Being an NTFJulian Park • This presentation arises out of a short webinar that took place in May 2014 which considered the benefits of being an NTF. I would like to thank numerous colleagues and team members who have contributed to the resources and research outlined in this presentation. • June 2014 • Julian Park
Contents Evidence of being a good educator Being a National Teaching Fellow is a great opportunity to work with like minded individuals and to explore a range of teaching related issues. Here I highlight some of the evidence I used as part of my NTF case and the many opportunities that being an NTF has enabled! Click on each of the links to view the relevant sections Networking, new Opportunities and career progression Pedagogic research Further development of resources and research Being an NFS Teaching resource development Educational leadership
Evidence of being a good educator • Helping to facilitate high quality learning is at the heart of my thinking about education. As my career has developed I have become increasingly engaged in the underlying principles of learning, sharing good practice as well as thinking about how we promote the importance of teaching and learning in HE. • Being a University teaching fellow • The University of Reading has an internal scheme in place which mirrors the NTF scheme in relation to its criteria and is one of the principle mechanisms we use to identify potential National Fellows • Tips on assessment • Assessment is a key element of education and forms the basis of our “Engage” series of resources which hopefully enables staff to think of the effectiveness and efficiency of assessment in relation to student learning • Using debates in teaching • The importance of networks in terms of sharing different practices , here the potential of debates is outlined in a Bioscience network publication
Pedagogic research • My first real exposure to pedagogic literature was when completing a Postgraduate Certificate in Education at Wolverhampton in the late 1980’s. As time progressed I started to undertake small amounts of “within module” research which in turn led to larger funding applications and eventually a range of publications and resources that emanated from these projects • Geotagging photos • This paper emanated from early work undertaken as part of the Enhancing Fieldwork Learning project • Technology perspectives • Part of the initial work on the enhanced fieldwork learning project was to establish the “current” use of technology in fieldwork • Feedback and video • This paper was one of several outputs from a cross institutional project funded by JISC on the use of video to provide rapid generic feedback to students
Teaching resource development • I have been lucky enough to work with some great teams of people in the creation of learning resources. These are increasingly web-based and used as a mechanism to collate and share project outputs as well as show-casing a range of good practice from across the sector • Video feedback project • The development of the video feedback website supported a wide range of presentations undertaken nationally on this project and formed the basis of dissemination. • For students engaging in research • Constructed as one element of CETL-AURS this website is used internationally with about 2000 users per month. • Encourage students to publish • Bioscience Horizons was established in 2008 and is now an international resource for student publication
Networking, newopportunities and career progression • Being an NTF has provided a range of opportunities in terms of personal development opportunities. I believe being part of a like-minded community and discussing learning in HE has helped to further develop my of learning and given opportunities for career development. • Being on the committee • The Association of National Teaching Fellows are an active group that promote the NTFs as well engaging in a range of events throughout the year • Part of case for promotion • Being an NTF formed part of my case for promotion case. My institution does recognise and proactively support and celebrate the award of NTF status • Two week programme in education leadership at Harvard • I used the my 10k award to support a range of pedagogic research but also to attend a leadership course at Harvard. Fantastic [learning] experience
Further development of resources and research • I utilised the funding that came with being an NTF to help with a range of projects around feedback provision and fieldwork. Meeting two other NTFs, Derek France and Brian Whalley, at the award ceremony quickly led to a successful [substantive] grant application! • One of the NTF outcomes • The Engage in Feedback website collates a range of feedback resources for staff and forms part of a growing range of “Engage” websites. • The fieldwork learning project • This three year project has enabled the development and exploration of a range of tools in fieldwork. We have continuity funding from the British Ecological Society • Moving feedback forward • This paper pulls together some of the theoretical thinking that emerged as the video feedback project developed
Educational leadership • Shortly after becoming an NTF I was fortunate enough to take on the role of Associate Dean. This provided a great opportunity to influence and enhance practice in my own University and more widely. • Life as an associate dean • A diverse and challenging role in a time of rapid change within HE. But also a real opportunity to promote learning and teaching. • Being a PF • I am a firm supporter of the PSF and was one of the first applicants for Principal Fellow at the HEA . I have since led our case for self-accreditation status which we are currently piloting. • Moving forward... • After a number of years as Associate Dean I am now moving to Head up the School of Agriculture, Policy and Development.