The UWS Fellowship Scheme provides a means for staff to gain recognition for their work in teaching and supporting student learning through obtaining accreditation from the UK Professional Standards Framework. The scheme involves workshops, engaging in professional development activities, peer observation, and submitting an application documenting one's practice and impact. Applications can be for Associate Fellow, Fellow, Senior Fellow, or Principal Fellow levels. The scheme aims to recognize existing work and support continued improvement, with evaluation suggesting it is welcomed by staff. Future plans include continuing the pilot, mentoring involvement, and working towards all relevant staff gaining fellowship status.
The University of Oxford recently piloted Lean as a structured, participative approach to change. Lean was chosen because its foci on customer value and reduction of waste matched the Academic Administration Division’s (AAD) requirement for a methodology which would engage staff and release resource capacity by reducing wasted effort. SUMS Consulting was asked to introduce Lean concepts to the Academic Administration Division at the University and to facilitate a number of Lean workshops focusing on processes related to student fees and funding. This presentation will bring together three perspectives on Lean. Firstly, the academic background to the methodology and how it has been used in other sectors. Secondly, the Oxford experience and how it has changed Oxford’s approach to change in its academic administration. Lastly, a wider sector experience of Lean and similar methodologies.
Learn more about differing models of two year degrees
•
Discuss and debate some of the wider issues around the model
•
Think about the implications of the structure on your own job
•
Consider which of the professional behaviours you think are most needed in the structure
“The University is a community of scholars engaged in the task of seeking truth”. Karl Jaspers, 1923
“I find the three major administrative problems on campus are sex for the students, athletics for the alumni and car parking for the faculty”.
Clark Kerr President,
University of California, 1958
This presentation formed part of the HEA-funded workshop 'Research methods for teacher education'.
This event brought together academic experts in educational research methods with school leaders, to debate, share and determine how student teachers and teachers on part-time Masters-level programmes can best be taught to use research methods to better understand and ultimately, improve the quality of their teaching and improve educational outcomes for pupils and schools.
This presentation forms part of a blog post which can be accessed via: http://bit.ly/1m8vkEW
For further details of HEA Social Sciences work relating to teaching research methods in the Social Sciences please see http://bit.ly/15go0mh
RSB CPD PDG IMHO: A mechanism for capturing your “evidence”Chris Willmott
Slides from a presentation describing the merits of the Royal Society of Biology's CPD scheme. I can take no credit for the creation of the scheme, but have found it an extremely helpful way to capture the kind of "evidence" of ongoing professional development which is required for appraisals, awards and applications. This talk was given at BioSummit2017, an annual gathering of teaching-dominant UK Bioscience academics.
The University of Oxford recently piloted Lean as a structured, participative approach to change. Lean was chosen because its foci on customer value and reduction of waste matched the Academic Administration Division’s (AAD) requirement for a methodology which would engage staff and release resource capacity by reducing wasted effort. SUMS Consulting was asked to introduce Lean concepts to the Academic Administration Division at the University and to facilitate a number of Lean workshops focusing on processes related to student fees and funding. This presentation will bring together three perspectives on Lean. Firstly, the academic background to the methodology and how it has been used in other sectors. Secondly, the Oxford experience and how it has changed Oxford’s approach to change in its academic administration. Lastly, a wider sector experience of Lean and similar methodologies.
Learn more about differing models of two year degrees
•
Discuss and debate some of the wider issues around the model
•
Think about the implications of the structure on your own job
•
Consider which of the professional behaviours you think are most needed in the structure
“The University is a community of scholars engaged in the task of seeking truth”. Karl Jaspers, 1923
“I find the three major administrative problems on campus are sex for the students, athletics for the alumni and car parking for the faculty”.
Clark Kerr President,
University of California, 1958
This presentation formed part of the HEA-funded workshop 'Research methods for teacher education'.
This event brought together academic experts in educational research methods with school leaders, to debate, share and determine how student teachers and teachers on part-time Masters-level programmes can best be taught to use research methods to better understand and ultimately, improve the quality of their teaching and improve educational outcomes for pupils and schools.
This presentation forms part of a blog post which can be accessed via: http://bit.ly/1m8vkEW
For further details of HEA Social Sciences work relating to teaching research methods in the Social Sciences please see http://bit.ly/15go0mh
RSB CPD PDG IMHO: A mechanism for capturing your “evidence”Chris Willmott
Slides from a presentation describing the merits of the Royal Society of Biology's CPD scheme. I can take no credit for the creation of the scheme, but have found it an extremely helpful way to capture the kind of "evidence" of ongoing professional development which is required for appraisals, awards and applications. This talk was given at BioSummit2017, an annual gathering of teaching-dominant UK Bioscience academics.
Enhancing Scholarship in college Higher EducationSEDA
Association of Colleges. 2018. College Key Facts. [online] Available at: Association of Colleges. 2018. College Key Facts, 2017/18. [online] Available at: https://www.aoc.co.uk/sites/default/files/Key%20Facts%202017-18_1.pdf
Boyer, E. 1990. Scholarship Reconsidered: Priorities of the Professoriate. New York: The Carnegie Foundation for the Advancement of Teaching
Lawrence, J. and Hall, G. In Press. Understanding the provision and perceived value of the academic and professional development practices of HE teachers in College Higher Education (CHE) in Research in Post Compulsory Education
QAA. 2013. Guidance on scholarship and the pedagogical effectiveness of staff: Expectations for Foundation Degree-awarding powers and for taught degree-awarding powers. [online] Available at: https://www.qaa.ac.uk/docs/qaa/guidance/guidance-on-scholarship-and-pedagogical-effectiveness-jan-13.pdf?sfvrsn=e554f781_6
UCU. 2013. Scholarly activity in HE in FE – towards a better practice model. London: UCU
The many services and offices around campus that graduate students often need to visit throughout their graduate careers can be very daunting and often confusing when attempting to navigate them on their own. The Biomedical Sciences graduate program at Texas A&M University has taken a one stop advising approach, which has allowed graduate students to have one single office to visit instead of multiple to receive necessary information. This new approach to graduate advising has allowed students to access an advisor with almost any issue that they may have at any time. This session will focus on how redesigning the Biomedical Sciences program allowed advising to be in one easily accessible location. Through this advising approach, we have seen that it has enhanced the students experience and has increased the comradery among students and advisors in the college.
Presenter: Katharina Ojala
This is a short powerpoint deck I wrote on how to write powerpoint decks. My staff had a wide range of experience in presenting and the results were often disastrous. This is a simple baseline briefing about guidelines for creating powerpoint presentations. Or not.
Enhancing Scholarship in college Higher EducationSEDA
Association of Colleges. 2018. College Key Facts. [online] Available at: Association of Colleges. 2018. College Key Facts, 2017/18. [online] Available at: https://www.aoc.co.uk/sites/default/files/Key%20Facts%202017-18_1.pdf
Boyer, E. 1990. Scholarship Reconsidered: Priorities of the Professoriate. New York: The Carnegie Foundation for the Advancement of Teaching
Lawrence, J. and Hall, G. In Press. Understanding the provision and perceived value of the academic and professional development practices of HE teachers in College Higher Education (CHE) in Research in Post Compulsory Education
QAA. 2013. Guidance on scholarship and the pedagogical effectiveness of staff: Expectations for Foundation Degree-awarding powers and for taught degree-awarding powers. [online] Available at: https://www.qaa.ac.uk/docs/qaa/guidance/guidance-on-scholarship-and-pedagogical-effectiveness-jan-13.pdf?sfvrsn=e554f781_6
UCU. 2013. Scholarly activity in HE in FE – towards a better practice model. London: UCU
The many services and offices around campus that graduate students often need to visit throughout their graduate careers can be very daunting and often confusing when attempting to navigate them on their own. The Biomedical Sciences graduate program at Texas A&M University has taken a one stop advising approach, which has allowed graduate students to have one single office to visit instead of multiple to receive necessary information. This new approach to graduate advising has allowed students to access an advisor with almost any issue that they may have at any time. This session will focus on how redesigning the Biomedical Sciences program allowed advising to be in one easily accessible location. Through this advising approach, we have seen that it has enhanced the students experience and has increased the comradery among students and advisors in the college.
Presenter: Katharina Ojala
This is a short powerpoint deck I wrote on how to write powerpoint decks. My staff had a wide range of experience in presenting and the results were often disastrous. This is a simple baseline briefing about guidelines for creating powerpoint presentations. Or not.
Effective Creation, Mediation and Use of Knowledge in and about Education.EduSkills OECD
This presentation was given by Philippa Cordingley from the Centre for the Use of Research and Evidence in Education (CUREE) at the CERI Conference on Innovation, Governance and Reform in Education on 3 November 2014 during session 3.a: Knowledge-intensive Governance, Innovation and Change.
Support for NQSWs & cont professional developmentIriss
Presentation from Scottish Social Services Council on support for newly-qualified social workers and pilot schemes for supported and assessed first year in practice, in context of wider continuing professional development and planning. Given at Shaping our Future Conference, 31 May 2019 at the University of Strathclyde.
Personal Adds: making improvements to the personal tutoring schemeChris Willmott
Slides from a presentation at Enhancing Student Learning Through Innovative Scholarship Conference (University College London, 28th June 2016). This was the second annual conference for teaching-dominant academics. #ESLTIS16
A presentation for staff of Swansea University explaining the UK PSF, the categories of HEA Fellowship and how to apply for the internal route at Swansea.
Rider University Ed.D. in Educational Leadership LaunchJamie Mitchell
This Power Point was shared by Dr. Len Goduto at the reception to celebrate the launch of Rider University's Ed.D. in Educational Leadership program. Learn more at www.rider.edu/edd
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
1. Engaging in the UWS
Fellowship Scheme
Louisa Sheward
Centre for Academic Practice and Learning Development
(CAPLeD)
Team also includes:
Moira Lewitt, School of HNM
David Ross, CAPLeD
Adrian Egglestone, Human Resources (HR)
2. Background
• Promoting good teaching
and support for learning
• Key outcome of Learning,
Teaching and Assessment
Strategy (LTAS)
• The increasing need to
demonstrate the quality
of our teaching
to….students, Higher
Education Statistics
Agency (HESA), Key
Information Sets (KIS)
3. Existing Accredited Professional
Development
– Particularly relevant for new and inexperienced
staff
– Accredited by Higher Education Academy against
United Kingdom Professional Standards
Framework
•Associate Fellow
•FellowPG Cert TLHE
4. New Accredited Professional
Development: UWS Fellowship Scheme
– Particularly relevant for experienced staff
– Accredited by Higher Education Academy against
United Kingdom Professional Standards
Framework
• Associate Fellow
• Fellow
• Senior Fellow
• Principal Fellow
UWS Fellowship
Scheme
5. UK Professional Standards Framework
(UKPSF)
• It is a national Framework
for comprehensively
recognising and
benchmarking teaching
and learning support
roles within Higher
Education.
• Two main components:
1. Descriptors
2. Dimensions of Practice
6. UKPSF: Descriptors
Associate Fellow…engagement
with some of the Dimensions
of Practice
Typical applicants e.g. PhD
students, learning
technologists/developers,
library staff, demonstrators
Senior Fellow…sustained
record of effectiveness in the
organisation, leadership,
mentoring
Typical applicants e.g. Staff
with departmental and
advisory responsibilities
Fellow…in more substantive
teaching and supporting
learning role(s).
Typical applicants e.g. Early
career academics and support
staff holding substantive
teaching and learning roles
Principal Fellow
Typical applicants e.g. Staff
responsible for institutional
strategic leadership and
policymaking in the area of
teaching and learning
7. Dimensions of Practice
• undertaken by teachers and supporters of
learning within HE
Areas of Activity
• needed to carry out those activities at the
appropriate level
Core Knowledge
• That someone performing these activities
should embrace and exemplify
Professional Values
8. UWS Fellowship Scheme
• The UWS Fellowship
Scheme is a means to
recognise what you
may already be doing!
• Part of a wider CPD
Framework
• Started in Feb 2013
• 22 individuals
• Guidance Pack
• Workshops
• Moodle Site
9. How is the UWS Fellowship Scheme
being implemented?
1
• Reflect on your current role, experience,
CPD activities and needs
2
• Express your interests to CAPLeD
3
• Discuss your intentions at PDR
4
• Attend UWS Fellowship Scheme Workshop
5
• Choose a Mentor
10. Cont’d
6
• Engage in relevant CPD activities and gather
evidence
7
• Choose and advise your referees/advocates
8 • Submit draft application
9
• Respond to (any) feedback on draft
application
10 • Submit final application
11
• On successful completion to continue to
demonstrate ‘good standing’
11. Summary of evidence to be provided
• Fellowship
Workshops
• Attendance/
Leading CPD
• Critical and
reflective self-
analysis
• Evidence of
scholarly activity
• Feedback:
analysis and
taking action
• Dimensions of
Practice for
relevant
Descriptor
• Good Practice
• Responding to
Feedback
Peer
observation/
critical
dialogue
Map
evidence
against
UKPSF
CPD
Activities
Account of
Professional
Practice:
UKPSF
12. Application for Associate, Fellow or
Senior Fellowship
• Attend UWS Fellowship Introduction Workshop
• Engage in relevant CPD Activities
• Complete a 1400, 3000 or 6000 word (as relevant)
Account of Professional Practice (APP) as a teacher
and/or supporter of student learning
• Engage in Peer teaching observation
• Map evidence provided against the UKPSF
• Submit two references to support application
13. Principal Fellow
• Attend UWS Fellowship Introduction Workshop
• Complete a 6000 word (approx.) Account of
Professional Practice (APP). This has two
components - a Record of Educational Impact
(REI) and a Reflective Account of Practice (RAP)
• Appropriately map the evidence provided
within the application against the UKPSF.
• Submit supporting statements from three
‘Advocates’
14. Assessment
• Submit Draft Application
• Feedback
• Submit Final Application
• Panel including an external from West of
Scotland Universities Partnership (name to be
confirmed)
• Results emailed to individuals
15. UWS Fellowship Scheme: Evaluation
• Good to be able to get recognition for teaching when there
is often a greater emphasis on research.
• An excellent opportunity to reflect on practice and to learn
from feedback.
• A very welcome opportunity to gain external accreditation
with expert supervision + guidance.
• A fabulous opportunity for staff to showcase their abilities.
• Considered applying directly last year but glad I waited to
go through this with the support of peers and advice of
mentors.
• Good idea-hopefully it will be well supported by the
managers.
• Excellent imitative! To be applauded
18. What we have learned so far…
• Wanted by many staff
• Time is required to
– gather supportive
evidence
– To arrange peer teaching
observations
• Need more resources to
develop it further
19. What Next?
• Evaluate (pilot) and report to
Senate October 2013
• Action Research proposal
• By Academic Year 17/18 all
relevant staff will have
achieved HEA Fellowship
• Continue to work with HR e.g.
Being a Mentor
• Mentoring by those who have
engaged with the Scheme
• Code of Practice for
maintaining ‘good standing’
20. Proposed Dates for your Diaries
• Introductory Workshops
– 02/10/13
– 08/10/13
– 07/02/14
– 11/02/14
• Peer Teaching Observation
– 01/11/13
– 06/03/14
• Reflective Writing
– 02/12/13
– 03/04/14
• Mentor Workshop
– tbc
• Drop In Session following
draft feedback
– tbc
• Submission Dates (tbc)
– December 2013
– May 2014
– September 2014