Page 38 - STAR_Participant's_Handbook
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Prepare your RAP
In preparing your Reflective Account of Practice (RAP) you should focus in particular on the education,
training, employment, roles and experience which have contributed to your professional development as
teacher, mentor, facilitator of learning and academic leader. You might include informal activities whether
individual, collaborative or team-based, that you believe have had a significant impact on your academic
practice and/or on the practice of others.
You should highlight the primary influences on your own development, focusing on the progressive
attainment of your professional capabilities and how you and others have benefited from the continuous
learning and development process involved.
Aspects for inclusion in this section might include:
• Career milestones
- roles and responsibilities related to teaching and supporting learning
- relevant qualifications obtained from formal professional development undertaken
• Areas of research, scholarship and/or professional practice
- relevant publications and/or presentations
- incorporation of research, scholarship and/or professional practice into teaching and supporting
learning
- links with professional bodies/wider communities
• Involvement in teaching and learning initiatives
- institutional/nationally funded projects
- small-medium scale investigations/awards
- work with professional bodies
- development and/or adoption of learning and teaching themes, for example, internationalisation,
employability, assessment and feedback, retention, flexible learning, education for sustainability
- dissemination of teaching and learning related expertise
• Recognition and reward
- teaching prizes, fellowships, institutional awards for innovation
- professional body recognition
• Collaborating with others
- advisory, support, co-ordination roles in teaching and supporting learning
- leadership and management roles
• Educational and staff development activity
- mentor roles in professional development programmes for new and inexperienced staff
- learning and teaching workshops/seminars
- related publications/documents
• Leadership, management and organisational roles within institution or wider higher education context
- teaching and learning/quality enhancement committees
- programme design, approval and review process
- quality assurance roles and responsibilities
Programmes of study used as examples must be equivalent to at least Level 4 or above within the
Framework for Higher Education Qualifications. This means they must be courses or qualifications from
Higher Education (NB Degrees are level 6 qualifications and Master’s level 7).
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In preparing your Reflective Account of Practice (RAP) you should focus in particular on the education,
training, employment, roles and experience which have contributed to your professional development as
teacher, mentor, facilitator of learning and academic leader. You might include informal activities whether
individual, collaborative or team-based, that you believe have had a significant impact on your academic
practice and/or on the practice of others.
You should highlight the primary influences on your own development, focusing on the progressive
attainment of your professional capabilities and how you and others have benefited from the continuous
learning and development process involved.
Aspects for inclusion in this section might include:
• Career milestones
- roles and responsibilities related to teaching and supporting learning
- relevant qualifications obtained from formal professional development undertaken
• Areas of research, scholarship and/or professional practice
- relevant publications and/or presentations
- incorporation of research, scholarship and/or professional practice into teaching and supporting
learning
- links with professional bodies/wider communities
• Involvement in teaching and learning initiatives
- institutional/nationally funded projects
- small-medium scale investigations/awards
- work with professional bodies
- development and/or adoption of learning and teaching themes, for example, internationalisation,
employability, assessment and feedback, retention, flexible learning, education for sustainability
- dissemination of teaching and learning related expertise
• Recognition and reward
- teaching prizes, fellowships, institutional awards for innovation
- professional body recognition
• Collaborating with others
- advisory, support, co-ordination roles in teaching and supporting learning
- leadership and management roles
• Educational and staff development activity
- mentor roles in professional development programmes for new and inexperienced staff
- learning and teaching workshops/seminars
- related publications/documents
• Leadership, management and organisational roles within institution or wider higher education context
- teaching and learning/quality enhancement committees
- programme design, approval and review process
- quality assurance roles and responsibilities
Programmes of study used as examples must be equivalent to at least Level 4 or above within the
Framework for Higher Education Qualifications. This means they must be courses or qualifications from
Higher Education (NB Degrees are level 6 qualifications and Master’s level 7).
38
