in Enhancing Academic Practice - Bath
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Bath Course in Enhancing Academic Practice Course Handbook 2018/19
Transcript of in Enhancing Academic Practice - Bath
Bath Course in Enhancing Academic Practice
Course Handbook 2018/19
Welcome
Welcome to the Bath Course in Enhancing Academic Practice (The Bath Course). This
work-based professional development course is designed to support and develop your
academic practice here at Bath. It recognises distinct individual and disciplinary
requirements and is accredited at a national level.
The Bath Course aims to support your continued professional development, providing an
opportunity for evidence-based, critical reflection on your academic practice as a
professional in Higher Education. It aligns with the University’s strategic commitment to high
quality teaching, learning and research. The course is accredited with Advance HE against
the UK Professional Standards Framework (UKPSF). Upon successful completion, you will
gain a nationally recognised and transferrable Fellowship of the HEA.
The course team, along with the many academics acting as advisers and contributors on the
course, look forward to working with you. You will find mini-biographies of the main team
inside as a brief introduction. We hope you will enjoy the opportunity to meet and network
with colleagues from a wide range of disciplines and areas of educational practice.
Dr Lenka Banovcova
Bath Course Director
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Contents Contents ............................................................................................................................... 1
1 Structure and Requirements of the Course .................................................................. 3
1.1 Who is the Bath Course for? ............................................................................... 3
1.2 Aims of the Bath Course ..................................................................................... 3
1.3 Objectives of the Bath Course ............................................................................ 3
1.4 What are the different parts of the Bath Course? ................................................ 4
1.5 Which units should I do? ..................................................................................... 4
1.6 What are the units about? ................................................................................... 5
Part 1: Teaching and Supporting Learning ................................................. 5
Part 2: Practice Enhancement & Development .......................................... 5
Part 3: Research Management .................................................................. 5
1.7 When are the units run? ...................................................................................... 6
2 Components of the Course .......................................................................................... 7
2.1 Course workshops .............................................................................................. 7
2.2 Tutorials .............................................................................................................. 7
2.3 Online learning and activities .............................................................................. 7
Moodle ....................................................................................................... 7
Pre- and post-session activities and further resources ............................... 8
2.4 Practice-based tasks ........................................................................................... 8
Department/School Activities ..................................................................... 8
Teaching Observations/Peer Review ......................................................... 8
2.5 Advice and support ............................................................................................. 9
Bath Course Adviser .................................................................................. 9
Other sources of support ........................................................................... 9
Centre for Learning & Teaching ................................................................. 9
2.6 Application for HEA Fellowship ......................................................................... 10
Fellowship Application ............................................................................. 10
Fellowship Interview ................................................................................ 12
3 Advance HE Accreditation and the UKPSF ................................................................ 13
4 Requirements to complete the Bath Course ............................................................... 15
4.1 Associate Fellow ............................................................................................... 15
4.2 Fellow ............................................................................................................... 16
5 Accreditation of Prior (Experiential) Learning - AP(E)L ............................................... 17
5.1 General Guidelines ........................................................................................... 17
5.2 AP(E)L .............................................................................................................. 17
6 Assessment of your Fellowship .................................................................................. 19
6.1 Approach and Criteria ....................................................................................... 19
For Associate Fellow ............................................................................... 19
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For Fellow ................................................................................................ 19
6.2 Decision-making process .................................................................................. 20
Resubmission options – Associate Fellow ............................................... 20
Resubmission options – Fellow ................................................................ 20
6.3 Referencing, Plagiarism and Cheating .............................................................. 21
6.4 Quality Assurance ............................................................................................. 22
General Guidelines .................................................................................. 22
GDPR Compliant ..................................................................................... 23
Process of Appeal .................................................................................... 23
7 Evaluation and Participant Representation ................................................................ 25
7.1 Participant feedback ......................................................................................... 25
7.2 Unit Evaluation .................................................................................................. 25
7.3 Participant representation ................................................................................. 25
8 Concerns and Problems ............................................................................................. 26
8.1 Workload .......................................................................................................... 26
8.2 Formal complaints procedures .......................................................................... 26
9 Enrolment and Registration Information ..................................................................... 27
9.1 Registration ...................................................................................................... 27
9.2 Personal circumstances .................................................................................... 27
9.3 Personal details ................................................................................................ 27
9.4 Academic circumstances .................................................................................. 27
10 Bath Course team – who to contact ........................................................................... 28
10.1 Main Bath Course Team Contacts .................................................................... 28
10.2 Bath Course Team Biographies ........................................................................ 29
11 Philosophy and Approach .......................................................................................... 31
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1 Structure and Requirements of the Course
1.1 Who is the Bath Course for?
The Bath Course is a work-based course for Lecturers and Teaching Fellows who need to
gain a teaching qualification in order to complete probation. It aims to develop your
understanding of, and expertise in, aspects of academic practice in Higher Education.
Successful completion of the Bath Course is a probationary/contractual requirement at the
University of Bath (see section 1.55)1. Probationary staff are given a workload allocation for
the Bath Course by their Department (a reduction in their workload) in line with the
University’s guidelines.
You need to be engaged in teaching activities and supporting learning, including
elements of assessment, on University of Bath Higher Education courses (normally
amounting to more than 20 hours of teaching over the semester) while you are enrolled on
the Bath Course.
1.2 Aims of the Bath Course
To equip staff who teach with the skills, knowledge and understanding to:
effectively support the student learning experience;
manage their academic career; and, where appropriate,
enhance their research management skills, all in the University of Bath context.
1.3 Objectives of the Bath Course
To enable staff new to academic and professional practice to:
develop the skills, an initial understanding, knowledge, and confidence to prepare them
to become effective teachers and research managers;
question, evaluate and develop their practice using regular critical reflection in order to
improve the quality of the student learning experience and/or their research
achievements, and their supervision;
critique current scholarship in academic practice, develop critical analyses of teaching
methodologies and research management, and develop their own practice in light of
these analyses;
develop, plan and design effective learning in sessions and units, considering how these
fit into the overall degree course in a particular department/discipline;
develop appropriate strategies to become effective and efficient members of the
academic community that is the University of Bath;
meet their personal and professional development needs in a systematic, effective and
efficient way.
1 NB: probationary requirements are dependent on types and length of contracts.
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1.4 What are the different parts of the Bath Course?
The Bath Course consist of three units:
Part 1: Teaching and Supporting Learning
Part 2: Practice Enhancement & Development
Part 3: Research Management
All units run twice a year.
Parts 1 and 2 are semester-long units and have workshop attendance as well as practice-
based tasks. Part 3 Research Management consists of two one-day workshops as well as
practice-based tasks.
Accreditation and Fellowship
Parts 1 and 2 are accredited against the UK Professional Standards Framework (UKPSF)
with Advance HE and on successful completion you will be awarded Associate Fellow of the
HEA (AFHEA; Part 1) or Fellow of the HEA (FHEA; Parts 1 and 2).
1.5 Which units should I do?
The minimum university probation requirements for completion depend on your contract/role
and are given in the table below, for > 0.4FTE staff2.
Contract Requirement Leads to
<18 months contract Part 1 AFHEA
Teaching Fellow ≥ 18
months contract
Parts 1 and 2
Parts 1 and 2 are taken in order: Depending on
your contract length, on registration you will be
signed up to take Part 1 in the first semester of
your probation and Part 2 in the second
semester of your probation (if contract allows).
FHEA
Lecturer ≥ 18 months
contract
Parts 1, 2 and Research Management
Parts 1 and 2 are taken in order. By default, on
registration you will be signed up to take Part 1
in the first year of your probation and Part 2 in
your second year. Research Management is
taken when appropriate for you – we
recommend you take it in year 1 of probation.
FHEA
Prize Fellows Research Management is mandatory
Part 1 if you do sufficient teaching
Part 2 is optional while you are a Prize Fellow,
but mandatory once you have transferred to a
lectureship contract.
2 This is a summary of the requirements as set out in QA9. For full details, see that code of practice statement.
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You must be teaching a sufficient amount at the time in order to take Part 1. Speak with the
Course Director/Administrator if unsure.
Research management is taken when appropriate for your practice. The component on
doctoral supervision must be taken within 6 months of your start as a doctoral supervisor at
Bath to meet the University QA requirements. Ideally, you will take the two component days
together, but it is possible to do so at different times.
1.6 What are the units about?
Part 1: Teaching and Supporting Learning
Part 1 focusses on your direct engagement with students, via teaching in the classroom, or
in other contexts, and via direct support such as feedback and pastoral care.
Learning Outcomes:
1. Design, plan, and employ appropriate methods for teaching and supporting learning that
enhance the student learning experience, typically based on:
a. evidence of effectiveness;
b. pedagogical understanding; and,
c. your context (subject, discipline, and level of your students).
2. Employ appropriate strategies for supporting all your students, using a variety of
methods and approaches, including feedback and pastoral support.
3. Consider the use, value and appropriate range of technologies available/used at Bath,
within your teaching context.
4. Critically reflect on and evaluate the effectiveness of the above teaching practices using
a variety of methods.
5. Develop your professional practice as a result of reflections and evaluations,
engagement with development activities and scholarship.
Part 2: Practice Enhancement & Development
Part 2 considers learning and teaching at the level of a Unit/Course (the terminology for
modules/courses at Bath), taking into account different learning contexts and forms of
assessment and within the wider context of the Unit discipline and Degree Programme.
Learning Outcomes:
1. Consider the wider context in which your academic practice operates and the
implications for your practice.
2. Critically analyse and evaluate the effectiveness of teaching and learning across an
existing unit/course.
3. Consider appropriate alternative learning designs based on your evaluation and analyse
their suitability for your context.
4. Design and plan new or amended learning designs for units based on the above
evaluations and critiques, taking into consideration the unit/course context.
Part 3: Research Management
This unit introduces best practice in doctoral supervision, grant development and research
dissemination.
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Learning Outcomes:
1. Employ appropriate strategies for supporting your doctoral students and/or member of
research staff as a team leader.
2. Consider how national and University-specific policies and regulations inform your
research student supervision/staff management.
3. Consider methods for improving dissemination of your research and citations of your
publications.
4. Be aware of appropriate ways to position your research for the Research Excellence
Framework/Pathways to Impact.
Full details for each unit can be found in the Unit Handbooks.
1.7 When are the units run?
All Parts have two cohorts per year.
Parts 1 and 2 workshops are run over a semester on Wednesday afternoons.
Research Management runs over two one-day workshops.
The timetables can be found here: http://www.bath.ac.uk/corporate-information/bath-course-
timetable/
You are expected to attend all sessions for your cohort as a mandatory part of the
University’s professional development requirements for completing probation. Failure to
attend all sessions may result in you having to retake specific sessions or the entire unit at a
later time.
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2 Components of the Course
Workshops
Tutorials
Online learning and activities
Practice based tasks
o Department/ School activities
o Teaching observations/ Peer Review
Advice and Support
Fellowship Application
Fellowship Interview (for those working towards FHEA)
2.1 Course workshops
The workshops form the main face-to-face component of the course. They include
presentations, guest speakers, case studies, discussions and group activities. Based on
your teaching experience, practice-based tasks for the course, and online learning, the
workshops are a chance to hear different ideas, reflect on your practice, and develop parts
of your Fellowship application. They also give you the opportunity to discuss areas of your
teaching with peers, guests, and the course team. Such cross-disciplinary discussions
(which highlight both similarities and differences in practice) are frequently cited by Bath
Course alumni as one of the most useful aspects of the course. Topics discussed in the
workshops are aligned to the dimensions of the UKPSF (such as design and planning of
teaching, teaching for effective learning, teaching methods and approaches suitable for
particular learning contexts, assessment and feedback, and student support).
2.2 Tutorials
Discipline-specific tutorial sessions are included as part of the course, and are led by a
member of the course team. These are an opportunity to discuss any general issues with
your practice as well as particular issues about your Fellowship Application.
2.3 Online learning and activities
Moodle
The Bath Course is supported online via Moodle, the University’s Virtual Learning Environment. There is a general Moodle area for the whole of the Bath Course and a separate Moodle areas for each Unit. You will be enrolled on the general Bath Course and the Unit Moodle area with the cohort you join.
In the Unit Moodle area you can find the Unit Handbooks, teaching material and other Unit-
specific information. Once enrolled on the course, you will be able to access the Bath
Course Moodle sites at moodle.bath.ac.uk. The Unit Moodle courses are all similarly
organised.
The course will use Moodle as the main mechanism for communication. Reminders, updates
and instructions will be posted using the forums. There are settings within Moodle to change
how you receive Moodle messages according to your preferences.
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Pre- and post-session activities and further resources
Most workshops on the Bath Course are supported by pre- and post-session activities on
Moodle. These activities include reading/media to introduce or explore topics. Guidance is
given on the approximate time needed (usually around 30 minutes).
Given the reality of academic life and competing priorities, it is recommended that you
try to schedule these pre- and post-session activities formally for yourself.
The online Bath Course areas contain a large number of ‘Further Resources’ that are
available as additional supporting materials. You are expected to read and investigate the
wider scholarship and literature to progress on the Bath Course and for the enhancement of
your teaching practice in general. You will also use these resources for the Fellowship
Application, integrating your knowledge into your reflections and practice. These resources
can help as first steps or provide more in-depth information. They are not intended to be an
exhaustive resource; what is useful will depend on your individual practice and interests.
2.4 Practice-based tasks
Parts 1 and 2 of the Bath Course draw on your reflections on your practice and some
specific tasks completed within your practice, for both the workshops and the sessions (e.g.
peer teaching observations/review). These form the evidence for your reflections, evaluation
and analyses as part of your Fellowship Application.
Department/School Activities
Each Department/School has drawn up a set of department/school activities which are
useful for new staff in academia. These lists are department/school owned and provide
some further induction, local and context-specific activities within the course.
For each unit of the course, you will choose and complete at least two of these activities
(teaching-related activities for Parts 1 and 2, research-related activities for Research
Management) and submit a short reflective log. Your Course Adviser or Probation Mentor
may be able to advise which activities are useful to complete at which stage.
Teaching Observations/Peer Review
Observations of your teaching will be carried out by your probation mentor/ Bath Course
Adviser in Part 1. They will help you to identify areas for improvement in your teaching, as
well as assist with finding solutions to issues and challenges you may be experiencing in
your teaching practice. Similarly, peer review in Part 2 serves as a means of recognising and
addressing areas of further development related to different aspects of the unit(s)/course you
teach on. As part of the Bath Course, a Senior Teaching Observation is carried out by a
senior academic from a department different to your home department. This is a requirement
for academic probation at the University of Bath and will be organised by Academic Staff
Development.
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2.5 Advice and support
The course team are there to help you and answer questions related to your academic
practice.
Bath Course Adviser
Bath Course Advisers are volunteers from your department who have offered to provide
additional feedback and support linked to the Bath Course. They have often completed the
Bath Course and gained HEA Fellowship themselves, so are well placed to offer advice.
Their role exists in part to provide department-based feedback to help to contextualise the
course and make the link to practice on the ground. Bath Course Advisers would normally
help in the following way:
Completing one of your teaching observations during Part 1 and providing feedback.
Discussing your teaching and helping with the translation of educational principles
and course topics to your discipline context.
Formative feedback on aspects of your Fellowship Application.
The Bath Course Advisers are not personal tutors, they are colleagues who volunteer to
provide advice and support, and can be an alternative, informal source of support. Your
department will also allocate you a department probation mentor. This is an official,
separate, role aimed at supporting you in your working role during probation.
When you start, the course team will seek a volunteer Bath Course Adviser for you in your
department. You should:
Contact your Bath Course Adviser to introduce yourself
Arrange your observation with them. You may also wish to meet to discuss your
teaching informally.
In the absence of a Bath Course Adviser (e.g., either temporary absence, or when there are
problems with availability), the course team will help to cover or find other volunteers. Please
contact the Bath Course Director.
Other sources of support
In addition to the main course team, your Bath Course Adviser, and the support from your
peers on the course, there are other sources of support for different aspects of your practice:
Audio-Visual (AV)
TEL (Technology Enhanced Learning)
Library
Research and Innovation Services (RIS)
Student Support Services
Public Engagement Unit
Staff Development Unit
Doctoral College
Centre for Learning & Teaching
The Centre for Learning and Teaching (CLT) provides a variety of other events and
resources to support your teaching and research practice:
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Annual conference run by the CLT for those involved in learning, teaching and
research.
Talk Teaching events
Learning & Teaching Journal Club: Conversation with Cake: An informal
opportunity for you to chat with colleagues about topical learning and teaching issues
over coffee/cake/lunch.
Learning and Teaching Hub: The Hub has a variety of online resources to support
your teaching practice. In addition, you can find all short workshops from the CLT on
topics of teaching and research management there as well.
2.6 Application for HEA Fellowship At the end of the Bath Course, once you have completed your probation requirements related to the course, you are required to apply for Fellowship of the HEA.
Fellowship Application
The Fellowship Application is designed to enable you to demonstrate the appropriate set of
Descriptors of the UK Professional Standards Framework (UKPSF), within the context of
practice and the University of Bath, as well as probationary requirements and expectations.
The applications are based on your practice here at Bath and it is important for participants
to make links between the topics and discussions on the course and their current practice.
The components of the Fellowship Application will be developed around, and supported by,
evidence produced via the practice-based tasks, feedback received, and the Bath Course
workshops.
2.6.1.1 Associate Fellow route
This route is for staff with contracts shorter than 18 months, typically Teaching Fellows. You
will need to complete all tasks and meet all requirements associated with Part 1 before
submitting your application.
You can choose to write your Associate Fellow application in two ways detailed below. The
overall word limit is 2000 words.
Option 1 Case Study Option 2 Writing under 2 Areas of Activity
Teaching philosophy/approach and
context (300-500 words)
A reflective narrative/account of
professional practice, which illustrates how
at least two of the Areas of Activity and
relevant aspects of Core Knowledge and
Professional Values are integrated,
embedded and demonstrated in your
practice. Peer review of your teaching
needs to be incorporated (1500 words
max)
Teaching philosophy/approach and
context (300-500 words)
Completion of any 2 Areas of Activity and
relevant aspects of Core Knowledge and
Professional Values which are integrated,
embedded and demonstrated in your
practice.
Peer review of your teaching needs to be
incorporated (1500 words max).
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Plus
2 observations (at least one by a FHEA –
often mentor or course advisor)
Evidence of 2 departmental activities
Plus
2 observations (at least one by a FHEA –
often mentor or course advisor)
Evidence of 2 departmental activities
2.6.1.2 Fellow route
This route is for staff with contracts equal to or longer than 18 months who need to attend
both Part 1 and Part 2 (and as a lecturer Research Management) of the Bath Course.
You will need to complete all tasks and meet all requirements associated with Parts 1, 2 and
3 (if mandatory) before submitting your application. In addition to the written submission
(Fellowship Application), you will take part in a Fellowship Interview. The judgement of
Fellowship will be based on your written submission and Fellowship Interview.
You can choose to write your Fellow Application in two ways detailed below. The overall
word limit is 3800 words.
Option 1: 2 case studies Option 2: Writing under 5 areas of Activity
Teaching philosophy/approach and
context (300-500 words)
Two reflective, narrative case studies of
their teaching and/or learning support
which illustrate how all the UKPSF Areas
of Activity, Core Knowledge and
Professional Values are integrated and
demonstrated in their practice. One of the
case studies must be based on a peer
review of teaching. One open choice
(3300 words max)
Teaching philosophy/approach and
context (300-500 words)
Five separate reflective accounts: one for
each of the UKPSF Areas of Activity,
including how relevant aspects of Core
Knowledge and Professional Values are
integrated and demonstrated in their
practice. A peer review of teaching needs
to be incorporated into the narrative (3300
words max).
Plus:
2 observations (at least one by a FHEA –
often mentor or course advisor)
1 senior teaching observation (external to
department). This is a probationary
requirement.
Evidence of 4 departmental activities
Plus:
2 observations (at least one by a FHEA –
often mentor or course advisor)
1 senior teaching observation (external to
department). This is a probationary
requirement.
Evidence of 4 departmental activities
Fellowship interview
(Conversation/ Discussion about strong/weak
areas in their application and reflection on
their learning experience; and career planning
conversation with UKPSF as guide)
Fellowship interview
(Conversation/ Discussion about strong/weak
areas in their application and reflection on
their learning experience; and career planning
conversation with UKPSF as guide)
2.6.1.3 Scholarship and Literature
Informed, evidence-based practice is an important professional value and forms part of your
Fellowship Application. You should not only learn from your own experience and become a
critical reflective practitioner, but also from the experience and work of others. As the
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approach to the course is practice-based, literature and scholarship are to be used as
appropriate for context to inform, challenge and provide ideas specifically for your practice,
rather than as a detached intellectual exercise (although an awareness and consideration of
wider issues and debates in Higher Education and the UK is important).
A wide variety of potential resources may be of use as part of the wider literature, including
institutional and national documentation, research papers, textbooks, websites, case studies
and reports from projects. Completing the assessments and tasks will provide an opportunity
to explore some of these resources.
2.6.1.4 References
Part of developing your teaching is learning from other people, and referring to relevant
scholarship will form an integral part of your application. Given the range of disciplines of
participants, no set referencing style is mandated, but referencing is expected to be
consistent and academic in style.
Fellowship Interview
To complete the Bath Course with FHEA you will attend a Fellowship Interview, which takes
place after completing a Fellowship Application. The interview is a space in which to explore
your teaching experience so far and to look ahead. The main focus is on highlighting and
discussing areas of good practice in your application and exploring areas for potential
improvement. This meeting also serves to discuss your future development, teaching
interests and potential support for the next stage of your career and past the Fellowship
award. The Bath Course alumni often become Bath Course Advisers in the near future. The
Fellowship Interviews are recorded for the External Examiner.
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3 Advance HE Accreditation and the UKPSF
Advance HE’s mission is to help institutions to provide the best possible learning experience
for their students. It achieves this by working with Higher Education institutions and other
organisations on a range of activities. Advance HE also has in place a recognition scheme
which contributes towards the professionalisation of teaching by conferring the status of
Associate Fellow, Fellow, Senior Fellow, or Principal Fellow of the Higher Education
Academy (HEA). The Bath Course is accredited with the HEA and completion of Part 1/Part
1 and 2 entitles you to the status of Associate/Fellow of the HEA, with the post-nominal
letters AFHEA/FHEA.
The HEA hosts a wide range of evidence-based discipline specific resources, which you may
find useful to access to support your learning and teaching practice in particular. The
materials and resources can be found through the HEA website.
The UK Professional Standards Framework (UKPSF) is a sector-owned framework for the
professional development of those teaching and supporting learning in Higher Education. It
covers a range of engagement in “Areas of Activity” along with the “Core Knowledge” and
“Professional Values” which underpin these activities, with four Descriptors (D1-4; D1-2
relevant to this Course) against which the HEA Fellowships are accredited. The UKPSF is
the underpinning framework which the Bath Course has in common with the vast majority of
UK universities’ initial teaching and learning programmes.
The UKPSF is at the root of the curriculum development and assessment for the Bath
Course and your future career; thus, it is important for you to understand the framework and
to ultimately, via the Fellowship Application and Fellowship Interview, demonstrate that your
practice maps against the framework according to the appropriate descriptor. We shall go
into further detail within the Bath Course and help you understand the UKPSF and effectively
develop and demonstrate your practice. As an initial summary, the following page provides
an overview of Descriptors 1 and 2 (of 4) of the UKPSF along with the dimensions (areas of
activity [A1-5], core knowledge [K1-6] and professional values [V1-4]) of the framework.
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Descriptor 1 (AFHEA) Descriptor 2 (FHEA)
Areas of Activity
Successful engagement with at least two of
the five Areas of Activity
Successful engagement across all five Areas
of Activity
Appropriate practices
Successful engagement in appropriate
teaching and practices related to these Areas
of Activity
Successful engagement in appropriate
teaching practices related to the Areas of
Activity
Core Knowledge
Appropriate Core Knowledge and
understanding of at least K1 and K2
Appropriate knowledge and understanding
across all aspects of Core Knowledge
Professional Values
A commitment to appropriate Professional
Values in facilitating others’ learning
A commitment to all the Professional Values
Scholarship and Research
Relevant professional practices, subject and
pedagogic research and/or scholarship within
the above activities
Successful incorporation of subject and
pedagogic research and/ or scholarship within
the above activities, as part of an integrated
approach to academic practice
Professional Development
Successful engagement, where appropriate,
in professional development activity related to
teaching, learning and assessment
responsibilities
Successful engagement in continuing
professional development in relation to
teaching, learning, assessment and, where
appropriate, related professional practices
A1 Design and plan learning activities and/or programmes of study
A2 Teach and/or support learning
A3 Assess and give feedback to learners
A4 Develop effective learning environments and approaches to student support and guidance
A5 Engage in continuing professional development in subjects/disciplines and their pedagogy,
incorporating research, scholarship and the evaluation of professional practices
K1 The subject material
K2 Appropriate methods for teaching, learning and assessing in the subject area and at the
level of the academic programme
K3 How students learn, both generally and within their subject/disciplinary area(s)
K4 The use and value of appropriate learning technologies
K5 Methods for evaluating the effectiveness of teaching
K6 The implications of quality assurance and quality enhancement for academic and
professional practice with a particular focus on teaching
V1 Respect individual learners and diverse learning communities
V2 Promote participation in higher education and equality of opportunity for learners
V3 Use evidence-informed approaches and the outcomes from research, scholarship and
continuing professional development
V4 Acknowledge the wider context in which higher education operates recognising the
implications for professional practice
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4 Requirements to complete the Bath Course
The Bath Course is designed to help you complete the University’s requirements and
expectations during your probation and to support you to gain Associate Fellow of the
Higher Education Academy (AFHEA, Part 1) or Fellow of the Higher Education
Academy (FHEA, Part 1 and 2) by demonstrating how your practice meets the criteria and
relevant Descriptors of the UK Professional Standards Framework. In addition, Lecturers on
probation also have to take Part 3: Research Management.
4.1 Associate Fellow
Staff with contracts shorter than 18 months will gain Associate Fellow (AFHEA) on
successful engagement and completion of Part 1. The following table gives overview of the
requirements to complete:
Ba
th C
ours
e
AF
HE
A
Part 1 Attendance and online participation
2 department activities
2 observations (1 observation by probation
mentor and 1 by Bath Course Adviser)
Presentation on teaching rationale
Written draft of case study 1 for formative peer
feedback
Give peer feedback about case study 1 in triad
Fellowship Application Successful Fellowship Application
Online Unit evaluation
Senior Observation for
probation
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4.2 Fellow Staff with contracts 18 months or longer will be awarded Fellow (FHEA) on completion of Parts 1 and 2. The following table gives overview of the requirements to complete:
Ba
th C
ours
e
FH
EA
Part 1 Attendance and online participation
2 department activities
2 observations (1 observation by probation
mentor and 1 by Bath Course Adviser)
Presentation on teaching rationale
Written draft of case study 1 for formative peer
feedback
Give peer feedback about case study 1 in triad
Part 2 Attendance and online participation
2 departmental activities
Peer review
Written draft of case study for formative peer
feedback
Give peer feedback about case study 2 in triad
1 Senior teaching observation (external to
department). This is a probationary
requirement.
Part 3 Research
Management
(mandatory for lecturers
only)
Attendance
2 department activities
Fellowship Application and
Fellowship Interview
Successful Fellowship Application
Fellowship Interview including discussion
about Senior Observation for probation
Online Unit evaluation
All Units of the Bath Course support you in developing your Fellowship Application.
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5 Accreditation of Prior (Experiential) Learning - AP(E)L
5.1 General Guidelines
Exemption of parts of the Bath Course may be granted for those members of staff who have
already gained an HEA Fellowship. However, even in such cases, attendance at sessions
and participation in Bath Course tasks is strongly encouraged as this enhances the process
of settling in and becoming familiar with the specific teaching/research environment of the
University of Bath, especially for those participants who are new to the University.
NB: All probationers need to complete the Department/School activities, senior
teaching observation and provide satisfactory Online Unit Evaluation if required for
probation, including when AP(E)L is granted. Lecturers will also have to complete
Research Management. AP(E)L is not possible for Research Management.
5.2 AP(E)L
For those who already hold HEA Fellowship, AP(E)L will be considered in the following
situations:
1. Teaching Fellows <18 months contract: AFHEA would exempt you from compulsory
attendance for Part 1, and subsequent Associate Fellow Application. You will still have to
complete:
Department/School-based activities
Satisfactory University Teaching Evaluations
Satisfactory Senior Teaching Observation (also used for the purposes of
academic probation)
2. Teaching Fellows ≥ 18 months contract: FHEA would exempt you from compulsory
attendance for Parts 1 and 2, and subsequent Fellow Application/Interview. You will
still have to complete:
Department/School-based activities
Satisfactory University Teaching Evaluations
Satisfactory Senior Teaching Observation (also used for the purposes of
academic probation)
3. Lecturers ≥ 1 year contract: FHEA would exempt you from compulsory attendance
for Parts 1 and 2, and subsequent Fellow Application/Interview. You will still have to
complete:
Department/School-based activities
Satisfactory University Teaching Evaluations
Satisfactory Senior Teaching Observation (also used for the purposes of
academic probation)
Part 3: Research Management.
4. Prior HE Teaching Qualifications/Completed courses (e.g. non-UK, PGCerts,
PGCaps)
Exemptions are only granted if completion of such courses resulted into obtaining an
HEA Fellowship. You still need to complete:
Department/School-based activities
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Satisfactory University Teaching Evaluations
Satisfactory Senior Teaching Observation (also used for the purposes of
academic probation)
Part 3: Research Management (if a Lecturer).
Consult first: Applicants for AP(E)L should consult with the Bath Course Director and
present evidence of the above. Those who already have AFHEA or FHEA will be asked to
present their HEA Fellowship number/ certificate. Anyone seeking exemption from probation
also presents similar evidence to identify AP(E)L/exemption route (in this case both
processes run in parallel).
Exemption from the Bath Course does not equal to exemption from probation (which is
also the only case for exemption from the Bath Course completely, including the associated
activities). The exemption from probation entails submitting an application through Human
Resources.
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6 Assessment of your Fellowship
6.1 Approach and Criteria
The criteria against which recommendations/decisions will be made for individual
applications are in broad terms:
• Evidence of engagement with peer review of teaching
• Sufficient engagement with the UKPSF
• Breadth in the application in terms of the dimensions of practice of the UKPSF, relevant
to the applicant’s context. For example, is this authentic and sufficient or are there are
areas that are weak or require further development
• Demonstration of and appropriate effectiveness and impact relevant to the application
being made. For example, is the applicant operating with regard to the desired
descriptor? Does the supporting statement(s) substantiate this?
• Reflection and self-awareness of development needs. Is their development underpinned
by appropriate and adequate scholarly activity? How self-aware are they of the UKPSF
and dimensions of the framework? How does this feature in their own development
needs?
For Associate Fellow
• Sufficient experience of the areas of professional activity, as aligned to the UKPSF
• Use of core knowledge and professional values
• Awareness of pedagogical issues, both generally and within their own discipline
• Ability to choose, adapt and apply methods and approaches to learning and teaching
that are relevant to the context in which they work
• An informed understanding of learning and teaching theory and practice to explain and
justify the examples of practice
• Creative ways used to approach teaching and the support of students’ learning
• Where different approaches have been adopted or adapted to support the different
needs of particular student groups
• The way scholarship, research, and professional activities are integrated with teaching
and supporting learning
• The ability to demonstrate how evaluation and continuing professional development
inform practice
For Fellow
• Significant breadth of experience of the areas of professional activity, as aligned to the
UKPSF
• Sustained record of effectiveness in relation to teaching and learning
• How a commitment has been made to all the Professional Values
• A broad understanding of effective approaches to learning and teaching both generally
and within their own discipline
• The ability to choose, adapt and apply methods and approaches to learning and
teaching that are relevant to the context and level in which they work
• An informed understanding of learning and teaching theory and practice to explain and
justify the examples of practice in the reflective commentary and cases of professional
practice
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• How scholarship, research, and professional activities are integrated with teaching and
supporting learning
• The ability to demonstrate how evaluation and continuing professional development
inform practice
Assessors hold at a minimum HEA Fellow and have been trained to ensure equity and
consistency in the decision making process and interpretation of the criteria.
6.2 Decision-making process
Decisions regarding Fellowships are based on the written submission (Fellowship
Application) for AFHEA, and written submission and Fellowship Interview for FHEA. The
Fellowship Interview can only take place if the Fellowship Application is sufficient, i.e. it
meets the required UKPSF Descriptors for the respective level (FHEA). Fellowship
judgements are made by the Bath Course team or experienced, trained Bath Course
Advisers. All first assessors must hold, as a minimum, FHEA. A random selection of
submissions, as well as all submissions that have been marked as ‘not yet satisfactory’ are
double marked. Fellowship decisions are ratified by the Board of Examiners which consists
of the core Bath Course Team, relevant Bath Course Advisers and the External Examiner.
The External Examiner has all the necessary credentials and experience in working with
similar courses at different institution. The role of the External Examiner is to confer the
Fellowship decision made by the assessor(s).
If you do not meet the required standard in your first submission, you will receive feedback
and will be able to resubmit. If you are applying for FHEA (after taking Parts 1 and 2) but the
submission meets only the standard for AFHEA, you will be given the option of taking this
route instead, if appropriate for your probationary requirements.
Resubmission options – Associate Fellow
Minor amendments
If the Associate Fellow Application requires minor amendments to address UKPSF
Descriptors satisfactorily, you will be given the opportunity to make revisions and resubmit
within 7 days. If this revision is still not satisfactory, additional feedback is provided, including
the option of one-to-one support and you will be asked to resubmit to the next Board of
Examiners.
Major changes
If the Fellowship Application requires major changes to address UKPSF descriptors
satisfactorily, you will receive feedback from both assessors and the opportunity of one-to-
one support before submitting a revised application for the next Board of Examiners. If this
submission is not satisfactory, more feedback and support is provided. It might be suggested
at this stage that you delay the application if experience is missing and this is possible in the
probationary timeframe.
Resubmission options – Fellow
Participants can only submit a fellowship application once they have met all the
requirements for Part 1 and Part 2 and Part 3 (if applicable).
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Minor amendments
If the Fellowship Application requires minor amendments to address UKPSF descriptors
satisfactorily, the applicant is given the opportunity to make revisions and resubmit within 7
days. If all requirements are satisfied at this stage, the Fellowship Interview takes place. If
the revised version does not meet the UKPSF, additional feedback is provided, including the
option of one-to-one support. If this revision is still not satisfactory, additional feedback is
provided, including the option of one-to-one support and you will be asked to resubmit to the
next Board of Examiners. At this stage, if experience is missing, it may be suggested that the
participant delays their application.
Major changes
If the Fellowship Application requires major changes to address UKPSF descriptors
satisfactorily, the applicant receives feedback from two assessors and the option of one-to-
one support. You will be able to re-write to an agreed deadline. If the re-written application is
satisfactory, you will progress to the Fellowship Interview. If this submission is still not
satisfactory, more feedback and one-to-one support is provided. At this stage, if experience
is missing, it may be suggested that you delay your application.
6.3 Referencing, Plagiarism and Cheating
Presenting work that is not your own for assessment constitutes plagiarism. The Bath
Course follows University's procedures on Examination and Assessment Offences (QA53).
The Bath Course Director is the Director of Studies, and the Director of the Centre for
Learning & Teaching, the Head of Department and Academic Staff Committee act as the
Board of Studies.
Students at the University are required to complete an online (Moodle) Academic Integrity
test, for which Moodle training is also available. Whilst not a requirement, access can be
arranged by your department and it is highly recommended to view/complete this to see
what their own students will have to do and what is expected of them.
The Library has guidance concerning referencing and plagiarism.
Any student/participant who is found to have used unfair means in an examination or
assessment procedure will be penalised. 'Unfair means' here include:
cheating (for example, unauthorised use of notes or course material in an examination);
fabrication (for example, reporting on experiments that were never performed);
falsification (for example, misrepresentation of the results of experimentation);
plagiarism (as discussed above);
self-plagiarism (duplication of one’s own work, as discussed above);
unfair collaboration or collusion (representation of work produced in collaboration with
another person or persons as the work of a single candidate).
If you are accused of an offence, you may wish to contact your Union representative for
support of union services.
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Plagiarism detection and personal data
When you hand in your Fellowship Application, you will be expected to make a declaration
that the work is your own and, where you have re-used your own work and/or used other
sources of information, that you have referenced the material appropriately.
The University uses the JISC Plagiarism Detection Service, Turnitin. This service checks
electronic, text-based submissions against a large database of material from other sources
and for each submission, produces an 'originality report’. It makes no judgement on the
intention behind the inclusion of unoriginal work; it simply highlights its presence and links to
the original source.
The service complies with European Data Protection legislation. When you registered with
the University, you gave it permission to process your personal data for a variety of
legitimate purposes. This includes allowing the University to disclose such data to third
parties for purposes relating to your studies. The University, at its sole discretion, may
submit the work of any student to the Plagiarism Detection Service (in accordance with
Regulation 15.3e) and may make, or authorise third parties to make, copies of any such
work for the purposes of:
i. assessment of the work;
ii. comparison with databases of earlier work or previously available works to confirm the
work is original;
iii. addition to databases of works used to ensure that future works submitted at this
institution and others do not contain content from the work submitted.
The University will not make more copies of your work than is necessary, and will only retain
these for so long as remains necessary for these purposes.
Please note that, if at any time the University submits any of your work to the JISC
Plagiarism Detection Service, the service will be provided with, and will retain, certain
personal data relating to you – for example, your name, email address, programme details
and the work submitted. Such data may be transferred by the Plagiarism Detection Service
to countries worldwide (some of which may not be governed by EU Data legislation) in order
for the work to be checked and an originality report generated in accordance with the proper
workings of the Plagiarism Detection Service. Personal data is retained indefinitely by the
JISC Plagiarism Service upon submission of work. You may ask for your personal data to be
removed by contacting the University’s Data Protection Officer.
6.4 Quality Assurance
General Guidelines
Assessment in The Bath Course adheres to the precepts in the Quality Assurance Agency (QAA)’s code of practice for the assurance of academic quality and standards in higher education: assessment of students. The course is administered through the Centre for Learning & Teaching (CLT). The overall standards of the course are overseen by Academic Staff Committee informed by reports from the CLT and the External Examiners.
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GDPR Compliant
To be compliant with the Data protection Act of 2018 of the General Data Protection
Regulation (GDPR) and Advance HE Accreditation Policy 2018-2019, the External
Moderator will be appointed as a ‘Data Processor'3 by the University of Bath. As a
consequence any applicant’s personal data received is kept confidential, and only used to
carry out their agreed duties as a moderator. Data must be dealt with as required by the
Data Protection Act and our Data Protection Policy.
Your data is also shared with Advance HE for the purposes of Accreditation and
Professional Recognition. Advance HE will be sharing applicants’ personal data in some
cases with third party assessors who may carry out moderation of assessments on their
behalf. It is important that you provide consent to allow us to process data as described
above and elsewhere in this Handbook. You will therefore find a statement on the application
form that you must read. Your signature on this form will confirm the consent.
Process of Appeal Procedure for an Academic Review against a Board of Examiners decision A participant may appeal against a decision relating to failure of a unit/units of The Bath Course. The grounds under which such an appeal may be permitted are: i. that circumstances exist affecting the performance of the participant of which the Board
of Examiners have not been made aware and which the participant could not reasonably have been expected to have disclosed to the Course Director in accordance with the policy on individual mitigating circumstances;
ii. that there were procedural irregularities in the conduct of the formal course assessments (including administrative error) of such a nature as to cause reasonable doubt whether the Board of Examiners would have reached their decision had the irregularities not occurred;
iii. that there is positive evidence of prejudice, bias or inadequate assessment on the part of one or more of the examiners.
Any participant seeking to appeal on any of the grounds indicated above must notify the Director of the Centre for Learning and Teaching in writing within fourteen days of being notified of the decision of the Board of Examiners. The request for an appeal must include: a. a statement specifying which of the above grounds apply to the case for appeal; b. a statement of the circumstances leading to the case for appeal; c. any additional documentary evidence; d. a statement of the participant's desired outcome; e. an explanation as to why the participant was previously unable to provide any new
information disclosed at this stage. The Director of the Centre for Learning and Teaching will appoint an Independent Reviewer*4 who in consultation with the Director, has the discretion to decide that there are insufficient grounds to warrant upholding the appeal.
3 Within the 2018 DPA any External acting on behalf of an institution will act as a Data Processor, i.e. they are
provided data by the institution. 4 The Independent Reviewer will be a member of senior management within an academic department/ school other than that of the participant who has not been involved in the assessment of the piece(s) of work under review.
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Where the Reviewer, in consultation with the Director of the Centre for Learning and Teaching, agrees that there is a prima facie case for an appeal, the Reviewer may consult with the Course Director and internal assessors to determine whether or not the participant’s desired outcome is the most appropriate in view of the circumstances. Where this is the case, the Reviewer may approve the outcome without the need for further action. Where the Reviewer, in consultation with the Director of the Centre for Learning and Teaching, agrees that there is a prima facie case for an appeal but the action is deemed inappropriate they will recommend a preferred action after discussion with relevant stakeholders including the participant, their Head of Department and HR. Participants considering lodging an appeal should discuss the matter with the Bath Course Director as soon as possible.
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7 Evaluation and Participant Representation
We are committed to reviewing and improving our practice, taking into account
developments in the sector, institutional priorities and stakeholders such as departments,
and, in particular, the views of participants on the course. As a professional development
course supporting staff in an ever-changing sector, the course is constantly in development
to meet changing needs and priorities, and the content and foci are updated as practices
change.
7.1 Participant feedback
As the course aims to support you and develop your practice as a participant, we strongly
encourage you to engage with the feedback and evaluation mechanisms available to help
the course team respond and adapt to individuals. There are several ways we seek
feedback from participants:
Many sessions on the course will include different forms of informal feedback
mechanisms using a variety of methods (in part to demonstrate some of these). The
course team use these to respond quickly to questions and provide more targeting
resources for the cohort.
The End of Unit Evaluation will be sent out seeking your views and feedback on the unit
overall.
The participants’ course representative(s) will also represent views of participants on
committees and during more formal reviews (see below).
You are welcome to contact any of the course team directly to informally or formally
discuss any concerns, questions, or feedback you have on the course.
7.2 Unit Evaluation
All sources of feedback are considered as part of the end of unit evaluation by the unit
convenor and a short summary report and action plan is written for the Academic Staff
Development Committee. These reports are posted for participants on the cohort and kept
available on the main Bath Course Moodle area.
7.3 Participant representation
Each cohort normally elects a Participant Representative. Their role is to represent
concerns, requests, comments and suggestions from their fellow participants to the course
team and others.
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8 Concerns and Problems
It is important to note that all participants on the course are effectively part-time mature
students, with the majority undertaking the course as part of their full- or part-time academic
role. This means that participants come with a range of other responsibilities both personal
and professional, along with unique working patterns and contexts. Whilst the course is
designed to support academics on probation, there are nearly always exceptions to the
‘usual’ academic role and unique circumstances. The course team are used to and expect
such situations to arise with each cohort. Thus if you have any concerns of problems, please
contact the Bath Course Director.
8.1 Workload
If you have concerns about your workload, you should raise these with your mentor and
Head of Department/School. If there are major issues that remain unresolved, you should
contact Fiona Blackmore, HR Programme Officer and Secretary to Academic Staff
Committee and Teaching Fellow Sub-committee or the Director of Human Resources. The
University’s Academic Staff Committee has agreed a remission of hours to complete
the Bath Course, which you should discuss with your Head of Department. The course is
part of the role and workload for probationers, not an addition. Those required to do the
course by the university should have the course included in their Workload Allocation Model.
More information can be found in the Career Progression in the Education & Research job
family: principles & framework.
8.2 Formal complaints procedures
You are encouraged to raise any matters of concern in an informal manner as soon as they
arise. This often circumvents the need for formal complaints or grievances.
If you are dissatisfied with the response you have received using the normal feedback
channels, there are procedures to ensure that your complaints and grievances are
addressed fairly and promptly and that you can lodge your complaints and grievances, in
good faith, with the assurance that you will not be penalised for so doing. If you wish to raise
formal complaints or grievances, you should seek further advice from the Centre for
Learning & Teaching.
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9 Enrolment and Registration Information
For those staff who are on probation, HR will ordinarily notify the course team when you
have started and you will be sent a letter about the course and the induction. If this has not
yet happened (in particular, if you are starting close to the induction dates), or you wish to
enquire about joining the course, please contact the Bath Course Administrator:
9.1 Registration
In order to manage your participation on this course, we will require you to complete a form
to register you onto SAMIS (the University’s student record system). The form also provides
some additional information for the course team.
9.2 Personal circumstances
As a part-time, professional development course for adults who work, a range of personal or
work-related situations and circumstances may occur that can complicate and affect your
participation. The course team are used to dealing with a large range of such circumstances.
Whilst the course is a mandatory probation requirement, both the course and probation itself
are intended to support you. Thus if any such circumstances occur, please contact the Bath
Course Director and discuss your situation and how best to proceed.
9.3 Personal details
It is your responsibility to ensure that the University has your correct and most up-to-date
personal and academic details. If you change your address – either your semester-time or
home address – please ensure that you update your details online on itrent
(http://www.bath.ac.uk/campaigns/itrent/).
If during your studies you change your name, please inform to the Course Administrator.
9.4 Academic circumstances
If you are considering suspending your studies or withdrawing from the Bath Course due to a
change in your contract, please discuss your situation with the Bath Course Director.
It is your responsibility as a probationer to complete your probation requirements in
time, and you should take responsibility to familiarise yourself with the process and
documentation. Staff in your department, HR, and the Bath Course team can help and
support you, so ask questions earlier rather than later to clarify any uncertainties.
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10 Bath Course team – who to contact
Bath Course Director Overall course issues and questions, AP(E)L enquiries,
personal issues or problems.
Unit Convenors Unit related issues such as the workshop sessions,
topics, and assessment guidance.
Bath Course
Administrator
Cohort queries, attendance issues, extension requests
and first contact if unsure!
Bath Course Adviser
(Department)
Arranging formative Part 1 or 2 teaching observation,
advice on translating to your discipline, general advice on
teaching, formative Fellowship Application feedback.
10.1 Main Bath Course Team Contacts
Dr Lenka Banovcova FHEA FSEDA
Bath Course Director
Convenor for Part 1: Teaching & Supporting Learning
CLT, Wessex House 5.27
Tel: (01225) 38 5047
Dr Clare Power SFHEA FSEDA FRSPSoc FRGS
Convenor for Part 2: Practice Enhancement &
Development
CLT, Wessex House 5.27
Tel: (01225) 38 3236
Dr Hazel Corradi SFHEA (2 days/Wk)
Convenor for Part 3: Research Management
CLT, Wessex House 5.29
Tel: (01225) 38 5578
Dr Rachael Carkett PFHEA SFSEDA
Bath Scheme Director
Tutor for Bath Course
CLT, Wessex House 5.29
Tel: (01225) 38 3746
Nadine Grimmett
Course Administrator
CLT, Wessex House 5.25
Tel: (01225) 38 6117
The Bath Course team can be reached Monday-Friday during working hours. We aim to respond to all email correspondence/ inquiries within 48 hours. Emails/ inquiries received at weekends/ after working hours will be responded to within 48 hrs of our return to work. If a team member is on annual leave they will have an out of office message advising you who to contact.
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10.2 Bath Course Team Biographies
In addition to the course team, who teach across the units, we draw upon a large number of
other academic staff to contribute to this course from across the Departments and School.
These staff may contribute to sessions and support staff as Bath Course Advisers and
assessors.
Dr Lenka Banovcova FHEA FSEDA
Bath Course Director
Convenor for Part 1: Teaching and Supporting Learning
Lenka joined the Centre for Learning & Teaching in July 2017 as Academic
Staff Developer and the Course Director for the Bath Course in Enhancing
Academic Practice. She is Unit Convenor for Part 1 of the Bath Course and
also Course Tutor for the Teaching Introduction for Postgraduates. Lenka’s
first degree is in Sociology and Social Policy and she completed her PhD in Sociology at the
Department of Social and Policy Sciences of the University of Bath. Her PhD research
looked at changing attitudes to work in post-communist countries. She subsequently worked
as a Teaching Fellow in the same Department, where she convened a number of UG and
PG courses, specializing mainly in methods of social research and the sociology of work and
employment. She is a Fellow of the Higher Education Academy and Fellow of the Staff and
Educational Development Association (SEDA), and has taught at a number of universities in
the UK and abroad. Her current professional interests include internationalization of higher
education and problems of employability within the HE sector.
Dr Clare Power SFHEA FSEDA FRSPSoc FRGS
Convenor for Part 2: Practice Enhancement & Development
Clare joined the Centre of Learning & Teaching at the University of Bath in
September 2017 as Academic Staff Developer (Teaching and Research).
She is Unit Convenor for Part 2 of the Bath Course and she has also
developed and now directs the Kickstart Teaching in HE course for
research staff who teach. She has a BSc (Hons) in Geography from the University of
Reading, a PhD in Remote Sensing and Climatology from the University of Bristol and a
Professional Certificate in e-Learning, Teaching and Training from the University of
Greenwich. She has been a member of Staff Educational Development Association since
2007, elected to their Executive Committee in May 2013. She has been a Fellow of the HE
Academy and Fellow of SEDA since 2011 and gained Senior Fellow of HEA in 2014.
Clare has over 20 years’ experience teaching and supporting learning in Geography, in
different higher education institutions at all undergraduate and postgraduate levels. Since
2005 she has worked in academic staff development, initially at the University of Bristol.
From 2007 she was Academic Staff Development Co-ordinator leading the PG Certificate in
Professional Learning in HE (PCPLHE) at Bath Spa University. In 2010 developed a MA in
Professional Practice in HE, and was awarded a Bath Spa University (BSU) Teaching
Fellowship. She first accredited the PCPLHE to award FHEA in 2009 and successfully re-
accredited it with the development and accreditation of the BSU Continuing Professional
Development Scheme awarding HEA Fellowship in 2014. From 2015-17 she was Director of
the BSU CPD Scheme and ran the Centre of Learning and Teaching Development. She has
research interests in evidencing teaching and learning in HE, assessment, e-portfolios, using
smart pens to assist dyslexic and ESL students in their study and mentoring in HE.
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Dr Hazel Corradi PGCAPP, SFHEA
Convenor for Research Management Tutor for Bath Course Part 1 and 2 www.bath.ac.uk/learningandteaching/about/staff/h-corradi.html Hazel is interested finding ways to build bridges between educational theory and disciplinary practice, building networks to support innovative practice and
promoting the TDF fund as means to support educational change. Hazel has a PhD in protein crystallography and a Postgraduate Certificate in Academic and Professional Practice. She is a Senior Fellow of the Higher Education Academy. Until recently she was a Senior Teaching Fellow in Biology and Biochemistry where she completed a number of HEA and TDF funded projects in flipping, developing online resources to support students in reading and writing research articles and practicing calculations. She also runs conversation with cake (the CLT journal club), and makes fantastic cakes – do come along and try them! www.bath.ac.uk/learningandteaching/courses-development/events/conversation-with-cake/index.html
CLT (2 days/Wk), Wessex House 5.25, Tel: (01225) 38 5578, Email: [email protected]
Dr Rachael Carkett PFHEA SFSEDA
Bath Scheme Director
Tutor for Bath Course Part 1 and 2
www.bath.ac.uk/learningandteaching/about/staff/r-carkett.html
Rachael is part of the Centre for Learning & Teaching. Her responsibilities
include Director for the Bath Scheme for Professional Recognition of
Teaching and Supporting Learning in HE. Rachael brings extensive experience of academic
development leading teams in the development and delivery of professional development
programmes for staff in the various roles she has held at other Universities. A Principal
Fellow of the HEA and an Accreditor for over 12 years, Rachael reviews direct applications
for fellowship and programmes for Advanced HE accreditation nationally and internationally.
Rachael holds external examiner roles for Professional Development Programmes and CPD
Schemes in a number of institutions. She is Senior Fellow of the Staff and Educational
Development Association (SFSEDA) and Co-Chair of the SEDA PDF Committee and
member of the Executive. A SEDA PDF mentor and accreditor Rachael supports the
development of programmes in HEIs in the UK and internationally. She successfully
completed the ILM Level 5 Certificate in Coaching and Mentoring course and is part of the
University’s Coaching Academy. Rachael’s first degree was in Psychology followed by
postgraduate qualifications in psychological research methods and in learning and teaching
in HE. She has a PhD in Computing and Psychology. Her current professional interests
include inclusivity; supporting learning and teaching in the disciplines; approaches to
supporting and recognising continuing professional development activities.
Nadine Grimmett
Course Administrator
Nadine is Programmes Administrator for academic staff development
programmes within the Centre for Learning & Teaching. Whilst her main
administrative responsibility is for the Bath Course, she also covers the
Bath Scheme and Researcher development Programme. Previously PA to the Director of
TEO and the External Examiner Administrator, Nadine has been at the University since
March 2010. Over 20+ years, she held various roles at Bournemouth University, Liverpool
Victoria and Woolwich Building Society.
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11 Philosophy and Approach
The course will introduce you to a wide range of learning and teaching and professional
practice methods and increase your understanding of the processes behind them. It will
enable you to develop your own skills in developing, choosing and using different teaching,
learning and assessment methods. It will also encourage you to reflect upon your practice in
other aspects of your role and consider how these can be enhanced. Many methods and
approaches will be modelled within the course, drawing upon staff from across the academic
community, so that you will experience a variety of approaches.
The philosophy of the course and the team is student centred. This approach is based on
the premise that learners learn best when they are active, take responsibility for their own
learning, and can relate and apply it to their own context. This approach is applicable to
both students in Higher Education and you as a participant of this course.
The workshops, readings, group work, tasks and assessments are designed to take you
through the experiential learning cycle: learning by doing. The course takes you through the
cycle of having an experience, reflecting on it, making generalisations about it to place it in a
conceptual framework and using this to plan and approach a new situation effectively.
The course encourages you to develop as a reflective practitioner and continue using this
approach for professional development during and beyond the duration of the course. This
involves learning from daily work-based experiences by observing, reflecting critically, and
generalising about the situations and problems you meet and developing insight and
wisdom, which can then inform and improve your professional practice. It also means linking
theory to practice by referring to and evaluating the relevant educational literature.
Action
(Your normal learning and/or research, and/or leadership and teaching activities)
Reflective observation
(Reflection after practice. Reflection on formative feedback from students and colleagues)
Conceptualising and Theorising
(Critical reflection on links between new ideas from the literature and own practice)
Planning
(Reflection before practice. Rationale for Unit selection and session plans; plans for change, experimentation)
Figure 1 Work-Based Learning Cycle based on Kolb’s model (Kolb, D. (1984). Experiential Learning: Experience as a Source of Learning & Development. New Jersey: Prentice Hall.)
