Job Description SF08104

Transcription

1 Human Resources Job Description SF08104 Post Title: 0.5 FTE Teaching Fellows in Psychology Grade: Grade 6 Faculty/Department: Reports to: Faculty of Life Sciences/Department of Psychology Head of School Purpose The post The Department of Psychology is seeking to appoint a 0.5 FTE Teaching Fellow to further strengthen the Department s academic profile and to support its ambitious expansion plans. Successful candidate will be expected to carry out high quality teaching, assisting with teaching in Cognitive Psychology and carrying out administrative duties as required. Applications will be considered from postgraduates with experience of teaching in a core area of psychology especially in aspects of developmental or cognitive psychology. Applicants should be willing and able to undertake administrative duties within the Department of Psychology. They should also be able to contribute to the innovative and engaging teaching environment within the School. The School of Psychology & Clinical Language Sciences Psychology at Reading was ranked in the top 20 psychology departments in the UK in the 2008 Research Assessment Exercise, where 95% of the research produced by academic staff in the department was recognised as of international quality, with over 60% rated as internationally excellent or world leading. The Department currently delivers seven British Psychological Society (BPS) accredited undergraduate Psychology degrees (approximately 500 students) and four MSc degrees (30 students per year). The Department of Psychology forms part of the School of Psychology & Clinical Language Sciences ( which comprises 34 academic and clinical staff, 25 research staff, and 54 PhD students. The reputation of the School of Psychology and Clinical Language Sciences is based on a world class contribution to psychology and neuroscience in a number of areas, with the bridge between neuroscience and clinical disorders being a common theme to many areas. Within the School there are four major research themes (Psychopathology & Affective Neuroscience, Nutrition & Health, Language & Cognition, Perception & Action) and two school-wide themes (Neuroscience and Development). In 2011/12 alone these research groupings generated in excess of 2million of research income from research councils, UK government bodies, charities and industry. The School also comprises the Department of Clinical Language Sciences ( which delivers outstanding educational training and research in the area of speech and language disorders, as well as the Charlie Waller Institute ( which leads research, training and evaluation of evidence-base psychological treatments of clinical disorders. It is also a core member University of Reading 2015 Page 1

2 of the University Centre for Integrative Neuroscience and Neurodynamics ( CINN, housed within the School, has a 3T Siemens Trio research-dedicated MRI scanner and a high-density EEG laboratory. These facilities are complemented by high resolution stimulus display systems with integrated high-speed eye tracking, psychophysiological measures, MRI compatible EEG, TMS and NIRS systems. It is also closely linked to other University research centres including the Institute for Cardiovascular & Metabolic Health, the Centre for Food Security and the recently formed Centre for Applied Behavioural Science. The University of Reading The University of Reading is ranked as one of the UK s 20 most research-intensive universities and is in the top 1% of universities in the world. We enjoy a world-class reputation for teaching, research and enterprise. Established as an extension college of Christ Church, Oxford in 1892, we received a Royal Charter in 1926, the only university to do so between the two world wars. Important achievements include being the first university to win the Queen s Award for Export Achievement (1989) and receiving the Queen s Anniversary Prize for Higher Education four times (1998, 2006, 2009 and 2011). The University is currently investing in a 50 million Academic Investment Project which builds on areas including Metabolic & Neuroscience Biology, Brain Computer Interfaces, and Literacy and Multilingualism. Main duties and responsibilities Teaching Contribute to undergraduate and MSc courses (especially Developmental or Cognitive Psychology) through curriculum development, teaching, and supervision. Be willing to innovate with respect to programme design, implementation and assessment. Show flexibility and be prepared to develop and teach material both within and beyond their own immediate research interests as requested by Head of School. Represent the field of study as required, in the University and externally. Leadership, Management & Administration Contribute to management, administration and outreach as agreed with the Head of School Contribute to the administration and running of lectures, practicals and seminars within the school. Participate in committees and working groups within the School, the Faculty and the University as required by the Head of School. Supervision received Dedicated teaching and research mentoring will be provided to advise and assist each appointment in satisfying the post requirements and progressing their career. The post holder will report to the Head of School. Supervision given To undergraduate students as required. Contact Members of the School are engaged in intra and extra School research collaborations. As well as various international research links, the School has excellent links with staff in a range of organisations including local NHS Trusts, the South Central Strategic Health Authority, the Health University of Reading 2015 Tuesday, 23 June 2015 Page 2

3 Professions Council (HPC), the British Psychological Society (BPS), the British Association for Behavioural and Cognitive Psychotherapies (BABCP), local schools, charities and businesses. Terms and conditions Part-time; fixed term for one year; Academic This document outlines the duties required for the time being of the post to indicate the level of responsibility. It is not a comprehensive or exhaustive list and the line manager may vary duties from time to time which do not change the general character of the job or the level of responsibility entailed. Date assessed: April 2015 University of Reading 2015 Tuesday, 23 June 2015 Page 3

4 Person Specification SF08104 Job Title: Teaching Fellow in Psychology Department: Psychology Criteria Essential Desirable Skills Required Attainment Knowledge Relevant Experience Disposition Good organisational and administrative skills Good interpersonal skills Strong oral and written communication skills Willingness to undertake administrative tasks within higher education Ability to engage in, and take responsibility for, teaching and learning at school and university level Doctorate in Psychology or a closely related area, or within 6 months of submitting for a doctorate A mainstream area of psychology relevant to the department s teaching needs in particular knowledge of Cognitive Psychology Teaching experience in psychology in an academic setting The ability to work well with colleagues and students Ability to work on own initiative Collegiate and respectful and considerate for the skills of others Committed to undertaking administrative duties and developing leadership skills Committed to excellence in teaching at all levels Ability to undertake original research Experience in research at the level of Doctorate or beyond Research experience in an area relevant to the department s research strengths Experience of supervising student projects Effective delivery of lectures and seminars Effective administrative ability demonstrated in higher education environment University of Reading 2015 Tuesday, 23 June 2015 Page 4

5 Other Ability to teach aspects of Cognitive Psychology Willingness to teach psychology at undergraduate level outside of key areas of expertise Research profile commensurate with experience in one of more of the department s four research groupings Completed by: Dr Laurie T Butler Date: 29 April 2015 University of Reading 2015 Tuesday, 23 June 2015 Page 5