Fellowship To become an ASPIRE Fellow, you will provide clear evidence of broadly based effectiveness in more substantive teaching and supporting learning role(s). Such individuals are likely to be established members of one or more academic and/or academic-related teams. You will need to have worked for at least three years (full time equivalent) in a role which involves teaching and/or supporting learning in a higher education context. Description Typical role/career stage Typical Activities Demonstrates a broad understanding of effective approaches to teaching and Identifying the learning needs of learning support as key students and gauging appropriate contributions to high quality learning outcomes Early career academics student learning. Individuals Ensuring that content, methods of should be able to provide evidence delivery and learning materials are Academic-related of: appropriate for defined and/or support learning outcomes holding substantive Successful engagement Developing appropriate teaching teaching and learning across all five Areas of methods and materials suitable for a responsibilities Activity variety of settings (ranging from small group tutorials to large lectures) Experienced academics Appropriate knowledge and Selecting and utilizing relevant relatively new to UK understanding across all technologies to enhance approaches higher education aspects of Core Knowledge to learning, teaching and assessment Selecting and utilizing relevant with (sometimes A commitment to all the assessment instruments and criteria significant) Professional Values for both formative and summative responsibilities assessment including, for example, Successful engagement in Providing critical and constructive within work-based appropriate teaching feedback and guidance to learners settings practices related to the Supervising the work of students of Activity (teaching and/or research related) Academics and/or other Seeking to improve personal teaching individuals working in Successful incorporation of through acting on e.g. peer relevant roles in higher subject and pedagogic review/feedback, analysis of teaching education and who have research and/ or scholarship design/delivery effectiveness and demonstrated that they within the activities, as analysis of student/peer feedback are qualified to teach part of an integrated Participating in teaching-related through, for example, approach to academic observations and mentoring activities the successful practice to improve professional practice completion of an HEA Engaging in internal quality assurance accredited PG Certificate Successful engagement in processes and, through training and in Higher Education or continuing professional development opportunities, equivalent qualification. development in relation to consolidating their understanding of teaching, learning, the role of external examiners as part assessment and, of formal quality assurance processes. appropriate, related professional practices Senior Fellowship
Fellowship To become an ASPIRE Fellow, you will provide clear evidence of broadly based effectiveness in more substantive teaching and supporting learning role(s). Such individuals are likely to be established members of one or more academic and/or academic-related teams. You will need to have worked for at least three years (full time equivalent) in a role which involves teaching and/or supporting learning in a higher education context. Description Typical role/career stage Typical Activities Demonstrates a broad understanding of effective approaches to teaching and learning support as key contributions to high quality student learning. Individuals should be able to provide evidence of: Successful engagement across all five Areas of Activity Appropriate knowledge and understanding across all aspects of Core Knowledge A commitment to all the Professional Values Successful engagement in appropriate teaching practices related to the of Activity Successful incorporation of subject and pedagogic research and/ or scholarship within the activities, as part of an integrated approach to academic practice Successful engagement in continuing professional development in relation to teaching, learning, assessment and, appropriate, related professional practices Early career academics Academic-related and/or support holding substantive teaching and learning responsibilities Experienced academics relatively new to UK higher education with (sometimes significant) responsibilities including, for example, within work-based settings Academics and/or other individuals working in relevant roles in higher education and who have demonstrated that they are qualified to teach through, for example, the successful completion of an HEA accredited PG Certificate in Higher Education or equivalent qualification. Identifying the learning needs of students and gauging appropriate learning outcomes Ensuring that content, methods of delivery and learning materials are appropriate for defined learning outcomes Developing appropriate teaching methods and materials suitable for a variety of settings (ranging from small group tutorials to large lectures) Selecting and utilizing relevant technologies to enhance approaches to learning, teaching and assessment Selecting and utilizing relevant assessment instruments and criteria for both formative and summative assessment Providing critical and constructive feedback and guidance to learners Supervising the work of students (teaching and/or research related) Seeking to improve personal teaching through acting on e.g. peer review/feedback, analysis of teaching design/delivery effectiveness and analysis of student/peer feedback Participating in teaching-related observations and mentoring activities to improve professional practice Engaging in internal quality assurance processes and, through training and development opportunities, consolidating their understanding of the role of external examiners as part of formal quality assurance processes. Senior Fellowship