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University Teaching Fellowship Scheme (UTFS) Selection Criteria

Background information

Individual excellence

Raising the profile of teaching and learning

Developing excellence

 

National Teaching Fellowship Scheme (NTFS) Selection Criteria

All nominees for National Teaching Fellowships will be assessed on evidence provided in the core nomination documents in relation to each of the three criteria listed below:

Individual excellence

Raising the profile of excellence

Developing Excellence

Final Notes (includes nominee guidelines)
 

 

 

University Teaching Fellowship Scheme (UTFS) Selection Criteria

Background Information (200 words max.)

Provide any contextual information in support of your Fellowship claim. This could, for example, include your rationale for applying, your Teaching & Learning support philosophy, details of your current roles & responsibilities within the University.  Examples in support of your application can be drawn from your work with undergraduate, taught postgraduate and postgraduate research students.

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Individual excellence (600 words max.)

• Dedication to teaching and learning and/or its support either through contributions to taught programmes and/or the supervision of post graduate research degree candidates

• Stimulating and inspiring learning (e.g. teaching performance and module delivery evidenced by student evaluations and peer observation, creation of engaging materials, and facilitating personal, professional and skills development with post graduate research degree candidates)

• Recognising and supporting a diversity of student learning needs

• Willingness to adopt good practice and innovative approaches to teaching and learning and/or the support of teaching and learning.

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Raising the profile of teaching and learning (600 words max.)

• Contributing to the development of colleagues in teaching and learning, including research supervision, and/or its support (e.g. contributions to School training events, leading local/institutional initiatives and investigations into new teaching and support approaches)

• Contributing to the development and understanding of teaching and learning and/or its support(e.g. through contributions to School, institutional and/or national initiatives, engagement with HEA and Subject Centres)

• Involvement in and/or leading teaching and learning initiatives or projects, (e.g. University Teaching Fellowships), JISC bids, Centres for Excellence in Teaching and Learning (CETL), Doctoral Training Partnerships etc.)

• Observed commitment to the dissemination of good practice in teaching and learning including research supervision (e.g. writing articles/papers for teaching and learning publications, leading/participating in teaching and learning workshops within and outside the University etc.)

• Affecting institutional, national or international strategy to enhance opportunities for postgraduate taught and/or research students.

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Developing excellence (600 words max.)

• Commitment to individual professional development. From 2013-14 the expectation has been that applicants for the UTFS should be recognised at Descriptor 2 (or its equivalent) of the UKPSF and normally should be working towards Descriptor 3.

• Demonstration of a reflective approach to teaching and learning and/or teaching and learning support

• Awareness of teaching and learning initiatives both within the University and at a national level.

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National Teaching Fellowship Scheme (NTFS) Selection Criteria

 

All nominees for National Teaching Fellowships will be assessed on evidence provided in the core nomination documents in relation to each of the three criteria listed below:

Individual excellence

Evidence of enhancing and transforming the student learning experience commensurate with the individual’s context and the opportunities afforded by it

This may, for example, be demonstrated by providing evidence 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 needs

• drawing upon the results 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

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Raising the profile of excellence

Evidence of supporting colleagues and influencing support for student learning; demonstrating impact and engagement beyond the nominee’s immediate academic and professional role.

This may, for example, be demonstrated by providing evidence 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 student learning

• contributing to and/or supporting meaningful and positive change with respect to pedagogic practice, policy and/or procedure.

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Developing excellence

Evidence of the nominee’s commitment to her/his ongoing professional development with regard to teaching and learning and/or learning support.

This may, for example, be demonstrated by providing evidence 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

• engaging in the review and enhancement of one’s own professional and/or academic practice

• specific contributions to significant improvements in the student learning experience

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Final Notes

Download the Nominee Guidelines

• nominees should address and make a specific claim against each criterion in turn

• each of the three criteria above is given equal consideration in the assessment process

• nominees should not feel limited by the illustrative examples. These are designed to provide indicative areas of evidence for each criterion

• the scheme recognises impact and engagement beyond a nominee’s immediate academic or professional role; the nature of the institutional context and each individual nominee’s opportunity to contribute will be taken into account and therefore should be made explicit in the submission. A nominee may, for example, have made a significant contribution to learning and teaching in an area that falls outside his/her substantive institutional role

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