To become an ASPIRE Senior Fellow, you will provide clear evidence of a sustained record of effectiveness in relation to teaching and learning, incorporating for example, the organisation, leadership and/or management of specific aspects of teaching and learning provision. Such individuals are likely to lead or be members of established academic teams. Typical role/ Description Typical Activities career Demonstrates a thorough understanding of effective Demonstrating leadership in the design, approaches to teaching and learning delivery and evaluation of a range of support as a key contribution to high programmes of study (sometimes for quality student learning. Individuals entirely new courses) at various levels should be able to provide evidence of: Designing and utilizing innovative teaching approaches and materials, incorporating Experienced staff Successful engagement across the use of technology appropriate able to all five Areas of Activity demonstrate, Incorporating learning from scholarship impact and Appropriate knowledge and and research into teaching and evaluating influence through, understanding across all its effectiveness. for example, aspects of Core Knowledge responsibility for Ensuring that course design and delivery leading, managing A commitment to all the complies with relevant quality standards or organising Professional Values and regulations programmes, subjects and/or Successful engagement in Exercising appropriate operational disciplinary areas appropriate teaching practices leadership within own institutional setting related to the Areas of Activity (e.g. in developing and/or leading local Experienced policy implementation, participating in subject mentors Successful incorporation of relevant committees; participating in peer and staff who subject and pedagogic research review of programme validation and support those new and/or scholarship within the subject review) to teaching above activities, as part of an integrated approach to Undertaking academic responsibilities in Experienced staff academic practice an external service capacity beyond one’s with departmental own institution (e.g. external examining and/or wider Successful engagement in responsibilities, serving scholarly and teaching and continuing professional professional societies, reviewing and learning support development in relation to providing feedback as a peer reviewer for advisory teaching, learning, assessment, e.g. pedagogically focused research responsibilities scholarship and, as appropriate, journals and awarding bodies) within an related academic or institution professional practices Demonstrating effective practice as an external examiner, including, as Successful co-ordination, appropriate, contributing to reviews of support, supervision, internal quality assurance processes at e.g. management and/or mentoring disciplinary and/or institutional levels in of others (whether individuals light of both internal and external and/or teams) in relation to examiner experience. teaching and learning Principal Fellowship
To become an ASPIRE Senior Fellow, you will provide clear evidence of a sustained record of effectiveness in relation to teaching and learning, incorporating for example, the organisation, leadership and/or management of specific aspects of teaching and learning provision. Such individuals are likely to lead or be members of established academic teams. Description Typical role/ career Typical Activities Demonstrates a thorough understanding of effective approaches to teaching and learning support as a key contribution 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 Areas of Activity Successful incorporation of subject and pedagogic research and/or scholarship within the above activities, as part of an integrated approach to academic practice Successful engagement in continuing professional development in relation to teaching, learning, assessment, scholarship and, as appropriate, related academic or professional practices Successful co-ordination, support, supervision, management and/or mentoring of others (whether individuals and/or teams) in relation to teaching and learning Experienced staff able to demonstrate, impact and influence through, for example, responsibility for leading, managing or organising programmes, subjects and/or disciplinary areas Experienced subject mentors and staff who support those new to teaching Experienced staff with departmental and/or wider teaching and learning support advisory responsibilities within an institution Demonstrating leadership in the design, delivery and evaluation of a range of programmes of study (sometimes for entirely new courses) at various levels Designing and utilizing innovative teaching approaches and materials, incorporating the use of technology appropriate Incorporating learning from scholarship and research into teaching and evaluating its effectiveness. Ensuring that course design and delivery complies with relevant quality standards and regulations Exercising appropriate operational leadership within own institutional setting (e.g. in developing and/or leading local policy implementation, participating in relevant committees; participating in peer review of programme validation and subject review) Undertaking academic responsibilities in an external service capacity beyond one’s own institution (e.g. external examining responsibilities, serving scholarly and professional societies, reviewing and providing feedback as a peer reviewer for e.g. pedagogically focused research journals and awarding bodies) Demonstrating effective practice as an external examiner, including, as appropriate, contributing to reviews of internal quality assurance processes at e.g. disciplinary and/or institutional levels in light of both internal and external examiner experience. Principal Fellowship
ASPIRE_Guidance_Pack_for_Applicants_Dec_2011.docx