{"id":7627,"date":"2024-05-09T15:53:15","date_gmt":"2024-05-09T14:53:15","guid":{"rendered":"https:\/\/blogs.ncl.ac.uk\/ltdev\/?p=7627"},"modified":"2024-06-06T11:53:06","modified_gmt":"2024-06-06T10:53:06","slug":"2024-the-association-of-national-teaching-fellows-antf-symposium","status":"publish","type":"post","link":"https:\/\/blogs.ncl.ac.uk\/ltdev\/2024\/05\/09\/2024-the-association-of-national-teaching-fellows-antf-symposium\/","title":{"rendered":"Demonstrable impact on teaching and learning: 2024 The Association of\u202fNational Teaching Fellows\u202f(ANTF) Symposium\u00a0"},"content":{"rendered":"\n

Each year, the National Teaching Fellowship Scheme<\/a> (NTFS) and the Collaborative Award for Teaching Excellence<\/a> (CATE) celebrate and recognise individuals and collaborative work that have had a demonstrable impact on teaching and learning. <\/p>\n\n\n\n

ANTF symposium<\/strong><\/h2>\n\n\n\n

As a professional development adviser in the Academic Practice Team<\/a> at LTDS<\/a> who support colleagues learning and teaching development as well as the deputy TEAL at Newcastle University who support the NTF<\/a> and CATE<\/a> nominations, I attended the\u202f2024 The Association of\u202fNational Teaching Fellows\u202f(ANTF) Symposium<\/a>\u202fat\u202fNottingham Trent University, Nottingham, UK,\u202fon 23rd to 24th April, which features two days of sharing and reflections from NTFs and CATEs in relations to wellbeing, Innovation and Impact, Reward and Recognition and Equity and Ethics. <\/p>\n\n\n\n

National Teaching Repository<\/strong><\/h2>\n\n\n\n

A variety of effective practices and resources have been introduced throughout the conference. For example, the National Teaching Repository<\/a>, which is an open access online searchable database where tried and tested strategies \u2018that work\u2019 can be housed and harvested. Contributing and sharing your effective teaching and research via the platform means effective ways to Measure the impact of practice as well as making the resources more discoverable, shareable & citable as you will Attain a unique DOI for each item uploaded. <\/p>\n\n\n\n

The National Learning and Teaching Focused Network<\/strong><\/h2>\n\n\n\n

Another example is The National Learning and Teaching Focused Network,<\/a> which connects colleagues in learning and teaching focused roles across the UK Higher Education sector. Through a one-hour workshop, presenters’ first-hand experiences were shared, and we discussed some common concerns and feelings among staff members who have a learning and teaching focused role, that in being learning and teaching focused, staff can feel misunderstood and like they do not belong. They often don’t know how to tell their “story” for promotion and because these pathways are relatively new and often the guidance from HR and senior staff can be lacking or at best narrow and restrictive. Yet these colleagues bring a richness and diversity to their institutions, but this is often rarely recognised. As a group, we explored the breadth of roles and activities of staff on learning and teaching focused pathways (The photo below shows some examples of the wide range of roles we discussed as a group). <\/p>\n\n\n\n

\"\"<\/a><\/figure>\n\n\n\n

Raising the profile of professional service staff with teaching and learning responsibilities<\/strong><\/h2>\n\n\n\n

One of the important and timely discussion I engaged with was a workshop exploring potential ways to raise the profile of professional service staff with teaching and learning responsibilities. Within the higher education sector there are a significant number of teaching and learning professionals employed on non-academic contracts. This could include Learning Developers, Librarians, Technicians or Learning Technologists, for example. However, despite the important role these individuals play in the student learning experience, they are particularly underrepresented in institutional nominations for the NTFS: only 5.8% of NTFS nominees in 2023, 5.1% in 2022 and 10.6% between 2018-2022. Questions were raised and discussed, which also are important for professional services colleagues who are considering NTF and CATE applications as well as for those institutional stakeholders who support such applicants. <\/p>\n\n\n\n

 For example: <\/p>\n\n\n\n