Information for mentors
The Humanities New Academics Programme (HNAP) is a programme for academics in the Faculty of Humanities who are new to the University of Manchester (or, sometimes, new to a full-time academic post at the University). New academics in the Life Sciences, Medicine & Human Sciences, and Engineering and Physical Sciences will attend the equivalent programme in their own Faculty. In the majority of cases completion of the HNAP programme is a condition for the successful completion of probation.
HNAP has been designed to help new colleagues find their feet quickly, to meet key personnel at Faculty level, and to explain how the University of Manchester is organized. A major aspect of HNAP is the development of participants’ individual profiles as university lecturers and researchers. Consequently, new academic colleagues are asked to reflect upon their own teaching practice, to engage with more experienced colleagues in discussion of good practice in research and teaching across the Faculty, and to reflect upon and plan their own career development.
The role of the HNAP participant's mentor
Each HNAP participant is required to have a mentor who will guide and contribute to their successful portfolio completion. Mentor selection may be organized at School or local level; in some circumstances, participants may nominate their own mentor.
Mentors are asked to meet with their HNAP participant at mutually agreed and convenient points in the academic year. There are no specific requirements in terms of meeting quantity or frequency; instead, meeting needs and their focus is determined by the HNAP participant. Consequently, the role of the mentor can be seen to be one of thoughtful guidance rather than instructional or managerial in relation to their HNAP participant, acting as a critical friend when discussing or reviewing portfolio requirements.
The HNAP schedule
HNAP sessions are timetabled in three blocks throughout the academic year:
- September: “Finding your feet” - a quick guide to teaching, course module design, Faculty and essential staff
- October/November: “Developing your profile” – being a good research supervisor, research strategies and impact, best practice in teaching
- January: “The institutional context” – the student experience, student recruitment, University finance and governance
In total, participants will attend up to 26 individual sessions and complete 13 written assignments to form a Self-Reflective Portfolio. Mentors are asked to act as a sounding board for a number of themes and assignments with their mentees. On a few occasions, mentors are asked to provide a brief account of the mentee’s reflection.
The HNAP Self-Reflective Portfolio
In order to pass the Humanities New Academics Programme (HNAP), participants must attend all relevant modules and complete the Self-Reflective Portfolio. The portfolio assignment tasks are designed to complement day-to-day academic research and teaching practice. Examples of assignments and tasks include:
- a standard peer review of teaching and reflection and discussion upon the feedback received
- the creation of a Personal Development Plan to reflecting career development
- submission of a grant application
- review and reflection on a course design in light of student feedback
The most important aspect of the participant’s portfolio is that they take this opportunity to reflect upon their own practice with the support and assistance of their mentor. In this case, the reflection would include what went well or not so well, and what might be done differently in the future. In addition, participants should show they have engaged with relevant educational literature where appropriate to place their own teaching practice into its wider context.
Portfolio review outcome
The Portfolio is marked as pass or refer. Once participants have passed they will become a Fellow of the Higher Education Academy. Your role and contribution as a mentor is of importance in assisting the participant to attain this professional status award.
The Higher Education Academy (HEA)
The Higher Education Academy is a body set up and sponsored by a consortium of universities with the aim of:
- gaining recognition for lecturers’ teaching and learning activities,
- planning and guiding academics initial professional skills development and promoting continuous professional development throughout one’s life
- supporting the professionalization of teaching and learning in higher education
HEA goals
The goals of the HEA are aligned with the UK Professional Standards Framework (UKPSF) which is subdivided into three core dimensions:
- Areas of activity (e.g. design activities or courses, teach, assess, give feedback)
- Core knowledge (e.g. subject knowledge, appropriate teaching techniques, teaching technologies, evaluation of one’s teaching)
- Professional values (e.g. respect for learners, promotion of education, awareness of the higher education context)
When participants become a Fellow, this is recognition that they are aware of these core dimensions in relation to their own teaching and support for learning. Working towards Senior Fellow and Principle Fellow categories are options some participants (or their mentors) may wish to consider in their professional development planning.