This page provides key information for all staff working in academic roles.
Academic Handbook
This Academic Handbook is the University's compendium of academic policies and procedures. The Handbook seeks wherever possible to present constituent documents in a standard format, including: purpose; principles; regulation; procedure; guidance; and glossaries, flowcharts and review dates as appropriate.
View the Academic Handbook on the Governance Services Unit website here.
Key Information for Staff Involved in Module and Programme Delivery
This document is to signpost members of staff to key information and processes which relate to programme and module delivery, assessment and review. This guide is intended as a quick reference document and should be read in conjunction with the Regulations, policies and procedures which are referenced throughout.
Threshold expectations for teaching practice at University of Salford
This short document outlines the threshold expectations of practice required of staff teaching at UG and PG levels at the University of Salford.
View the Threshold expectations for teaching practice at Salford.
Teaching Quality
Key texts which we highly recommend all academic staff are familiar with are:
- The UK Quality Code for Higher Education
- Dimensions of Quality - Gibbs
- Teaching for Quality Learning at University - Biggs & Tang
Reflective Practice and Professional Standards
It is expected that academics at the University of Salford are aware of their practice and wish to develop through relfection and adhreance to sector wide professional standards.
Recommended Texts on Reflection
There are many models of reflective practice. For those reflecting on their academic practice, we highly recommend the following texts to support you in your reflection.
- Brookfield, S. (1995) Becoming a critically reflective teacher
- Schön, D. (1959) The reflective practitioner
UKPSF
The Uk Professional Standards Framework is a comprehensive set of professional standards and guidelines for everyone involved in teaching and supporting learning in HE, it can be applied to personal development programmes at individual or institutional level to improve teaching quality. We recommend all staff apply for the appropriate level of fellowship of the Higher Education Academy, an award demonstrating relevant adherance to the UKPSF. To find out more, see our UKPSF page.
Your Role
Your role as an academic at the University of Salford will likely involve a range of practice across the design, delivery and assessment of your students learning. The information below is intended to highlight University recommended practice as well as signposting key policies nd guideance from across the University relating your teaching practice.
In the Classroom
We highly recommend, and regularly use in our development sessions, the JISC Viewpoints Learner Engagement toolkit.
Designing Resources
JISC Digital Media: Using Video in Teaching and Learning
Learner Engagement
You may be interested in the follow resources:
- Jon Bergmann 2014 Summer School Keynote
- David Baldry: Senior Lecturer
- Menaha Thayaparan: Researcher
- Ted Ed: What is a Flipped Classroom?
Classroom Management
Inclusive Teaching
Observation of Teaching
Blended Learning
The University of Salford encourages blended learning across all teaching at all levels. Blended learning is often thought of in 6 models and the selection of the correct model must take into account the student group, level of student, and subject area.
Beyond the Classroom
Inverted Teaching
Online Teaching
Richard Baker: MSC
Formative Assessment
Formative assessment is the formal or informal proceedure of assessing a students understanding during the learning journey to inform and modify teaching and learning activities. The following guideance and signposted documents and policies have been broken down into the key activities you as an academic will engage with when formatively assessing students.
You may also be interested in the JISC Viewpoints Assessment and Feedback toolkit which considers assessment and feedback from the perspective of engaging students.
Self Assessment
Peer Assessment
Summative Assessment
Summative assessment is the process by which we evaluate student learning and academic achievement at the conclusion of a defined period — typically at the end of a project or module. The following guideance and signposted documents and policies have been broken down into the key activities you as an academic will engage with when summatively assessing students.
You may also be interested in the JISC Viewpoints Assessment and Feedback toolkit which considers assessment and feedback from the perspective of engaging students.
Formative
The Glossary of Education Reform: Summative Assessment
HEA: Formative Assessment Publications
Assessment and Learning: differences and relationships
between formative and summative assessment.
Feedback and Feedforward
Informing your Teaching
Summative
The Glossary of Education Reform: Summative Assessment
Design
Brief
Submission
Marking
Feedback
Feedback is a key stage of any assessment proccess, and is fundamental to ensure that assessment is for rather than of learning.
For further information on types of feedback and technologies to support feedback, please see the feedback tab.
HEA: Using Rubrics to Improve Marking Reliability and to Clarify Good Performance
Feedback
Verbal Feedback
Written Feedback
Inclusive Feedback
Advice and Development
The following information is intended to provide an overview of key information and support available relating to common assessment and feedback activities at the University of Salford. Should you require more detailed advice or information, please contact an academic developer in the QEO team.