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New Academics Programme

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					                                New Academics Programme
                                in the Faculty of Humanities

                                    14th September 2009

Summary of the day
The first day of the Programme covers 4 units:
    G2 Induction to the Humanities New Academics Programme
    S11 Special Educational Needs and the Disability Act
    S2 Student Support and Academic Tutoring
    S3 Approaches to Teaching

These units have been chosen in order to provide the essential information you will need for
beginning the academic year with students‟ teaching and learning needs as your focus. The
units covered today provide an introduction to a number of aspects of staff responsibilities to
students, both for teaching and other aspects of our interaction with them. Later,
complementary sessions in the programme will cover other specific aspects of teaching such
as assessment methods, feedback and teaching in different environments.

The session on the University‟s 2015 mission and the expectations of a “Manchester
Academic” will consist of two parts; an opportunity to meet with the Dean, Professor Alistair
Ulph, to discuss these issues with him on 15th September and the Induction to the University
of Manchester New Academics Programme (Unit G3, October).


Time and venue
14th September         9.30-17.00             3.97 MBS West


Timetable for the day
9.30-10.15             Induction to the Humanities New Academics Programme
                       Prof. Stuart Jones (History, School of Arts, Histories and Cultures) &
                       Dr. Véronique Pin-Fat (Politics, School of Social Sciences)
                       Markus Karlsson-Jones (Teaching and Learning Office, Humanities)

10.15-11.15            Special Educational Needs and Disability Act (SENDA)
                       Nikki Schofield & Sham Lakhani Disability Support Office

11.15-11.30            Coffee

11.30-13.00            Student Support and Academic Tutoring
                       13.35 – 12.10 Paul Smith, (confirmed) Student Support Officer, SoSS
                       12.15 – 12.45 Karen Badat, (confirmed)
                       Student Retention Officer, Student Services Centre

13.00-14.00            Lunch



                                              1/9
14.00-15.30          Approaches to Teaching
       14.00-14.05   Introduction to session – Stuart Jones and Véronique Pin-Fat
       14.05-15.00   Module Design and Documentation – Facilitator Véronique Pin-Fat

15.00-15.20          Tea

15.20-17.00          Approaches to Teaching (cont‟d)
                     Module Delivery: Examples of approaches to teaching practice
      15.20-15.55    Dr Max Jones (SAHC) – UG level 1
      15.55-16.30    Dr Martin Evans (SED) – UG level 3
      16.30-17.00    Reflections on approaches to teaching




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G2, Induction
Aims and methods
Unit G2 aims to ensure that participants are fully aware of the demands and requirements of
the New Academics Programme and its relevance to probation. It introduces participants to
the contents of the programme and how it can be completed. Issues which will be discussed
include the connection between the programme and the participants’ everyday working life,
the role of assessment and the role of the Mentor within the programme. The session will help
participants:
       to understand how to make the most of the Faculty of Humanities New Academics
        Programme

Preparation
You should familiarise yourself with the Handbook document you have been sent so that you
are aware of the requirements of the programme and any associated deadlines.

Assessment
The assessment will consist of attendance and participation. Evidence that you have attended
will be sent to you on completion of the unit. You must include this in your portfolio.



S11, Special Educational Needs and Disability Act (SENDA)
Aims and methods
The aim of this unit is to introduce the legal requirement relating to SENDA, how this
impinges on the interaction between staff and students and what support is available in this
area within the University for staff and students. The unit involves a presentation from the
Disability Support Office. The session will help staff:
     to understand the implications for the University and for individual lecturers of the
      Special Educational Needs and Disability Act.


Assessment
Completion of this unit involves attendance at the scheduled session and participation in
discussion. Evidence that you have attended will be sent to you on completion of the unit.
You must include this in your portfolio.




                                               3
S2,    Student support and academic tutoring
Aims and methods
This unit aims to make staff aware of the sources of support for students that are available in
the University, the balance between academic support for students’ learning and pastoral
support and the limits on an academic’s advisory role. The unit involves presentation
regarding the University’s approach to student support and related discussion. It will assist
new staff to:
     understand the role of academic staff in student support;
     understand when to refer students to other sources of support in the University and
      know which is the appropriate unit to refer students to.


Assessment
Completion of this unit involves attendance at the scheduled session and participation in
problem based discussion. Evidence that you have attended will be sent to you on completion
of the unit. You must include this in your portfolio.



S3, Approaches to teaching
Aims and methods
The aims of this unit are to increase participants’ awareness of different teaching styles and to
provide introductory guidance on teaching, module design and development with an emphasis
on lecture classes. The background will be teaching in a research intense University with a
large student population. The unit will include topics such as how to encourage students to
take responsibility for their own learning, the importance of module design at different levels
and how to integrate students’ learning about their discipline alongside developing their
transferable skills. The unit will help new staff:
     to be aware that different teaching styles may influence students’ learning;
     by providing practical advice, particularly on teaching in a lecture setting;
     to be able to apply constructive feedback from peers in developing their teaching.

The unit involves both participation in a session led by Faculty staff and discussion with your
Mentor. Other units, including “Teaching practice in different environments” and
“Assessment” will complement this unit.

The first part of the unit involves presentations about teaching and learning by experienced
colleagues and discussion among participants. You are expected to contribute to group
discussions based on your preparation for this unit (see below), the presentations and group
discussion.

The second part of the unit includes peer review of your teaching by your Mentor and a
discussion in the light of that review. If it is also possible within your School, you may also


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benefit from playing a role in observing another colleague teach. The peer review and the
conversations with your Mentor should also develop your ability to apply constructive
feedback from peers and from students to improve your performance.


Preparation
This session is designed to help you complete teaching preparation you are already working
on. Please bring any undergraduate course outlines or handbooks you will be teaching this
academic year and consider your answers to the following:
Imagine, if necessary, that you have responsibility for designing, producing the
documentation for and delivering TWO undergraduate modules: level 1 Introduction to
…(your subject area) and a level 3 Specialist Topic in your subject area.

   1. How do you decide which topics you will include and exclude from each module?
      What factors need to be taken into account?
   2. What are the differences between level 1 and level 3 choices you make for topics to a)
      include and exclude and b) how you cover the topics in the module?
   3. What is the role of a lecture (or equivalent) in both of your modules? What makes a
      „good‟ lecture? Do they differ at levels 1 and 3 and if so, how?
   4. What is the role of a tutorial (or equivalent) in your modules? What makes a „good‟
      tutorial? How do they relate to the lectures?
   5. In your opinion, what constitutes „good‟ module documentation? Who uses the
      supporting documentation for your modules and what do they need from it?


Assessment
You must complete the S3 Assessment Document for inclusion in your HNAP portfolio.
Completion of this unit involves:
     attendance and participation at the session
     peer review of teaching by your mentor and discussion of your teaching approach.
         That discussion should be based on (i) material that you have used in actual teaching
         and also of a personal Statement on Teaching, (ii) an article that you identify related to
         teaching in your own discipline and (iii) the peer review of a teaching session. These
         latter activities should be scheduled at a time in the academic year that is both
         convenient and allows the discussion to be based on sufficient classroom experience.
Notes: The Statement on Teaching should be in a format that can be included in your
curriculum vitae or could form part of an application for promotion or for other posts. The
article should relate to general teaching and not, say, to teaching in small groups or
assessment. You may already be aware of suitable relevant reading but, if not, you can find
examples from a database on the Higher Education Academy’s website
http://wwwheacademy.ac.uk/snasdatabase.asp. The Academy’s subject centres may also
provide links to resources and some disciplines have a research journal linked to education in
the subject. JRULM also has a collection for Teaching and Learning in Higher Education,
which you can search separately.




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                   Humanities New Academics Programme
                                 2009-10

                   S3 Assessment Document Template

Name:……………………………………………………….
DA:……………………………………………………………
School:………………………………………………………
Email address:…………………………………………….


1. Attendance and participation

Date attended:…………………………………….

Signed by HNAP…………………………………
(Please send this form to Markus Karlsson-Jones)

2. Peer review of teaching

Name of mentor:………………………………………….
Position……………………………………………………
Date teaching reviewed:…………………………………
Module code of session reviewed:……………………..

Personal statement on teaching: (Please include the version you would include on
your CV, as discussed with your mentor).




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Mentor feedback on teaching: (Please provide written feedback on the teaching
session you have reviewed).




Signature of mentor:…………………………………………………
Date:……………………………………………………………………




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Report of discussion with mentor on peer review of teaching:
(The discussion with your mentor should be based on (i) material that you have used in actual
teaching and also of a personal Statement on Teaching, (ii) an article that you identify related to
teaching in your own discipline and (iii) the peer review of a teaching session. These latter activities
should be scheduled at a time in the academic year that is both convenient and allows the discussion
to be based on sufficient classroom experience).




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Article identified to facilitate discussion with mentor:




3. Teaching materials

Please attach the teaching material relevant to the session reviewed and your
discussions with the mentor.




On completion of this form please send it to Markus Karlsson-Jones
(HNAP@manchester.ac.uk) and keep a copy for your HNAP portfolio




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Description: New Academics Programme