SoSS Teaching and Learning / Scholarship / Roadmap / Teaching and Learning Materials

SoSS Teaching Roadmap

Teaching and Learning Materials

Colleagues should be able to demonstrate successful, inclusive and effective teaching e.g. lectures, seminars, tutorials, problem-classes, lab-classes, academic supervisions, including online delivery and related support in respect of allocated teaching duties. Colleagues with teaching responsibilities will exhibit strong subject knowledge and use this to develop and deliver a well-structured, effective and sector-leading curriculum through a variety of appropriate and pedagogically sound teaching methods. Colleagues will be expected to seek out and act upon relevant student feedback. Teaching must be planned and implemented in accordance with the approved Unit Specification. 

Note:

  • Many of the activities below could be co-created with students.
  • Choices and innovation should be normally the product of understanding of pedagogical insights/literature.
Activities Descriptor 2 (Fellow) Descriptor 3 (Senior Fellow) Descriptor 4 (Principal Fellow)
Producing materials for synchronous and asynchronous teaching/engagement (e.g. slides, notes, videos, diagrams/figures, quizzes, padlet, etc.) Producing/updating material for live teaching sessions is a normal activity for any lecturer. It is important that the material shows excellent subject knowledge and clear connection with the Intended Learning Outcomes of the course. Producing advanced teaching materials (i.e. MOOCs, textbooks, external websites), collaborating with eLearning to pilot and evaluate new technologies, reviewing and supporting colleagues in producing new resources are examples of more advanced activities. Producing policies/guidelines/recommendations that provide operational units (e.g. Department, School, and Faculty) with clear criteria and expectations for the design and delivery of teaching materials is an example of strategic leadership in T&L.
Design of effective small group teaching (e.g. tutorials, workshops, seminars, etc). Designing (and potentially delivering) small group sessions that contribute to the students’ learning experience and the ILOs of the course is a normal activity of lecturers. Identifying and overcoming barriers to effective participation in small group teaching, effective management of a teaching team for delivery of small group teaching are examples of more advanced activities.  
Guest lectures   Engaging with employers, alumni and leading academics to design and incorporate guest lectures in a module are examples of advanced activities.  
PASS   Designing and coordinating Peer Assisted Study Sessions are examples of advanced activities.  
Employability in the Curriculum Carefully designing and delivering ILOs that contribute to the employability skills of students is a normal activity of lecturers. Actively engaging with Careers Service and Departmental Employability leads to organise ad hoc events/resources for students in a module/programme/department is an example of more advances activities. Leading the employability efforts of a department or school, coordinating activities and resources, sharing good practice and contribute to policy are examples of strategic leadership in T&L.
Design of course outline and syllabus with evidence of understanding of EDI, Social Responsibility issues. Carefully designing and delivering ILOs/syllabi that contribute to the EDI of students is a normal activity of lecturers. Actively engaging with initiatives that contribute to the EDI targets is an example of advanced activities Contributing to the design and implementation of EDI policies, with a particular focus on students, is an example of strategic leadership in T&L.
Opportunities for student voice (e.g. mid-semester surveys, polls, engagement with student reps at module level, etc.) Promoting, evaluating and feeding forward on information provided by students’ evaluations and student reps are normal activities of lecturers. Carefully considering the design, release and evaluation of innovative opportunities (e.g. mid-semester/weekly short surveys, polls, social media/discussion boards, etc.) for students to provide feedback on their learning experience are examples of advanced activities. Overseeing the engagement with student feedback and contributing to the design and implementation of policies that address student voice are examples of strategic leadership in T&L.
The University of Manchester