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Welcome to the Bournemouth University
NTF briefing: getting started
Facilitated by Prof Debbie Holley (NTF 2014); Dr Mel Hughes (NTF 2021) and
Prof Sue Way (NTF 2018)
materials and slides adapted from the AdvanceHE/ ANTF national webinar series
Lots of additional information from the AdvanceHE_NTFbriefing slides
NTF briefing format: please add questions
into chat…
The NTF application process (resume) : Debbie Holley and FLIE lead Anne Quinney
How did you do yours? Dr Mel Hughes NTF 2021
How did you do yours? Prof Sue Way NTF 2018
Approaching your application (evidence): panel (Debbie, Mel, Sue, Anne )
Planning your own journey: Responding to themes in chat
Bournemouth NTFS  presentation getting started
How I did mine...Dr Mel
Hughes
Twitter handle Mel? @
What's my story?
• I am a registered social worker and academic
• I focused specifically on my work to embed lived experience
expertise in health and social work education
• I drew on local, national and international roles and impact
e.g. Papers, books, chapters, conferences, editorial boards,
consultation to show sphere of influence
• I gave specific examples all the way through on what, why
and how and backed up with evidence, for example
testimonials from partners (students, academics,
practitioners, networks)
How I did mine...Professor Sue Way
What's my story?
• Had excellent mentor to guide me
• Application based around my career
as a midwife academic
• I evidenced my leadership and
impact at a local, national and
international level
• I used examples from
– within BU
– external organisations I had previously
worked for or with, that
demonstrated education impact.
• S
This Photo by Unknown author is licensed under
CC BY-SA-NC.
This Photo by Unknown author is licensed under CC BY-SA.
Pause for questions and answers
from chat themes:
'how to' develop my story
Three criterion (1500 words) assessed plus a 300-word Context Statement (not assessed)
Individual Excellence
(demonstrating
impact)
Developing
excellence
(commitment to
and impact of..)
Raising the
profile of
excellence
(demonstrating
impact)
Criterion 1: Individual excellence:
Evidence of enhancing and transforming student outcomes and/or the teaching
profession; demonstrating impact commensurate with the individual’s context and
the opportunities afforded by it.
This may, for example, be demonstrated by providing evidence
of the impact of:
• stimulating students’ curiosity and interest in ways which inspire a commitment
to learning;
• organising and presenting high quality resources in accessible, coherent and
imaginative ways which in turn clearly enhance students’ learning;
• recognising and actively supporting the full diversity of student learning
requirements;
• drawing upon the outcomes of relevant research, scholarship and professional
practice in ways which add value to teaching and students’ learning;
• engaging with and contributing to the established literature or to the nominee’s
own evidence base for teaching and learning.
Mel criterion one
• Setting the scene – who I am
– My pedagogic philosophy (transformative and
experiential learning)
– My professional and educational background
(social worker and academic)
– Examples of 'educational excellence' books,
roles, research
Developed a culture for embedding lived experience
education in HSS and wider
• Impact evidence
– Testimonials from colleagues
– NSS results
– Awards
Sue – criterion 1
• Setting the scene:
– prominent career
in education,
research, practice and
regulation
– motivated by wanting
healthcare students to have
a quality education
experience and be safe,
competent and effective
practitioners at the point of
registration.
• Impact:
– directly influenced professional
standards of education
– innovative clinical placements
• Evidence:
– student testimonials
– conference presentations and
publications
– PhD studentships directly related
to placement evaluations
Criterion 2: Raising the profile of excellence
Evidence of supporting colleagues and influencing support for student learning
and/or the teaching profession; demonstrating impact and engagement beyond
the nominee’s immediate academic or professional role
This may, for example, be demonstrated by providing
evidence of the impact of:
• making outstanding contributions to colleagues’ professional development
in relation to promoting and enhancing student learning;
• contributing to departmental/faculty/institutional/national initiatives to
facilitate students’ learning;
• contributing to and/or supporting meaningful and positive change with
respect to pedagogic practice, policy and/or procedure.
Sue - criterion 2
• Leadership focus:
– championing midwifery
education: leading
national groups; grading
practice project
– expert consultant
– active mentoring role
• Impact:
– the LME UK-wide
group became the 'go
to' organisation to
consult on midwifery
education matters
– open access to grading
practice materials
– enabling colleagues to
reach their full potential
Mel - criterion 2
• Leadership and sphere of influence
• Impact of the PIER partnership at BU and
nationally
• Creation of innovative pedagogic resources
• 'Becoming known' in my field
Impact:
• Changes to education at BU and wider afield
• Evidence from other HEIs and countries of
how I was influencing their practice
• Consultancy roles
Criterion 3: Developing excellence
Show the nominee’s commitment to and impact of ongoing professional development
with regard to teaching and learning and/or learning support.
This may, for example, be demonstrated by providing
evidence of the impact of:
• on-going review and enhancement of individual professional
practice;
• engaging in professional development activities which enhance the
nominee’s expertise in teaching and learning support;
• specific contributions to enable significant improvements in
students’ outcomes and/or experience.
• Doctorate and Teaching
qualification – what I learnt and
how my pedagogic practice
has developed
• My approach to CPD e.g. creating
collaborations, hosting exchanges,
conferences, participatory
research, Teach BU
• Linked back to my philosophy –
strong thread throughout
Mel – criterion 3
Sue – criterion 3
• Bringing it all together:
– Student learning the centre of my
career journey
– Bringing it up-to-date and vision
for the future
• Recognised nationally for
my contribution to education
– RCM Fellow
“Dr Way has been very influential in
determining and shaping the national
debate surrounding both
undergraduate, pre-registration
education and postgraduate,
continuing professional development
provision” Pro-Vice Chancellor, Bradford
“I would also like to note Sue’s
openness and indeed promotion of
innovative ideas as well as her
understanding that the midwifery
profession and hence midwifery
education must adapt and move with
the times.” CEO RCM
Pause for questions and answers
from chat themes
'approaching the criterions'
What evidence can be used?
A wordle from the ANTF
The timeline
Call for nominations released: 4 October 2021
NTFS nominations close: 9 March 2022
Public announcement of 2022 winners: 4 August 2022
All the detailed information, template for application, video clips
and lots more from AdvanceHE!
Summary: ‘The Claim’
• Nominees, you will present evidence in a
personal ‘Claim’ for the award of NTF against the
three NTFS award criteria;
• Three parts to the nominee ‘Claim’:
– Section A: Context Statement (max 300 words)
– Section B: Claim against the three NTFS award criteria (max 1500 words per criterion)
– Section C: Reference List (excluded from word count)
• Only Section B of the Claim is scored by
reviewers – each of the NTFS award criteria (1-3)
is scored separately;
• The Claim must be written by the nominee.
What FLIE can do to work with you.
The national deadline is 9th March. BU is allowed to submit 3
applications, each with a statement of support from the Deputy Vice
Chancellor.
Anne Quinney aquinney@bournemouth.ac.uk can provide formative
constructive feedback on your draft application.
Your completed application must be submitted to Dr Geli Roushan, Head of
FLIE, groushan@bournemouth.ac.uk no later than 21st February.
Approaching your NTF
For me I find my fellow NTFs an invaluable and very generous group of people
especially through the NTF Jiscmail list and the Twitter account @NTF_Tweet. The
network helps me stay current, gives me information on request and makes life
enjoyable! Prof Sally Brown
Read: Prof Sally Browns advice to prospective NTFs
And remember: 'shy bairns get nowt!
Our panel questions and answers
from chat themes
'all questions welcome'
Further information and all the
information on the AdvanceHE
website link here
And we want to flag up the fabulous
CATE team awards link here

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Bournemouth NTFS presentation getting started

  • 1. Welcome to the Bournemouth University NTF briefing: getting started Facilitated by Prof Debbie Holley (NTF 2014); Dr Mel Hughes (NTF 2021) and Prof Sue Way (NTF 2018) materials and slides adapted from the AdvanceHE/ ANTF national webinar series Lots of additional information from the AdvanceHE_NTFbriefing slides
  • 2. NTF briefing format: please add questions into chat… The NTF application process (resume) : Debbie Holley and FLIE lead Anne Quinney How did you do yours? Dr Mel Hughes NTF 2021 How did you do yours? Prof Sue Way NTF 2018 Approaching your application (evidence): panel (Debbie, Mel, Sue, Anne ) Planning your own journey: Responding to themes in chat
  • 4. How I did mine...Dr Mel Hughes Twitter handle Mel? @
  • 5. What's my story? • I am a registered social worker and academic • I focused specifically on my work to embed lived experience expertise in health and social work education • I drew on local, national and international roles and impact e.g. Papers, books, chapters, conferences, editorial boards, consultation to show sphere of influence • I gave specific examples all the way through on what, why and how and backed up with evidence, for example testimonials from partners (students, academics, practitioners, networks)
  • 6. How I did mine...Professor Sue Way
  • 7. What's my story? • Had excellent mentor to guide me • Application based around my career as a midwife academic • I evidenced my leadership and impact at a local, national and international level • I used examples from – within BU – external organisations I had previously worked for or with, that demonstrated education impact. • S This Photo by Unknown author is licensed under CC BY-SA-NC. This Photo by Unknown author is licensed under CC BY-SA.
  • 8. Pause for questions and answers from chat themes: 'how to' develop my story
  • 9. Three criterion (1500 words) assessed plus a 300-word Context Statement (not assessed) Individual Excellence (demonstrating impact) Developing excellence (commitment to and impact of..) Raising the profile of excellence (demonstrating impact)
  • 10. Criterion 1: Individual excellence: Evidence of enhancing and transforming student outcomes and/or the teaching profession; demonstrating impact commensurate with the individual’s context and the opportunities afforded by it. This may, for example, be demonstrated by providing evidence of the impact of: • stimulating students’ curiosity and interest in ways which inspire a commitment to learning; • organising and presenting high quality resources in accessible, coherent and imaginative ways which in turn clearly enhance students’ learning; • recognising and actively supporting the full diversity of student learning requirements; • drawing upon the outcomes of relevant research, scholarship and professional practice in ways which add value to teaching and students’ learning; • engaging with and contributing to the established literature or to the nominee’s own evidence base for teaching and learning.
  • 11. Mel criterion one • Setting the scene – who I am – My pedagogic philosophy (transformative and experiential learning) – My professional and educational background (social worker and academic) – Examples of 'educational excellence' books, roles, research Developed a culture for embedding lived experience education in HSS and wider • Impact evidence – Testimonials from colleagues – NSS results – Awards
  • 12. Sue – criterion 1 • Setting the scene: – prominent career in education, research, practice and regulation – motivated by wanting healthcare students to have a quality education experience and be safe, competent and effective practitioners at the point of registration. • Impact: – directly influenced professional standards of education – innovative clinical placements • Evidence: – student testimonials – conference presentations and publications – PhD studentships directly related to placement evaluations
  • 13. Criterion 2: Raising the profile of excellence Evidence of supporting colleagues and influencing support for student learning and/or the teaching profession; demonstrating impact and engagement beyond the nominee’s immediate academic or professional role This may, for example, be demonstrated by providing evidence of the impact of: • making outstanding contributions to colleagues’ professional development in relation to promoting and enhancing student learning; • contributing to departmental/faculty/institutional/national initiatives to facilitate students’ learning; • contributing to and/or supporting meaningful and positive change with respect to pedagogic practice, policy and/or procedure.
  • 14. Sue - criterion 2 • Leadership focus: – championing midwifery education: leading national groups; grading practice project – expert consultant – active mentoring role • Impact: – the LME UK-wide group became the 'go to' organisation to consult on midwifery education matters – open access to grading practice materials – enabling colleagues to reach their full potential
  • 15. Mel - criterion 2 • Leadership and sphere of influence • Impact of the PIER partnership at BU and nationally • Creation of innovative pedagogic resources • 'Becoming known' in my field Impact: • Changes to education at BU and wider afield • Evidence from other HEIs and countries of how I was influencing their practice • Consultancy roles
  • 16. Criterion 3: Developing excellence Show the nominee’s commitment to and impact of ongoing professional development with regard to teaching and learning and/or learning support. This may, for example, be demonstrated by providing evidence of the impact of: • on-going review and enhancement of individual professional practice; • engaging in professional development activities which enhance the nominee’s expertise in teaching and learning support; • specific contributions to enable significant improvements in students’ outcomes and/or experience.
  • 17. • Doctorate and Teaching qualification – what I learnt and how my pedagogic practice has developed • My approach to CPD e.g. creating collaborations, hosting exchanges, conferences, participatory research, Teach BU • Linked back to my philosophy – strong thread throughout Mel – criterion 3
  • 18. Sue – criterion 3 • Bringing it all together: – Student learning the centre of my career journey – Bringing it up-to-date and vision for the future • Recognised nationally for my contribution to education – RCM Fellow “Dr Way has been very influential in determining and shaping the national debate surrounding both undergraduate, pre-registration education and postgraduate, continuing professional development provision” Pro-Vice Chancellor, Bradford “I would also like to note Sue’s openness and indeed promotion of innovative ideas as well as her understanding that the midwifery profession and hence midwifery education must adapt and move with the times.” CEO RCM
  • 19. Pause for questions and answers from chat themes 'approaching the criterions'
  • 20. What evidence can be used? A wordle from the ANTF
  • 21. The timeline Call for nominations released: 4 October 2021 NTFS nominations close: 9 March 2022 Public announcement of 2022 winners: 4 August 2022 All the detailed information, template for application, video clips and lots more from AdvanceHE!
  • 22. Summary: ‘The Claim’ • Nominees, you will present evidence in a personal ‘Claim’ for the award of NTF against the three NTFS award criteria; • Three parts to the nominee ‘Claim’: – Section A: Context Statement (max 300 words) – Section B: Claim against the three NTFS award criteria (max 1500 words per criterion) – Section C: Reference List (excluded from word count) • Only Section B of the Claim is scored by reviewers – each of the NTFS award criteria (1-3) is scored separately; • The Claim must be written by the nominee.
  • 23. What FLIE can do to work with you. The national deadline is 9th March. BU is allowed to submit 3 applications, each with a statement of support from the Deputy Vice Chancellor. Anne Quinney aquinney@bournemouth.ac.uk can provide formative constructive feedback on your draft application. Your completed application must be submitted to Dr Geli Roushan, Head of FLIE, groushan@bournemouth.ac.uk no later than 21st February.
  • 24. Approaching your NTF For me I find my fellow NTFs an invaluable and very generous group of people especially through the NTF Jiscmail list and the Twitter account @NTF_Tweet. The network helps me stay current, gives me information on request and makes life enjoyable! Prof Sally Brown Read: Prof Sally Browns advice to prospective NTFs And remember: 'shy bairns get nowt!
  • 25. Our panel questions and answers from chat themes 'all questions welcome'
  • 26. Further information and all the information on the AdvanceHE website link here And we want to flag up the fabulous CATE team awards link here