Recognition for teaching

Dr Joyce HarperDr Joyce Harper

Chair SLMS Education DomainInstitute for Womens HealthUniversity College London

Aims of session

• UCL promotion scheme• UCL appraisals• Professional standards for teaching

– Gaining a qualification

• Work load allocation• SLMS Education Domain

• Group discussions on how we can do this• Summing up

UCL promotions

http://www.ucl.ac.uk/hr/docs/promotions_procedure_links.php

UCL Academic Promotions

• Success is high

• Assessing the individual's overall contributions to UCL – Research– Teaching– Knowledge transfer/exchange and engaging communities– Enabling

• Majority through research route• Rare through teaching route

Senior Academic Promotions

• Lecturecast by Sarah Brant

Research

• Advancement of a subject by research and scholarship

– Seminal contribution(s) to the body of knowledge– Substantial record of output (publications, etc)– Invited seminars– Membership of peer review bodies/committees– Leadership role in professional organisations– Grants– Supervision of research

Teaching

• Advancement of subject area through teaching and/or educational innovation

– Excellence in teaching from peer review, student assessments and/or examination results

– Outstanding scholarship, development of teaching aids– Development of new modes of delivery of curriculum– Teaching outside department– Receipt of a Distinguished Teacher Award

Teaching portfolio

Contributions to teaching and learning: Summary of teaching

 

General contributions: Innovation/self improvement

 

Outcomes: Exam results/student progress and careers

 

Recognition: Higher Education Academy/committees (internal and external)

Global Teaching: International teaching in and outside UCL

 

Research students: PhD, MSc, etc

Knowledge transfer/exchange and engaging communities

• Application of knowledge to benefit broader community

– Improve performance of business, commerce or industry– Engagement with public – Improve performance of public sector organisations – Enhancement of quality of life of community– Assist transfer of knowledge to benefit society– Highest level of excellence in a field of practice– Innovation in technique or procedure in the exercise of a field of

practice.– Projects supported by the UCL Public Engagement Unit

Enabling

• Contribution to management or administration which furthers the discipline, and/or facilitates and enhances the personal contributions of academic colleagues

– Significant contribution to management/administration which benefits UCL

– Organisational framework which maximises effectiveness of staff– External activity in relation to Learned Societies, Research Councils,

Government Committees– Clinical research activity of importance

Senior lecturer

• All activities are taken into account

• Evidence of achievement in both teaching and research normally required

• Promotion may be based primarily on outstanding excellence and innovation in teaching

OR• Excellence in research together with excellence in

teaching, knowledge transfer/exchange and enabling

Reader

• Predominant criterion is the research record

• International recognition of achievement is expected

• Evidence that the potential already shown will lead to continued research achievement

Professor

• Two routes:

• Outstanding research coupled with a strong record of teaching, knowledge transfer/exchange and enabling

OR

• Exceptionally innovative/creative contributions to teaching coupled with a satisfactory record of research, knowledge transfer/exchange and enabling

UCL appraisals

1. A summary of your main achievements in relation to your aims, objectives for the review period and any significant changes in your responsibilities since the last review.

2. A summary of any factors affecting achievement of your aims and objectives or your contribution to the work of the department over the review period.

3. Major activities, tasks and priorities anticipated in the coming review period and any training or other support that you will need to assist you in achieving them.

Need something about teaching

Professional standards for teachingGaining a qualification • Free for all UCL staff• Recognition of what you do

Become a • Fellow of the Higher Education Academy (FHEA)

OR • Senior Fellow (SFHEA)

• http://www.heacademy.ac.uk/

How to become a FHEA/SFHEA

• Apply via UCL Professional Development Programme in Academic Practice (PDPAP)

• Write portfolio; referring to your teaching and how you help students to learn linked to the literature/evidence base

(next deadline 19 June 2013)

• Portfolio workshops and consultations for groups of staff working towards recognition – see Moodle

(contact r.duhs@ucl.ac.uk )

Moodle – CALT UK Professional Standards

https://moodle.ucl.ac.uk/course/view.php?id=9507

Work load allocation

UCL policy (http://www.ucl.ac.uk/hr/docs/workload_allocation.php)

• To promote a harmonious and healthy working environment

• To engender co-operation between colleagues in a spirit of collegiality in which all staff are treated with dignity and respect

• Ensuring workload allocation is fair and transparent

• Avoiding academic staff becoming stressed due to 'overload'. The Stress Working Group has developed this framework

• 2012 UCU Congress said reducing workloads is top priority

Work load allocation

• Head of department responsible

• Balance between time spent on teaching, research and administration

• Workload allocation must conform to UCL policy on conflicts of interest, consultancy work and all other relevant policies and procedures

• Individual strengths and development needs identified through the Staff Review process recognised

SLMS Education Domain

• Established last year

• Sub-committee - Nurturing educational leadership– Recognition for teaching excellence and promotions– Teaching embedded into the appraisal system– Promoting teaching qualifications that staff can obtain– Tools which could be used to provide evidence for

teaching excellence

Metric: quality not quantityTeaching to enhance learning

• Teaching qualification

• Pivotal in departments Teaching and Learning strategy

• Teaching roles (graduate tutor, personal tutor, careers liaison, etc)

• Leading modules

• Lecturing and tutorials (preparation, presenting, etc)

• Exams and assessment (setting and marking)

• Research project supervision (BSc, MSc, MD, PhD)

• Dissertation marking (MSc, PhD upgrades)

• Peer observation

• New teaching methods

• Committees (chair, etc)

• Administration

• External teaching (including external examining)

• Outreach and careers

• Other???

Conclusion

• UCL teaching and research excellence

• Both are linked

• All academic staff should teach

• System for recognition of teaching

• Thanks to Rosalind Duhs

• Brain storm on metric

Brain StormDeveloping a metric

• Metric just for teaching or include all four criteria?– Teaching– Research– Knowledge transfer– Enabling

• What should we consider?• Who assesses it?

Metric

• Teaching qualification

• Pivotal in departments Teaching and Learning strategy

• Teaching roles (graduate tutor, personal tutor, careers liaison, etc)

• Leading modules

• Lecturing and tutorials (preparation, presenting, etc)

• Exams and assessment (setting and marking)

• Research project supervision (BSc, MSc, MD, PhD)

• Dissertation marking (MSc, PhD upgrades)

• Peer observation

• New teaching methods

• Committees (chair, etc)

• Administration

• External teaching (including external examining)

• Outreach and careers

• Other???