If you are already teaching here at GCU, support and guidance in the following opportunities is available; 

Professional Recognition of Teaching

Academic Development in learning and teaching is designed in partnership with the academic Schools and a range of support is available to experienced staff.

A specific Recognition of Prior Learning (RPiL route has been designed to support staff with more than three years experience to develop a professional recognition claim for either Fellow or Senior Fellow of the Higher Education Academy. Each trimester 20 participants are selected by Schools to participate in an RPiL cohort to work towards submitting a professional recognition claim in a structured timetable.

To apply, interested staff should contact their School representatives to be included in a cohort

Being a Mentor

Mentoring Skills

GCU has developed an institutional approach to mentoring to offer mentoring support to a range of teaching staff including new teachers, new programme leaders.  If you would like to become a GCU mentor you are invited to complete the Mentoring Skills workshop where you will develop an understanding and skills in the GROW mentoring model.  Mentoring is recognised as a form of academic leadership for teaching staff, and a commitment by all staff at GCU to creating a high quality student learning experience at GCU.  Mentoring experience is useful for experienced teachers seeking professional recognition as Senior Fellow.

Mentoring workshops are organised throughout the year, with a network meeting taking place each trimester for those who have attended a workshop and retain an interest in mentoring.

Being a Personal Tutor

Personal Tutoring replaces the previous Academic Advising process.

All students are assigned a Personal Tutor at the start of their course. All Undergraduate and Taught Postgraduate students will have a named Personal Tutor who is a member of academic staff from their department, and who has knowledge of their programme. For postgraduate research students the role is undertaken by their research supervisor, coordinated by the Graduate School and a network of departmental postgraduate research tutors.

Personal Tutoring is not just about giving students the opportunity to talk if they have a problem; it is intended to help students reflect on their progress and develop personal, academic and professional skills. Students should meet with their Personal Tutor two to three times a year to discuss their academic studies, co-curricular activities that enhance their profile, and to reflect on any issues that may impact on their overall performance at university. Personal Tutoring meetings will help students to develop skills that can improve their academic performance and help them identify areas for professional and personal growth and development. Personal Tutors can help students navigate through assessment feedback and can work with them to produce academic development plans which can help improve their record of academic attainment. In addition, these meetings can provide an opportunity to discuss career planning and employability.

Personal Tutoring meetings may take different formats (face to face, telephone, skype) and may sometimes be organised as group sessions (for example at the start of a course).

Personal Tutors have primary responsibility for developing and maintaining regular contact with all their allocated Tutees to provide support and guidance on academic and non-academic matters at Programme level, as well as the student’s personal development.

The role of the Personal Tutor includes:

  1. Becoming familiar with all Tutees assigned to them.
  2. Posting and keeping to regular weekly office hours/when available for Personal Tutoring.
  3. Supporting Tutees in becoming independent learners by encouraging student reflection on their academic progress; skills development and career aspirations.
  4. Discussing assessment feedback and providing guidance on how to improve assessment performance and where to get further support (such as the Learning Development Centre; Library Services and any individualised support schemes running in Departments/Schools).
  5. Referring students experiencing difficulty with the subject-specific content of a particular module to the appropriate module leader for academic guidance.
  6. Offering advice and guidance on the expectations of the University and Programme and demystifying University processes.
  7. Offering advice on and signposting to sources of academic support such as the Learning Development Centre; Library Services; and on-line learning resources.
  8. Raising student awareness of development opportunities available to them such as those in the Students Association; Work Experience Hub; Mentorship Programme; Student Ambassadors; Sports Clubs; Volunteering; Placements; and Student Leaders Programme.
  9. Referring Tutees experiencing welfare/personal difficulties to the Student Wellbeing Team; Students Association or Campus Life, as appropriate.
  10. Seeking advice from the Programme Leader when dealing with complex issues or in clarifying process.
  11. Engaging with the Mitigating Circumstances processes, if necessary, to provide advice and guidance on these processes to Tutees.
  12. Encouraging Tutees to make use of Personal Development Plans (PDP).
  13. Supporting Tutees with career development and encouraging their regular engagement with the Careers Service.
  14. Keeping meeting records using the Personal Tutoring Meeting Record template.
  15. Writing references for Tutees if appropriate.

For each meeting, you should complete (with your Personal Tutee), a ‌Personal Tutorial Meeting Record . The form provides a record of the meeting, highlighting any actions that emerge from it.