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FSE Teaching for Researchers

The popular FSE Teaching for Researchers (TfR) is a course for research staff who:

  • Desire an academic career that involves some teaching
  • Are currently or imminently involved with teaching
  • Would like to develop practical teaching skills and a theoretical framework for teaching in higher education
  • Wish to gain experience of teaching
  • Seek professional recognition with the Higher Education Academy (HEA)

Completion of the course will allow you to apple for international recognition as an Associate Fellow or Fellow of the Higher Education Academy, through the UoM LEAP (Leadership in Education Awards Programme).

The Teaching for Researchers course is modular, so people can complete the whole programme or selected topics, detailed below. The blended learning format includes online learning or guided study linked to each short face-to-face session, running from December to June. We run this course annually.

Find out more:

TfR Information Session

Briefing about the TfR course and LEAP, to inform prospective applicants.

25 Nov 2019
10:30 – 11:00

Registrations will close on 9 December 2019, and guided private study is available from 16 December.

To register for the 2019-20 TfR programme:

Book via the Training Catalogue.

For enquiries contact: or Dr Gemma Muckle.

2019 Participant feedback

“The course was really enjoyable. There was the right mix of introductory theory, group discussion, opportunities to practice modes of teaching, and great speakers.”

“I have been teaching a while but the first three TfR sessions have totally changed my approach for the better. All researchers should do this course!”

“I didn’t expect that this course would change my whole teaching style. Previously, I would tell the students what I know. Now, I keep the discussion open, use open questions and aim to engage and involve the students. Thank you so much, I really found it very useful”.

“This course has helped me reflect, understand and apply teaching theories and this process really helped me in my lectureship interview. I start my new job in 3 weeks. The course and doing the LEAP application and your mentoring for that really helped me with several interview questions. I think this TFR course was terrific.”

TfR participants were overwhelmingly complimentary and upbeat about the course. The final course evaluation scored high mean scores (from 5 on a scale Strongly Agree to Strongly Disagree):

  • TfR has enabled me to be a reflective practitioner 4.5
  • TfR was engaging 4.7
  • Overall, I was satisfied with TfR 4.6
  • TfR was useful for developing my teaching practice and approach 4.7
  • 93% stated TfR had impact upon their teaching practice, mindset, knowledge, or confidence.
  • 100% stated they had shared their TfR experiences or knowledge with their PI or other colleagues.

TfR course outline

Course philosophy

Teaching for Researchers operates on the philosophy that:

  • Teaching is individual
  • Teaching development is ongoing
  • Reflective practice drives professional development
  • Teaching improves through evidence-based pedagogy.

We aim to differentiate learning opportunities such that research staff with varying experience and knowledge can each personalise their learning and maximise their time investment. We intend to create a supportive community engaged in active and social learning. TfR aims to give individuals knowledge and confidence in the basics of teaching practice in HE, and to create reflective practitioners who are able to articulate their competencies related to the UKPSF (UK Professional Standards Framework for teaching in HE). Our alumni state this has helped secure jobs as lecturers.

Course structure

There are 9 TfR Modules, each with a face-to-face workshop of either 2 or 2.5 hours (for workshops 2 &3), scheduled fortnightly from January to June. Most workshops operate as flipped classrooms, expecting private study to be completed prior to the workshop. Reflection and short tasks are to be completed after each workshop, to promote individual and community learning and prepare LEAP applications for HEA fellowships.

Peer mentoring is encouraged via allocation to small groups to discuss topics and progress LEAP applications. Suggested formats and activities will be given but each group will be self-determining.

Course content

Group workshops linked to the 9 TfR Modules

TfR 1 – My Teaching Development

Discover ways to drive your professional teaching development and gain LEAP and HEA Fellowships using the UK Professional Standards Framework (UKPSF) and reflective practice. Stocktake and set plans for yourself.

27 Jan 2020
10:30 – 12:30

TfR 2 - Teaching & Learning: Philosophy, Theory and Reality

Clarify and develop your teaching pedagogy: how students learn, how you teach, how you plan your teaching and link up elements of teaching… building on established literature on teaching and learning.

10 Feb 2020
10:30 – 13:00

TfR 3 – Teaching Skills and Facilitation

A skills-based session sharing tools to engage students and develop their capacities to think and work in small groups.

24 Feb 2020
10:30 – 13:00

TfR 4 – Engaging your Students

Ways to motivate students, build their ownership of learning, and some models for blended learning.

9 Mar 2020
10:30 – 12:30

TfR 5 – Delivery, Performance, and Class Management

Focussing on teaching larger groups, we consider how to interact and promote active learning, plus tools for presenting and managing negative behaviours.

23 Mar 2020
10:30 – 12:30

TfR 6 – My Teaching Practice

Applying the course content to your own developing teaching practice, and drafting LEAP case studies, we will work individually and collectively to show what ideas underpin particular teaching stories.

20 Apr 2020
10:30 – 12:30

TfR 7 – Lab-based Teaching

Discuss the broad range of intended learning outcomes associated with laboratory work and how these may best be achieved via use of appropriate teaching strategies and teaching skills.

4 May 2020
10:30 – 12:30

TfR 8 - Assessment

Why is assessment tricky? We discuss the types and purposes of a range of assessments, their constraints, and ensuring Constructive Alignment across the curriculum.

18 May 2020
10:30 – 12:30

TfR 9 – Academic Feedback

Feedback to students is key for academic learning, we consider practices for giving good feedback in a range of contexts, including project supervision.

1 Jun 2020
10:30 – 12:30

Practical skills-based sessions (optional, please register on each you choose to attend)

Small Group Microteach

Participants deliver short learning activities for their peers and receive/discuss feedback.

Either 2, 4 or 11 March 2020, 10:30 – 12:30

Writing Group

A self-led session for TfR participants to work on their LEAP applications, or any teaching elements of job applications, either individually or collaboratively. 

6 Apr 2020
10:30 – 12:30

Large Group Microteach

Participants deliver short learning activities for their peers and receive/discuss feedback.

Either 30 Mar or 1 Apr 2020

Completing your LEAP Application

1:1 and group mentoring to develop and finalise LEAP applications for professional recognition as HEA Fellow, Associate Fellow or Senior Fellow.

April – May, by bookable appointment

LEAP oral presentation rehearsal

This is a supportive rehearsal to gain practice and feedback for those LEAP applicants choosing oral presentation route (rather than written submission).

8 Jun 2020
10:30 – 12:30

This course has collaboratively developed by the Researcher Development Team and FSE academic staff, since 2011. It is directed by Dr Gemma Muckle (who is a Senior Fellow of the HEA and holds a Postgraduate Certificate in Higher Education, and has worked in Researcher Development since 2005).

Applying for LEAP Fellowships

TfR embeds the requirements of LEAP fellowships and fully supports development of LEAP applications and case studies. At the course outset, following full briefing, you will be asked your specific intentions, and provided with appropriate support.

Individuals with greater experience and understanding of teaching in HE may choose to register only on particular components of TfR, and optionally apply for whichever HEA Fellowship is appropriate (Associate Fellow, Fellow, or Senior Fellow).

Those with limited teaching activity may opt to only attend relevant parts of TfR. However, should they wish to complete the course fully they should gain sufficient experience to apply for Associate Fellowship of HEA by writing two case studies based upon two of the following options:

  1. Using Microteach sessions to teach a topic relevant to all participants (e.g. on an aspect of pedagogy), and using those for one case study;
  2. Creating an e-learning resource that is used and receives student feedback;
  3. Writing up the TfR course as a case study focussing on A5.