Evidencing Teaching Achievements in Higher Education

This book discusses how university lecturers can document their impactful teaching and explores how they can evidence their teaching achievements in the contemporary HE landscape.

It is an essential read for all lecturers who might need to evidence their achievements for academic development including job promotions and Advance HE fellowship. It includes what kinds of evidence might be sought, analysis and evaluation of the different forms of evidence available, and how individuals can develop a narrative of teaching impact. It also provides a framework of how institutions can support staff in collecting and developing qualitative and quantitative evidence for teaching achievements.

Acknowledging the ever-increasing complexity of the teaching role within higher education, the book provides valuable support for individuals wishing to showcase their teaching and institutions looking to recognise and reward academic and professional staff.

Part of the Critical Practice in Higher Education series

Chapter 1. Introduction: teaching and learning in contemporary Higher Education

Chapter 2. Defining quality in Higher Education teaching

Chapter 3. Evidencing the effectiveness of teaching

Chapter 4. Presenting the evidence

Chapter 5. Supporting and mentoring applicants

Chapter 6. Conclusion

Glossary/List of Acronyms 

Bibliography  

Index 

Marita Grimwood is Associate Professor in Curriculum Design at Edinburgh Napier University. She managed a strategic project to enhance parity of esteem for teaching at Newcastle University from 2010-12. During several years as an Educational Development consultant, she led and contributed to development programmes and projects throughout the UK and internationally, gaining extensive experience of mentoring academic staff to write for promotion and professional recognition. She has been invited to speak and run workshops on the evidencing of both individual and collective achievements in learning and teaching. 

Steve McHanwell is Emeritus Professor of Anatomical Sciences in Newcastle University and a National Teaching Fellow. He has had a long-standing interest in parity of esteem and evidencing of teaching having led two working parties in 2011-2013 and again in 2017-2020 making a series of recommendations leading to significant policy changes in this area in Newcastle. He has led workshops in this area in Newcastle and is a frequent speaker and workshop leader for other universities.   

Joy Jarvis is currently Professor of Educational Practice at the University of Hertfordshire and a UK National Teaching Fellow. She has experience in a wide range of education contexts and works to create effective learning experiences for students and colleagues. She is particularly interested in the professional learning of those engaged in educational practice in higher education settings and has undertaken a range of projects, working with colleagues locally, nationally and internationally, to develop practice in teaching and leadership of teaching. Joy works with doctoral students exploring aspects of educational practice and encourages them to be adventurous in their methodological approaches and to share their findings in a range of contexts to enable practice change.

Karen Smith is Reader in Higher Education in the School of Education at the University of Hertfordshire. Her research focuses on how higher education policies and practices impact on those who work and study within universities. Karen has worked within educational development and on lecturer development programmes. She holds a Principal Fellowship of the Higher Education Academy and is currently the Director of the University of Hertfordshire’s Professional Doctorate in Education. Karen also leads collaborative research and development in her School, where she engages in externally funded research and evaluation and supports the development of scholarly educational practice through practitioner research.