about observed teaching• demonstrate principles of constructive criticism Participants are encouraged to record and reflect on comments from peers.

Protocol for Observation of Teaching (see Section E for Teaching Observation form)For assessed teaching sessions it is recommended that the following Protocol is observed.1. Preparatory MeetingThe participant and the observer should communicate in advance of the Observation. The participant will identify the session to be observed and discuss the intended session with the mentor who is to observe the assessed teaching session. He, or she, will be asked to provide, ready for the Observation, full information ‘a Lesson Plan’ for the session to be observed. This will include information on:• the type of session (lecture/tutorial/seminar/laboratory class etc);• session title;• how the session fits into the course programme e.g. follow-up tutorial/previous lecture;• a statement of aims and objectives;• intended learning outcomes; • links with assessment;• size, composition and level of the student group;• resources;• where relevant, team teaching (eg postgraduate demonstrator, teaching colleague);

• timing;

At the initial communication there should be discussion as to the focus of the observation (e.g. presentation of information, choice and use of resources, for example; handouts). It is helpful at this stage for the participant to indicate any constraints (such as teaching tutorials in parallel with colleagues). It is usual for about an hour's teaching to be observed. If the teaching session is longer than an hour, it tends to be most useful for the first or last hour to be observed, in that a good introduction and conclusion are often indications of general good practice. In any case, the timing of the Observation should be clarified at this initial meeting.

A mutually convenient time for feedback discussion should be identified; this should be as soon as possible after the observed session.

2. The ObservationThe observing mentor will usually sit (or in a laboratory session sometimes walk around) unobtrusively, in a position from which they can observe the students as well as the teacher. They should take a tactful approach to writing notes during the session, not be seen by the participant with their head down scribbling, but rather their body language should reflect some interest in the teaching.

The purpose of the observation is for generic formative comment; subject specialists must be careful not to be too distracted by the content!

3. Follow-up MeetingAs soon as possible after the session (at a pre-arranged time and place), some reasonable time (a minimum of 20 minutes) should be spent de-briefing the participant, encouraging self-evaluation and giving constructive feedback

In the case of a second observation, it would be reasonable to cite evidence of improvement on previous performance.

The participant is then told whether they have achieved a Pass.

Participants are also encouraged to identify professional development needs.Observing tutor and participant should agree how the de-briefing notes are to be recorded and who is to receive a copy.

Assessment of teachingThe checklist below is designed for the observation of all teaching situations, including lectures, tutorials, workshops, laboratories and allowing for a range of methods e.g. small group work, team teaching, problem based learning and so on. Inevitably, participants’ teaching sessions will vary greatly and in order to pass, the observer must judge that, in the observed session, the participant has promoted learning.

1. Evidence of Planning and Preparation• Clear statement of aims and learning outcomes;• Awareness of student level and ability;• Appropriate choice of methodology;• Careful structure of session: clear introduction, development and conclusion; • Appropriate timing;• Links with previous and future sessions (as relevant);• Links with assessment.

2. Subject competence• Subject pitched at the right level;• Content accurate and relevant.

3. Communication and Interaction• Readability on boards, slides and handouts;• Clear communication of subject matter, with good choice of examples and analogies;• Voice clearly audible;• Interaction with students - opportunities for students to demonstrate understanding;• Key aspects of session clear;• Varied and interesting delivery.

4. Tools• Appropriate organisation of learning environment;• Choice and use of resources which are relevant to the learning objectives;• Appropriate choice of resources (equipment, audiovisual aids);• Sufficient resources for the number of students;• Visual aids visible to all students;• Participant (and, where appropriate students) demonstrate competence in use of equipment.

5. Timing• Punctual start and finish;• Time weighted proportionately to importance.

6. Personal qualities• Establishing a rapport with the group;• Sense of humour (where appropriate);• Enthusiasm.• Flexibility.

7. Other• Positive start and finish to session;• Distribution of handouts (if any);• Team teaching effectiveness;• Links with other learning;• Organisation of staff e.g. PG demonstrators, technicians.

Further opportunities for teaching observation

Peer Observation and SupportPeer Observation is increasingly practiced in all Schools. Here colleagues will, by mutual agreement, observe each other’s teaching and give feedback. Participants who have met via the NAP and are in different Schools are strongly encouraged to observe and support each other where mutually convenient.

EPS NEW ACADEMICS PROGRAMMETEACHING OBSERVATION FORM

PARTICIPANT NAME:

PARTICIPANT SCHOOL:

DATE OF CLASS: TIME:

PLACE: NO. OF STUDENTS:

TYPE OF CLASS: LEVEL OF CLASS:

PLANNING AND PREPARATION:

MANAGEMENT, COMMUNICATION AND INTERACTION:

RESOURCES:

COMMENTS AND SUGGESTIONS:

ASSESSMENT (Please circle) GOOD / PASS / UNSATISFACTORY

NAME OF OBSERVER (PLEASE PRINT):

Signed: _________________________________ Date:__________

A4 copies of this form can be obtained by emailing Stephanie.Ball@manchester.ac.uk SECTION G

SUPPORT FOR STAFF

FACULTY:Programme Director: Rosemary TomkinsonRoom C5, Sackville Street Building64854 e-mail: rosemary.tomkinson@manchester.ac.uk

Administrator: Stephanie BallRoom C4, Sackville Street Building 64150 e-mail: Stephanie.Ball@manchester.ac.uk

SENIOR MENTORS: The EPS Faculty is assisted by a network of Senior Mentors within each School. These are appointed by the Head of School to guide Mentors in the Schools, to advise participants and to take part in the assessment process. There is a Senior Mentors’ Network to assist in the development of the New Academics Programme and several take part as facilitators on the courses. Members of the network are also active in developing best practice in mentoring across the Schools. Mentors are arranged at the time of appointment. Their role is to provide support and ‘a friendly ear’ to the new academic. In no circumstances should the mentor also be the line-manager as this might provide a ‘conflict of interest’ and undermine the neutrality of the relationship.

CEASDr. Grant CampbellThe Mill C75: 64472Email: grant.campbell@manchester.ac.uk

MATERIALSProfessor Robert Cottis (Corr & Prot)The Mill E19: 64843Email: bob.cottis@manchester.ac.ukDr T James Marrow (Materials)Oddfellows Hall D5: 63611Email: james.marrow@manchester.ac.ukMs Rachel Studd (Textiles & Paper)Sackville Street Bldg A33(a): 64136Email: rachel.studd@manchester.ac.uk

MATHEMATICSDr David HarrisAlan Turing Building 2.218: 63683Email: david.harris@manchester.ac.uk

CHEMISTRYProfessor John HelliwellChemistry Building 6.19: 54970Email: john.helliwell@manchester.ac.uk

COMPUTER SCIENCEMr Graham GoughKilburn 2.115: 56277Email: graham.gough@manchester.ac.uk

EEEProfessor Anthony PeytonSackville Street Bldg E48(a): 68716Email: a.peyton@manchester.ac.uk

PHYSICS AND ASTRONOMYProfessor Philippa BrowningAlan Turing Building 3.118: 63912Email: philippa.browning@manchester.ac.uk

MACEProfessor Hector IacovidesGeorge Begg Building C36(b): 63709Email: h.iacovides@manchester.ac.uk

SEAESDr Ray BurgessWilliamson G13 : 53958Email: ray.burgess@manchester.ac.uk

SECTION H

RECOMMENDED READING

Of particular relevance to a wide range of aspects:

Heather Fry, Steve Ketteridge, Stephanie Marshall, A Handbook for Teaching and Learning in Higher Education – Enhancing Academic Practice, 3rd Edition, (Toutledge 2009)

These are some suggested texts, others will be recommended during the Programme and posted on the Blackboard site.

Andresen L, Nightingale P, Boud D & Magin D, Strategies for Assessing Students, (SCED 1993)

Barnett R, Reshaping the University: New Relationships between Research, Scholarship and Teaching (SRHE/Open Up 2005)

Barrett T, MacLabhrainn I & Fallon H (Eds). Handbook of Enquiry and Problem-based Learning: Irish Case Studies and International Perspectives. (CELT NUI Galway 2005)

Biggs J, Teaching for Quality Learning, (SRHE 1999)

Black D, A Guide for Research Supervisors, (CRHCL 1994)

Boud D & Feletti G. The Challenge of Problem-based Learning. (Kogan Page 1997)

Boud D, Dunn J & Hegarty H E, Teaching in Laboratories, (NFER Nelson 1986)

Brookfield S, Becoming a Critically Reflective Teacher. (Jossey Bass 1995)

Brown M et al. ‘Reflective Practice’ in Fry H, Ketteridge S & Marshall S (Eds), A Handbook for Teaching and Learning in Higher Education, (Kogan Page 1999)

Brown S & Glasner, A. Assessment Matters. (SRHE 1999)

Bushaway B, Managing Research, (Open UP,2003)

Canter D & Fairbairn G, Becoming an Author: Advice for academics and other professionals, (Open UP 2006)

Carroll J & Ryan J. Teaching International Students. (Routledge 2005)

Entwistle N, Thompson S & Tait H, Guidelines for Promoting Effective Learning in Higher Education, (University of Edinburgh 1992)

Grasha A F, Teaching with Style, (Alliance 1996)

Hazel E & Baillie C. Improving Teaching and Learning in Laboratories. (HERDSA 1998)

Horobin R, Anderson B & Williams M. Active Learning in Practical Classes, (CVCP, USDTU, 1992)

Jenkins A et al. Reshaping Higher Education: A guide to linking teaching with research, (Routledge Falmer ,2002)

Lago C & Shipton G, Personal Tutoring in Action. (Sheffield University Counselling Service 1994)

Laurillard D, Rethinking University Teaching, (Routledge 2nd edition 2002)

Lea S H, Ethics Matters: Managing Ethical Issues in Higher Education, (Council for Industry and Higher Education 2005)

Macfarlane B, ‘Teaching with Integrity: The ethics of higher education practice’, (London. Routledge Falmer 2004)

Manning, M et al, Learning in the Field: A Manual for Conducting Field Classes. (HERDSA 1998)

McNamara D & Harris R (eds), Overseas Students in Higher Education, (Routledge 1997)

Ramsden P, Learning to Teach in Higher Education, (Routledge 1992)

Taylor S & Beasley N, A handbook for doctoral supervisors, (Routledge 2005)

Termouth P, The Business of Knowledge Transfer, (Council for Industry and Higher Education 2004)

Williams G, Changing patterns of finance in higher education, (Open UP/ SRHE 1992)

Wolfendale, S & Corbett, J. (eds), Opening Doors - Learning Support in Higher Education, (Cassell 1996)

Further, discipline-related references might be found at:

http://www.heacademy.ac.uk/snasdatabase.asp