1. Have an approach
to teaching that influences, motivates and inspires students to learn
This might involve: fostering
student development by stimulating curiosity and independence in learning;
contributing to the development of students' critical thinking skills,
analytical skills and scholarly values; encouraging student engagement
through enthusiasm for learning and teaching; inspiring and motivating
students through high-level communication, presentation and interpersonal
skills.
2. Develop curricula
and resources that reflect a command of the field
This might involve: developing
and presenting coherent and imaginative resources for student learning;
implementing research-led approaches to learning and teaching; demonstrating
up-to-date knowledge of the field of study in the design of the curriculum
and the creation of resources for learning; communicating clear objectives
and expectations for student learning.
3. Have an approach
to assessment and feedback that fosters independent learning
This might involve: integrating
assessment strategies with the specific aims and objectives of student
learning; providing timely, worthwhile feedback to students on their
learning; using a variety of assessment and feedback strategies; implementing
both formative and summative assessment; adapting assessment methods
to different contexts and diverse student needs.
4. Respect and support
the development of students as individuals
This might involve: participating
in the effective and empathetic guidance and advising of students;
assisting students from diverse backgrounds to participate and achieve
success in their courses; influencing the overall academic, social
and cultural experience of higher education.
5. Be excellent in
supervision and mentoring
This might involve: induction
of research students and ongoing clarification of mutual expectations;
introduction to the department, meeting with other students and researchers
and discussion of supervisory process; mentoring research students
for career development; flexibility of approach to supervision and
sensitivity to the diverse needs of students; provision of appropriate
pastoral support; regular monitoring and evaluation of the supervisory
relationship including the composition and operation of the supervisory
panel (for PhD supervision).
6. Foster of a climate
of intellectual rigour to promote research work of sound standing and
the development of a skilled, knowledgeable and ethical researcher
This might involve: development
of a research program that attracts and maintains high quality candidates;
encouraging students to attend, and be involved in, College seminars
and other College activities; encouraging and assisting candidates
with publication during their period of study; facilitation of student
networking with other national and international researcher colleagues;
development of independent, ethical researchers; ensuring that students
access appropriate research education opportunities ranging from workshops
on the concept of research through to using data sources.
7. Provide guidance
in planning and undertaking the research process and provide regular
feedback on progress
This might involve: provision
of resources, necessary coursework if required, and research plan
design; developing students theoretical, analytical and methodological
skills appropriate to the discipline; assisting candidates in the
development of research, writing and communication skills; monitoring
student progress (e.g. through regular meetings, annual reviews and
plans); constructive and timely comment on written work (e.g. chapter
drafts, early literature work, papers); journal manuscripts and structure
of the dissertation including specific advice where required; constructive
and timely feedback on candidate presentations (e.g. proposal seminar,
conference papers); oral feedback during regular meetings; selection
of appropriate examiners and support for students during and following
the examination process.
8. Develop a climate
of intellectual engagement with a broad scholarly community
This might involve: modeling
a scholarly approach to research in a global context which recognises
the complexity and challenges of this context; encouragement and support
for students to access a range of research scholars and projects nationally
and internationally, providing opportunities for students to work
within an international context through exchanges, meetings, and collaborative
work; provision of career support and opportunities at a national
and international level; leadership of, or contribution to, an effective
supervisory panel; facilitating the construction of a well balanced
panel; encouragement of students to effectively utilise supervisory
panel members; taking responsibility for particular roles within a
supervisory panel.
9. Have a systematic and scholarly approach to professional development
of supervisory academic practice and skills
This might involve: advanced
skills in evaluation and reflective practice; participating in and
contributing to professional activities related to research supervision;
coordination, management and leadership roles in relation to research
supervision; conducting and publishing research related to research
supervision; leadership through activities that have broad influence
on the profession, department, school and/or research candidates;
contribution to relevant policy development.
10. Have developed
a program which enhances learning
This might involve: programs
that are distinct, innovative, influence student learning, promote
and support diversity and equity, and/or have a breadth of impact
on students, staff, or the college
